The Role of School Psychologists in Employment-Focused Transition Services

Abstract Transition services support students with disabilities in accessing post-secondary school opportunities including employment. This study used both quantitative and qualitative methods to gather data on practicing school psychologists’ experiences, attitudes, and training related to the school to employment transition process. Participants’ responses on surveys (n = 38) and interviews (n = 7) indicated that school psychologists see themselves as having skills that would contribute to the transition process but that they experience barriers such as resource allocation, lack of training, and minimal knowledge of the empirical support for transition services that make it difficult to participate. The results also suggest that school psychologists have existing skills that could be applied to the transition process. Recommendations are provided as to how school psychologists can support youth school-to-work transition with minimal adjustment to their existing role.