Seeing through different lenses: Examining the diversity, implicit bias, and cultural competence in school psychology and how it impacts the decision-making process for special education

School Psychologists are often referred to as the “gatekeepers” of Special Education. According to the National Association of School Psychologists (NASP), they are uniquely qualified members of school teams that support students’ ability to learn and teachers’ ability to teach (NASP, 2014). In order for students to receive special education services, they must undergo evaluations completed by School Psychologists. School Psychologists gather information from multiple sources to provide each student with a comprehensive evaluation. The following research highlights the potential impacts that implicit biases, race, and other factors may have on the professional judgments made by School Psychologists performing such evaluations. An ANOVA and regression with moderation were utilized but showed insignificant results due to the lack of a sample size of Black school psychologists. Although the findings resulted in non-significant numbers, the results highlighted the importance of Black representation in the field of school psychology as well as the need for continuous multicultural training in graduate programs and practice.