School Psychology (MS/CAGS)

The MS/CAGS program in School Psychology is accredited by NASP and the Massachusetts State Department of Education. Graduates are eligible for an Initial School Psychology License in Massachusetts and become nationally certified school psychologists. However, licensure requirements may vary by state. Contact the state’s Department of Education or visit the NASP website for more information. For questions about the MS/CAGS program in School Psychology as it relates to school psychology licensure, please contact Director of Clinical Training, Jessica B. Edwards George, PhD at [email protected].

• Optional specializations in early intervention or applied behavior analysis
• Urban and culturally diverse field placements and applied research projects
• Students complete a 75-hour pre-practicum, 450-hour practicum, and 1200-hour internship
• Students produce a graduate portfolio and a set of comprehensive case studies

The mission of Northeastern University’s school psychology program is to develop school psychologists who have a strong foundation across the following domains of school psychology training and practice as delineated by the National Association of School Psychologists (NASP):

• Data-Based Decision-Making and Accountability
• Consultation and Collaboration
• Interventions and Instructional Support to Develop Academic Skills
• Interventions and Mental Health Services to Develop Social and Life Skills
• School-Wide Practices to Promote Learning
• Preventive and Responsive Services
• Family-School Collaboration Services
• Diversity in Development and Learning
• Research and Program Evaluation
• Legal, Ethical, and Professional Practice

Interdisciplinary collaboration

Our training approach incorporates the importance of interdisciplinary collaboration. Our students learn how to work on teams in delivering services, and how to draw upon the rich resources of professionals from related disciplines.

Practice-oriented

A cornerstone of Northeastern University and our program is practice-oriented education. We train students to become highly skilled scientific practitioners and lifelong learners, who employ the scientific, problem-solving method to evaluate their own practice. Real-world projects and work experiences are integrated into coursework and fieldwork. Students complete practicum and internship fieldwork requirements in local area schools. The faculty have developed a rich network of collaborative school psychologists who serve as excellent field supervisors. Faculty assist with placing students at school fieldwork sites in and around the Boston Metropolitan area. During the third year internship, students document their mastery of the training goals through comprehensive case studies.

A supportive learning environment

Northeastern University is known as a student-centered institution, and this student-centered philosophy is prominent in our school psychology program. We view ongoing support and feedback as critical for students’ learning and professional development. We strive to be accessible to students. Faculty members take pride in mentoring and advising students. In addition, students are actively involved in a peer-mentoring program, whereby advanced students provide guidance to first-year students. Students collaborate with faculty on research projects, journal articles, book chapters, and state and national presentations.

Professional identity and social conscience

Our students have a strong professional identity and social conscience. The department has a very active student chapter of the school psychology division of the American Psychological Association (Student Affiliates in School Psychology-SASP). This student chapter plans educational workshops, conferences, and social activities. Many of our alumni have assumed leadership roles in state and national organizations. In addition, they consider themselves advocates for the needs of children.

Priority Application Deadline: January 6

Final Application Deadline: June 15

• Application

• Application fee

• Three letters of recommendation

• *Transcripts from all institutions attended

• Personal statement

• Resumé

• TOEFL or IELTS for applicants who do not hold a degree from a U.S. institution and whose native language is not English

• Personal interview with faculty and current students

• Optional: Official GRE scores

• Undergraduate major or minor in psychology or the following undergraduate courses:

  • Introduction to Psychology

  • Child Development

  • Abnormal Psychology

  • Research Methods and Statistics

• Prospective students should have prior experience working with children

*Transcripts from outside of the U.S. will require a course-by-course evaluation from WES or ECE