SHREVEPORT – In a world where a child’s education is often impacted by mental and social health, LSU Shreveport is training school psychologists rooted in both mental and academic well-being.
According to the National Association of School Psychologists, Louisiana employs one school psychologist for every 2,859 kids enrolled in K-12 schools for the 2023-24 school year.
The rate falls below the recommended ratio of one per 500 students and the national average of one per 1,065 students, although Louisiana is faring better than some of its southern counterparts like Oklahoma, Mississippi, and Alabama.
Through the only Specialist in School Psychology (SSP) program in Louisiana, LSUS is helping fill that void by preparing its graduate students through rigorous academic preparation, hands-on training, and a steadfast commitment to best practices.
“There’s a critical shortage of school psychologists in our state and around the nation,” said Dr. Kevin Jones, director of the Specialist in School Psychology program that began in 1980. “School psychologists play a key role in offering all children access to support services, accommodations, and specialized instruction due to emotional crises, learning disabilities and behavior disorders.
“The LSUS SSP program provides a balanced approach to address academic and mental health challenges in children by embracing a small cohort, in-person training model.”
Part of that preparation in the three-year program involves participation at annual state and national conferences.
LSUS students swept the top three research poster awards as eight students presented at the Louisiana School Psychological Association annual conference in early November.
Emily DeGruise won first-place honors for her “Function-Based Check-In/Check-Out: A Practical Application of Kilgus et al. (2016).
Shannon McPhee captured second with her poster “Multicomponent Behavioral Self-Monitoring System within a Reading Intervention: A Practical Application of Bruhn and Watt (2017).
Kristen Cochran took third with “Increasing Academic Engagement and Classroom Self-Regulation using CW-FIT: A Practical Application of Orr et al. (2019).”
“Our students did an amazing job translating their research to everyday practice,” Jones said. “I received positive comments from judges and audience members about every single presentation.”
Assistant professor Dr. Amber Harris delivered a session titled “Best Practices in Autism Assessment,” providing attendees with updated, evidence-based approaches to assessment and support. She also co-presented a session on school psychology ethics.
Students networked at the conference with the Student Reception and Job Fair, building connections and exploring internship placements with multiple Louisiana districts eager to hire well-trained professionals.
LSUS alumnus Paul Anderson (Class of 1996), who works in Bossier Parish, received the 2025 School Psychologist of the Year Award in the state.
Graduates of the LSUS SSP program leave equipped with the skills, confidence, and vision necessary to make lasting, positive contributions to the school systems and communities they serve.
Hands-on preparation begins in the first fall semester of the three-year, 72-hour graduate program, with first-year students participating in off-campus field experience observations with local certified school psychologists.
Using a developmental approach, SSP students are gradually involved in more applied experiences, culminating with a fully paid, 1,200-hour internship in a school district during the third year.
Current second-year students will complete their first clinical field experience in December as a requirement in the advanced course on principles and application of learning with Jones.
LSUS students each coordinate a reading intervention case with an elementary-aged child through the Community Counseling and Psychology Clinic located on the LSUS campus.
“Because a strong foundation in reading is essential for long-term academic success, it is critical that school psychology students learn how to assess reading difficulties and implement effective interventions,” Jones said. “This experience equips them to support K-12 students who struggle with reading and to collaborate more effectively with teachers in addressing those needs.”
McPhee said her experience in this facet of the program illustrates the benefits of teacher and psychologist intervention.
“Working in the clinic with a student facing reading challenges reinforced the impact of individualized support and collaboration,” said McPhee, a second-year student. “Together, we built not only stronger reading skills but stronger confidence.”
For more information about the LSUS Specialist in School Psychology program, visit the LSUS website or contact Kevin.Jones@lsus.edu.
