Tools commonly used in the School Psychologists industry for day-to-day tasks and operations.

• Psychoeducational assessments
• Behavioral assessments
• Intelligence tests
• Achievement tests
• Personality tests
• Observation tools
• Counseling techniques
• Crisis intervention strategies
• Data analysis software
• Progress monitoring tools
• Research databases
• Communication tools (e.g. email, phone, video conferencing)
• Educational software
• Assistive technology
• Classroom management strategies
• Social skills training materials
• Parenting resources
• Professional development materials

Common products and services typical of NAICS Code 621399-40, illustrating the main business activities and contributions to the market.

• Student counseling
• Behavior management
• Learning disabilities
• Gifted and talented programs
• Mental health services
• Crisis intervention
• Academic assessment
• Special education services
• School-wide positive behavior support
• Consultation with teachers and parents
• Social-emotional learning
• Bullying prevention
• Substance abuse prevention
• Dropout prevention
• Career development
• Multicultural education
• Early childhood education
• Response to intervention
• School safety and crisis planning

The specific certifications, permits, licenses, and regulatory compliance requirements within the United States for this industry.

• National Certified School Psychologist (NCSP): The NCSP certification is offered by the National Association of School Psychologists (NASP) and is recognized in most states as a credential for school psychologists. It requires a graduate degree in school psychology, completion of a 1,200-hour internship, and a passing score on the National School Psychology Examination.
• Licensed Psychologist: School psychologists may also hold a license to practice psychology in their state. The requirements for licensure vary by state but typically include a doctoral degree in psychology, supervised experience, and a passing score on the Examination for Professional Practice in Psychology (EPPP).
• Board Certified Behavior Analyst (BCBA): Some school psychologists may specialize in behavior analysis and hold a BCBA certification. This certification is offered by the Behavior Analyst Certification Board (BACB) and requires a graduate degree in behavior analysis, supervised experience, and a passing score on the BCBA examination.
• Certified Mental Performance Consultant (CMPC): School psychologists who work with athletes may hold a CMPC certification, which is offered by the Association for Applied Sport Psychology (AASP). It requires a graduate degree in sport psychology, supervised experience, and a passing score on the CMPC examination.
• Certified School Social Work Specialist (C-SSWS): School psychologists who provide social work services may hold a C-SSWS certification, which is offered by the National Association of Social Workers (NASW). It requires a master's degree in social work, supervised experience, and a passing score on the C-SSWS examination.

A concise historical narrative of NAICS Code 621399-40 covering global milestones and recent developments within the United States.

• The history of school psychology dates back to the early 20th century when the field emerged as a distinct discipline. The first school psychologist was Lightner Witmer, who established the first psychological clinic at the University of Pennsylvania in 1896. The field of school psychology grew rapidly in the 1920s and 1930s, with the establishment of the National Association of School Psychologists (NASP) in 1969. In the United States, the field of school psychology has undergone significant changes in recent years, with a focus on evidence-based practices and the use of data to inform decision-making. The Individuals with Disabilities Education Act (IDEA) of 2004 has also had a significant impact on the field, requiring schools to provide appropriate services to students with disabilities. In recent years, there has been a growing emphasis on the role of school psychologists in promoting mental health and wellness in schools, as well as addressing issues such as bullying and school violence.

The anticipated future trajectory of the NAICS 621399-40 industry in the USA, offering insights into potential trends, innovations, and challenges expected to shape its landscape.

• Growth Prediction: Growing

  According to the Bureau of Labor Statistics, employment of school psychologists is projected to grow 3 percent from 2019 to 2029, about as fast as the average for all occupations. The demand for school psychologists will increase as schools strive to improve student outcomes and as awareness of the connection between mental health and learning increases. However, budget constraints may limit employment growth. Additionally, the COVID-19 pandemic has increased the need for mental health services in schools, which may lead to increased demand for school psychologists in the future.

Recent groundbreaking advancements and milestones in the School Psychologists industry, reflecting notable innovations that have reshaped its landscape.

• Teletherapy: With the COVID-19 pandemic, many school psychologists have turned to teletherapy to provide mental health services to students remotely. This has allowed for increased access to services and has been particularly helpful for students in rural areas or those who may not have been able to access services in person.
• Trauma-Informed Practices: Many school psychologists are implementing trauma-informed practices in schools to better support students who have experienced trauma. This includes training teachers and staff on how to recognize and respond to trauma, as well as providing mental health services to students who have experienced trauma.
• Positive Behavioral Interventions and Supports (PBIS): PBIS is a framework for promoting positive behavior in schools. School psychologists are often involved in implementing PBIS programs, which can include teaching social-emotional skills, providing individualized support to students, and creating a positive school climate.
• Data-Driven Decision Making: School psychologists are increasingly using data to inform their practice. This includes using data to identify students who may be at risk for academic or behavioral problems, as well as using data to evaluate the effectiveness of interventions.
• Multi-Tiered Systems Of Support (MTSS): MTSS is a framework for providing academic and behavioral support to students. School psychologists are often involved in implementing MTSS programs, which can include providing individualized support to students, collaborating with teachers and staff, and monitoring student progress.