School psychology is now recognized under Federal law as a vital component of educational support for children who do not readily adapt to the academic, social, and emotional demands of school life. For children and adolescents, the ongoing demands of school communities are well-known, but too often discounted until a serious learning or behavioral problem becomes so pronounced it cannot be ignored. Often this entails piecemeal work by contractors who may be unqualified to provide the level of services our students deserve, and who certainly have no familiarity with a given child s school milieu, including their classroom experiences, social interactions, student-teacher interactions, and educational climate within a given educational community. The value of psychological services in the school are recognized by mental health professionals, parents, media, teachers, and the students themselves. Legislators on both the Federal and State level have also recognized the importance of mental health services to children, and this is reflected under not only the IDEA, but also in New York State Education Law and State Education Department regulation.
School psychologists play a key role within educational settings.
School psychologists in New York State are committed to serving as resources for students, teachers, and parents. They need to feel safe enough and competent enough, and to know that there are available supports for their emotional needs, as well as their academic needs. School psychology has a tradition, dating back to 1896, of specializing precisely in understanding and supporting the needs of students within school settings. Parents too, know that psychologists are who to turn to when they are concerned about their children s expressions of frustration, changes in behavior, and difficulties in school. But in order for services to be available at critical times for the child, school psychologists need to be there in the schools, as part of the school community, on a regular basis.