Document Type

Article

Publication Date

2025

Publication Title

Journal of School Psychology

Abstract

Graduate program climates are an essential part of training, professional development, and identity for future school psychologists. One of the challenges of understanding program climate is how to measure such a construct so that programs can facilitate welcoming and trans- formational spaces for learning and critical thinking. This study aimed to develop and initially validate a measure of graduate students’ perceptions and experiences of school psychology program climates, the Climate Assessment for Relationships and Equity in School Psychology. Results of an exploratory factor analysis from a sample of 212 school psychology graduate stu- dents revealed a four-factor structure: (a) program dynamics and psychological safety, (b) diversity, equity, and inclusion, (c) peer support, and (d) resources. Of these factors, graduate students rated peer support most favorably and diversity, equity, and inclusion as most lacking, indicating a continuing need for programs to provide opportunities and training to engage in program and individual accountability as they relate to social justice issues. Implications for graduate student and faculty advocacy to improve climate in school psychology graduate pro- grams are provided.

Comments

Published in Journal of School Psychology by Elsevier Ltd on behalf of Society for the Study of School Psychology. Available via doi: 10.1016/j.jsp.2025.101457.

This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).

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