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Graduate Preparation of School Psychologists in Serving English Language Learners
Trainers' Forum
  • Morgan J. Aldridge, University of Dayton
  • Elana R. Bernstein, University of Dayton
  • Susan C. Davies, University of Dayton
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Publication Date

The purpose of this study was to examine the training practices of NASP accredited graduate programs in school psychology with regard to best practices in working with English Language Learners (ELLs). Training directors of school psychology programs were surveyed regarding the amount of time and the extent of instruction they provided their school psychology graduate students on the topic of ELLs. School psychology interns were also surveyed regarding both their current knowledge about serving ELLs and their perceived preparedness to serve ELLs. Results indicated that school psychology programs are not adequately preparing graduate students to serve the growing population of ELLs. Faculty members cited time as the largest barrier to increasing their instruction about ELLs, particularly the amount of time that must be devoted to other requirements per state and national standards. Interns rated themselves as feeling less than adequately prepared to serve ELLs effectively, both during their internship and for their future practice. This article also presents implications for school psychology graduate training.

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Article in repository is the authors' accepted manuscript, available for educational use with proper attribution. The version of record is available online >>>. For information about the Trainers of School Psychologists organization, see the website >>>.

Trainers of School Psychologists
Peer Reviewed
Citation Information
Morgan J. Aldridge, Elana R. Bernstein and Susan C. Davies. "Graduate Preparation of School Psychologists in Serving English Language Learners" Trainers' Forum Vol. 33 Iss. 2 (2015)
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