Presenter(s)

• Holly Strecker, Student, University of Findlay
• Kayla Nicole Knight-VanFossen, Student, University of Findlay
• Kyle Wagner, Assistant Professor of School Psychology, University of Findlay

Abstract

This exploratory content analysis examined trends in school psychology research from 1979–2019 across major journals, with attention to both research topics and methodologies. Findings showed shifts in emphasis over time, including increased focus on assessment, intervention, diversity, and evidence-based practices, alongside growth in quantitative and mixed-methods research. Results highlight how the field has evolved to address changing educational and mental health needs while identifying areas where additional methodological diversity may be beneficial. These findings may be particularly useful for school psychologists, researchers, faculty, and graduate students interested in the historical development and future direction of school psychology research.