Mental health service delivery in rural settings has become increasingly limited while rates of mental health concerns among youth have increased. Schools form a common hub in rural areas and they present an opportunity for the assessment of developing disorders as well as a means for delivering mental health services in an affordable and acceptable fashion. School psychologists supporting rural school districts are presented with a unique opportunity to provide various aspects of rural mental health service delivery. Over the last 40 years, little research has been published on rural school psychologist’s roles and responsibilities and their relationship to mental health service delivery. The purpose of this study was to examine differences in the roles, responsibilities, and delivery of mental health services between rural school psychologists and micropolitan/metropolitan practitioners. A survey was created utilizing feedback from Subject Matter Experts (SMEs). Following a feedback session, the final survey was sent to participants who were recruited utilizing the National Association of School Psychologists email list. Findings showed that micropolitan school psychologists spend significantly more time in mental health assessment and advocacy when compared to rural school psychologists. When examining where rural, micropolitan, and metropolitan school psychologists spend the majority of their time, participants indicated that over half of their time is spent in special education assessment.


Carlos Panahon

Committee Member

Shawna Petersen-Brown

Committee Member

Daniel Houlihan

Committee Member

Paul Mackie

Date of Degree




Document Type



Doctor of Psychology (PsyD)

Program of Study

School Psychology




Social and Behavioral Sciences



Rights Statement

In Copyright