The school psychology area focuses on psychological and educational principles that influence the adjustment of individuals from birth to 21 years.
The program leads to a PhD or EdS in educational psychology and prepares professional psychologists to use the knowledge of the behavioral sciences in ways that enhance the learning and adjustment of children, their families, and their teachers. The graduate program strongly emphasizes the preparation of psychologists for academic and scholarly careers, along with a sound and comprehensive focus on the practice of psychology in the schools and related applied settings.
Two Degree Options
Educational Specialist (EdS) in Educational Psychology
The EdS program emphasizes sophisticated training in cutting-edge evidence-based practices. Training prepares graduates to be leaders in school districts who design and implement innovative practices to maximize positive outcomes for children, youth, families, and schools. Students will complete the program in three years.
PhD in School Psychology
This graduate program in School Psychology leads to a PhD in Educational Psychology with a scientist–scholar–practitioner model of professional training. Students prepare for positions as professors in colleges and universities, psychologists in elementary and secondary schools, and with other organizations or agencies that focus on psychological services to children, youth, and families. Students will complete this program in five years.
Accreditation
The School Psychology Doctoral Program is accredited by the American Psychological Association Commission on Accreditation, with the most recent re-accreditation in August 2020. Questions related to the program’s accredited status should be directed to the Commission on Accreditation. The School Psychology Doctoral Program is also approved by the National Association of School Psychologists.
Learn more about this program
“It was hard to resist one of the top programs in the country.”
As a teacher, Patrice Leverett was struck by the overwhelming number of Black males in special education, as well as the few mechanisms in place to return students to less restrictive environments. She spoke to the school psychologist about how to address these issues. He said, “If you think you can do it better, do it yourself.” The next year, she applied for a PhD in School Psychology at UW–Madison where she could access the best, most up-to-date research, practices, and learning opportunities.
