School Psychologists' Perceptions of Preparedness for Working with Students with Emotional Disturbance

Date of Award

8-15-2026

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education & Human Services

Advisor/Chair

Madison Cloud-Crandall

Abstract

School psychologists play a crucial role in identifying and supporting students with Emotional Disturbance (ED), yet research indicates that self-perceptions of preparedness in this area remains under-explored. While the broader literature addresses teacher experiences—particularly classroom practices, training, and self-efficacy of teachers working with students with ED (Alkahtani, 2016; Brunsting et al., 2024; Evans et al., 2012; Fildermann et al., 2022; Henderson et al., 2005; McKenna et al., 2022)—there is a notable gap when it comes to school psychologists’ experiences. The current study explored school psychologists’ perceptions of preparedness in this area, as well as additional factors that may contribute to these perceptions. Despite individual differences across district typology, gender, graduate training, and years in the field, five consistent themes emerged: Roles and Involvement, Factors/Sources of Preparedness, Feelings of Preparedness, Perceived Support, and Personal Experience and Philosophy. Additionally, evaluative practices were influenced by personal attitudes, philosophical frameworks, and conscientiousness in individualizing assessments. Interestingly, respondents reported high self-efficacy despite identifying gaps in training.

Keywords

Educational Psychology

Rights Statement

Copyright 2026, author

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