Attrition and Burnout Among U.S. School Psychologists

Written By Terry Burger, Ph.D., NCSP, IPE

Attrition and Burnout Among U.S. School Psychologists

Overview: School psychology as a profession faces ongoing personnel shortages and concerns about burnout. Although many school psychologists historically report high job satisfaction and lower early-career turnover than teachers, the field is experiencing significant attrition pressures due to mid-career exits, retirements, and insufficient new entrants (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team) (Needed: More school psychologists - Kappan Online). Burnout is also prevalent – characterized by emotional exhaustion and feeling overextended – which not only impacts practitioners’ well-being but also contributes to decisions to leave the job or profession.

I am a licensed school psychologist in Florida as well as Indiana, so I always like to watch trends for my profession in the Sunshine State as well. Below is a summary of attrition rates (especially for early-career professionals), general burnout rates and causes, a comparison of Florida-specific trends to national data, key factors driving attrition, and strategies identified to reduce burnout and attrition.

Early-Career Attrition Rates in School Psychology

Newly entering school psychologists tend to have relatively low attrition in their first few years, especially compared to classroom teachers. Research indicates that about 5% of practicing school psychologists leave the field each year (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team), and unlike teachers – nearly half of whom leave within five years in some estimates – school psychologists rarely leave in their first 5 years on the job (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). In fact, one nationwide analysis found that attrition is “very low” during the initial years of practice, with the highest turnover occurring later in mid-career (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). The greatest exodus tends to happen around 6–10 years of experience (with an ~8.5% attrition rate in that band), followed by those with 11–15 years, whereas early-career school psychologists (0–5 years) seldom leave unless for retirement or personal reasons (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). This pattern contrasts with education jobs like teaching, where early burnout and career changes are more common.

Even so, intent to leave is not absent among newer school psychologists. Surveys in the 2010s signaled that a notable minority do consider changing jobs or fields. For example, in one nationwide survey of school psychologists (spanning various career stages), 16% said they planned to leave their current school psychologist position within the next five years, and about 8% intended to leave the field entirely in that timeframe ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). The most commonly cited reasons for those considering departure were not a dislike of the profession per se, but working conditions – especially lack of administrative support or poor relationships with school administrators ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). This suggests that while outright early-career abandonment of the profession is relatively infrequent, work environment factors can push even new practitioners to contemplate leaving their jobs or school psychology altogether.

Burnout Prevalence and Causes Among School Psychologists

Burnout is a widespread concern in school psychology, with many practitioners reporting high stress and exhaustion. In terms of prevalence, studies consistently find that a large proportion of school psychologists experience at least some symptoms of burnout. Notably, over one-third of school psychologists nationwide report “high” levels of emotional exhaustion, the core dimension of burnout ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). Regional studies have found even higher rates – for instance, nearly 46% of school psychs in one Southeastern U.S. sample had high emotional exhaustion scores ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). By contrast, fewer practitioners exhibit severe depersonalization (cynicism) in their work (around 5–10%) ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ) ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ), meaning they generally still care about the students they serve. However, feelings of reduced personal accomplishment are relatively common (in one study, 12–26% reported low sense of efficacy or achievement) ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). In sum, roughly one-third to one-half of school psychologists show significant burnout on standard measures, especially in terms of feeling emotionally drained. In fact, some estimates indicate that up to 90% of school psychologists experience occasional burnout feelings during their career ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ), though not all reach chronic burnout.

Key causes of burnout in this profession have been well-documented by research and professional surveys. The main contributors include:

  • Excessive Workload and Caseload: School psychologists often juggle very large student caseloads and heavy evaluation demands, especially in districts with staffing shortages. The national average student-to-psychologist ratio exceeds 1,100:1, more than double the recommended 500:1 ratio (Needed: More school psychologists - Kappan Online). This imbalance results in unmanageable assessment loads, extensive paperwork, and long hours. Practitioners report that being stretched across too many students/schools leaves them chronically exhausted and unable to provide comprehensive services, a classic recipe for burnout (Needed: More school psychologists - Kappan Online). Overextension can quickly lead to emotional exhaustion and a feeling of not being effective, fueling burnout.

  • Role Overload and Changing Responsibilities: In many settings, school psychologists’ roles have expanded beyond traditional testing and counseling – including handling additional administrative tasks, serving multiple schools, or covering duties left vacant by other mental health staff. Rapidly shifting or multiplying responsibilities without adequate support has been suggested as another factor driving burnout and attrition (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). When school psychologists cannot practice the full range of services they are trained for (such as prevention and intervention) and instead spend most of their time on mandated special education evaluations, they often feel a lack of professional fulfillment. This lower sense of accomplishment contributes to burnout ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ).

  • Lack of Administrative Support: A consistent finding is that support (or lack thereof) from school administrators profoundly affects school psychologists’ stress levels. Many who consider leaving cite negative relationships with principals or district leadership, insufficient inclusion in decision-making, or lack of understanding of their role ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). Feeling undervalued or isolated can exacerbate burnout. Conversely, feeling supported and included by administrators can buffer against stress. Administrative pressures to take on unethical or inappropriate tasks have also been linked to higher burnout in some cases (e.g. pressure to alter evaluations or overload caseloads) (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team).

  • Emotional Demands of the Job: By the nature of their work, school psychologists deal with serious student mental health and behavioral issues, which can be emotionally taxing. Managing crises, helping traumatized students, or continually addressing severe needs without sufficient resources can lead to compassion fatigue. Over time, this emotional labor contributes to exhaustion if psychologists do not have outlets for support or balanced workloads.

Despite these stressors, it’s worth noting that many school psychologists remain passionate about their work. Historically, surveys have shown generally high job satisfaction – for example, one study found 86% would choose the career again if given the choice (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). Thus, burnout often coexists with professional commitment. The challenge is that when burnout becomes severe (e.g. chronic exhaustion and feeling ineffective), it directly fuels attrition – burned-out psychologists are more likely to seek other jobs or retire early (Needed: More school psychologists - Kappan Online). In summary, burnout in school psychology is common, primarily driven by too-high workloads, role stress, and insufficient support, and it is a major precursor to attrition if unaddressed.

Florida vs. National Trends in Attrition and Burnout

Florida exemplifies many of the national challenges in school psychology – in fact, some indicators suggest the situation in Florida is more acute than national averages:

“Florida is not alone is experiencing a severe shortage of school psychologists. In fact, there is a national shortage that is reaching a critical tipping point.”
— Dr. Burger

  • Severe Shortages and Vacancies: Florida has been experiencing a critical shortage of school psychologists. In recent years, retirements and attrition in Florida have outpaced the number of new school psychologists entering the field, causing a net decline in the workforce (Needed: More school psychologists - Kappan Online). A 2019 study found that across Florida, 42 school psychologist positions went unfilled over a five-year period due to the lack of available practitioners (Needed: More school psychologists - Kappan Online). Statewide, district supervisors reported persistent difficulty recruiting and retaining school psychs, particularly in rural counties. Florida’s pipeline of new professionals is not keeping up with those leaving: Graduate programs in the state only produce around 50 new school psychologists per year, while over 140 are expected to retire each year – meaning Florida was projected to fill only ~25% of the needed positions through 2022 () (). This translates to an annual shortfall of ~200 school psychologists in the state if nothing changes () ().

  • High Student-to-Psychologist Ratios: Florida has one of the worst school psych staffing ratios in the nation, far above the already-high national average. On average, each Florida school psychologist is responsible for roughly 2,000 students () (). This is about three to four times the NASP recommended ratio (500–700:1) and nearly double the U.S. average of ~1,100:1 () (Needed: More school psychologists - Kappan Online). In some Florida districts, one psychologist covers an entire county or multiple schools single-handedly. For example, in 2018-19 the Florida Department of Education noted that 19% of districts had no district-employed school psychologist, and another 9% had only one on staff for the whole district (). Such extreme caseloads in Florida inevitably lead to high stress and burnout for the few practitioners trying to serve enormous numbers of students. Florida school psychologists are often spread thin across multiple schools, limiting their ability to perform preventative and counseling services and forcing a focus on crisis cases and special education testing.

  • Salary and Economic Factors: Compensation in Florida may also contribute to attrition. Florida’s school psychologists have stagnant salaries that fall well below the national average for the profession (). As of 2019, the average annual salary for a school psychologist in Florida was about $59,996, whereas the U.S. national average was around $75,000 (). Moreover, Florida’s school psychs typically work a longer year (often 11+ months) and must hold specialist or doctoral degrees, yet their pay has not kept up with cost of living increases () (). Lower salaries can drive new graduates to seek positions in other states or in private practice for better pay. This economic disadvantage makes retaining and attracting talent in Florida difficult – neighboring states or districts can lure staff away with more competitive compensation.

  • Burnout and Job Strain: While specific burnout survey data for Florida school psychologists is limited, the conditions (high ratios, vacancies, lower pay) suggest many face intense workloads. Florida practitioners often report working long hours to keep up with mandated evaluations and crisis needs. The Florida Association of School Psychologists (FASP) has explicitly linked the overwhelming caseloads and shortage of personnel to unsustainable working conditions and rising burnout among school psychs in the state (Needed: More school psychologists - Kappan Online). In short, Florida mirrors national trends but amplified: fewer professionals serving more students with fewer resources. This leads to higher risk of burnout and, in turn, further attrition as some leave for better conditions or retire earlier than planned (Needed: More school psychologists - Kappan Online).

Overall, Florida’s trends align with national concerns (shortages, burnout, mid-career attrition) but are more pronounced. The state’s combination of high demand, low supply, and lower pay creates a cycle where remaining school psychologists face exceptionally high stress, which can accelerate burnout and make retention even harder. Consequently, addressing workload and resource issues is particularly critical in Florida to prevent a worsening attrition spiral.

Key Factors Contributing to Attrition in School Psychology

Multiple studies and professional reports have identified common factors that drive school psychologists to leave their jobs or the field. Below are some of the most prominent factors, with data where available:

  • Heavy Workload and Caseload: Overwhelming workload is the most frequently cited factor in school psychologist attrition. Excessive numbers of students per psychologist (often far above recommended ratios) lead to long hours, high stress, and inability to meet all students’ needs. This not only causes burnout but also prompts some to seek positions with more manageable expectations. For example, the national average ratio is about 1:1,127 (psychologist:students), and in Florida ~1:2,000+, far beyond the 1:500 recommended standard (Needed: More school psychologists - Kappan Online) (). Such caseloads make it “impossible to meet [students’] mental health, behavioral, and academic needs adequately” () (). School psychologists carrying hundreds more students than they reasonably can serve often feel they are “spread thin” and unable to perform preventative or comprehensive services, which diminishes job satisfaction and leads to early exit due to stress (Needed: More school psychologists - Kappan Online).

  • Salary and Financial Considerations: While not always the primary reason for burnout, salary levels can influence attrition by affecting recruitment and long-term commitment. School psychologists generally need advanced degrees (typically a specialist-level or doctorate) but in many areas do not receive commensurate pay. Low or stagnant salaries, especially compared to other psychology roles or to other states, can push professionals out of the schools. For instance, Florida’s average school psychologist salary ($60k) is well below the U.S. average ($75k) (), and salaries have not kept pace with inflation. Thus, a Florida practitioner can earn significantly more by moving to a different state or a private sector job. Many districts also require unpaid internships or don’t offer incentives, which can deter entrants (). Improving compensation is often cited as essential to improve retention ().

  • Job Satisfaction and Role Fulfillment: Job satisfaction plays a critical role in whether school psychologists stay. On the positive side, most school psychs find their work meaningful – helping children succeed is a strong motivator, and historically the field reports good overall satisfaction (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). However, when the actual duties diverge from expected role, satisfaction can drop. Many enter the field expecting to provide counseling, preventive programs, and consultation, but end up spending the bulk of their time on special education evaluations and paperwork. This narrowing of role and lack of professional autonomy can lower job satisfaction. Additionally, limited career advancement pathways in education (beyond possibly moving into administration or relocating to another district) mean experienced school psychologists may feel “stuck.” Studies have noted that ever-expanding roles and added responsibilities without additional support contribute to attrition – essentially, psychologists become jacks-of-all-trades on campus and feel ineffective or pulled away from the parts of the job they value (Lit Review: Career Pathways for School Psychologists | School Psychology Research Team). Conversely, when school psychologists are empowered to use the full range of their skills (as outlined in NASP’s Practice Model), they report feeling more connected and committed to the profession (Needed: More school psychologists - Kappan Online). Thus, ensuring practitioners can do the work they find meaningful is key to keeping them satisfied and in the field.

  • Administrative Support and Work Climate: The level of administrative support is a decisive factor in attrition. School psychologists function best in a collaborative environment where principals and district leaders understand their role and include them in decision-making. When that is absent, psychologists often feel isolated or underappreciated. A national survey found that a lack of support from administrators or even adversarial relationships with them was a top reason psychologists intended to leave their jobs or the field ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). In practical terms, support can mean adequate supplies and office space, reasonable scheduling of assessments, backing on difficult decisions, and not being assigned duties outside their expertise. Without these supports, even well-trained and passionate school psychs may burn out quickly. In short, negative school climate or poor supervisory support strongly correlates with higher attrition. On the flip side, districts that provide mentoring for new psychologists, opportunities for peer consultation, and supportive leadership see better retention.

Other factors can include personal life considerations, geographic location (rural areas have more trouble retaining school psychs, partly due to professional isolation ()), and external opportunities (some leave for private practice or other psychology jobs with lighter workloads). But across studies, workload, compensation, role satisfaction, and administrative support consistently emerge as the dominant factors influencing whether school psychologists stay or leave (Needed: More school psychologists - Kappan Online) ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ).

Strategies and Interventions to Reduce Burnout and Attrition

Addressing burnout and improving retention among school psychologists requires action at multiple levels – individual, school district, state, and national. Research and professional organizations have proposed several strategies to combat burnout and attrition in this field:

  • Improve Staffing Ratios and Workload Management: Reducing extreme caseloads is fundamental to preventing burnout. Schools and districts can hire more school psychologists (or related staff) to distribute the workload more evenly. Nationally, it’s estimated that about 63,000 additional school psychologists would be needed to meet the recommended student-to-psychologist ratio across U.S. schools (Needed: More school psychologists - Kappan Online). While hiring that many is a long-term goal, some districts have alleviated pressure by contracting outside psychologists or using interns to handle overflow work. Additionally, employing support staff (e.g. psychometrists or clerical assistants to help with scheduling, data entry, and paperwork) can free school psychologists to focus on critical student services (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS). Promoting specific ratio targets (such as state laws or policies capping the number of students per school psychologist) is another approach being advocated (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS). The logic is simple: when each practitioner is responsible for fewer students, they can do their job more effectively and with less chronic stress.

  • Mentoring and Early-Career Support: For newly entering school psychologists, structured mentoring or induction programs can significantly improve retention. Early-career professionals benefit from having an experienced mentor to consult about tough cases, manage workload, and navigate school politics. Recognizing this, experts recommend that states adopt mentorship programs for at least the first 2–3 years of a school psychologist’s career (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS). Such programs might include regular check-ins, peer support groups, and reduced assignment loads in the first year. By bolstering new practitioners’ skills and resilience, mentoring reduces the risk of early burnout. In short, “grow-your-own” retention strategies – where districts intentionally support and cultivate their new school psychs – are being pursued as a way to keep talent in the profession (There's a strong push for more school psychologists).

  • Enhance Professional Role and Autonomy: Implementing the NASP Practice Model in schools is a recommended strategy to improve job satisfaction and retention. This model encourages a broad role for school psychologists (beyond just testing), including involvement in prevention programs, counseling, and consultation. Aligning job descriptions and evaluations with this comprehensive model helps psychologists feel more effective and valued (Needed: More school psychologists - Kappan Online) (Retention Strategies - NCPSSERS). When school psychologists are utilized as true mental health professionals – not just special education gatekeepers – they report higher efficacy and connection to their work, which can reduce burnout. Similarly, providing ongoing professional development and opportunities to specialize or take leadership (such as coordinating district mental health initiatives) can keep the work engaging. Some districts have introduced specialist roles or “lead school psychologist” positions to create advancement opportunities, which can motivate mid-career professionals to stay (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS).

  • Increase Salaries and Incentives: Many professional organizations argue that competitive compensation and financial incentives are critical to retain school psychologists. Raising salaries to be on par with national averages or with other psychology roles can prevent talent drain. The Florida Association of School Psychologists, for example, has called for salary increases to improve retention of in-state graduates and to attract practitioners from other regions () (). In addition, loan forgiveness programs and tuition reimbursement for those entering school psychology are proposed to draw more candidates into graduate programs and alleviate financial burdens () (). Federal or state-funded incentives (such as stipends for Nationally Certified School Psychologists, bonuses for serving in high-need schools, or housing allowances) have been used in some areas to keep school psychologists in positions over time (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS). Financial motivators alone won’t eliminate burnout, but they remove one barrier and signal that school psychologists’ work is valued.

  • Foster a Supportive Work Environment: Interventions at the organizational level can greatly reduce burnout. Schools can strive to improve administrative support and school climate for specialized support staff. This might include educating principals about the role of the school psychologist and involving them in leadership teams, thereby ensuring they have a voice in school policies. Districts can set up professional learning communities or regular team meetings for school psychologists to share challenges and solutions, which helps combat the isolation many feel (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS). Providing access to supervision or consultation (especially for those in single-practitioner districts) is also important so that no one feels “on an island.” Some districts have even hired floaters or regional supervisors to support lone school psychs in rural areas. Recognizing good work through awards or acknowledgments and offering flexibility (e.g. part-time options or scheduling accommodations) are additional practices that make school psychologists feel supported and thus more likely to stay (Retention Strategies - NCPSSERS) (Retention Strategies - NCPSSERS). Essentially, when school psychologists feel supported, connected, and appreciated in their workplace, their risk of burnout drops considerably.

  • Building Resilience and Self-Care Skills: On an individual level, training and resources to boost resilience, coping skills, and self-care have shown promise in mitigating burnout. Some researchers suggest that cultivating personal resilience can help school psychologists “navigate the larger system” of education stressors more effectively ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). For example, one study found that professionals with a stronger sense of resilience felt less emotionally drained and more satisfied with their jobs ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). Similarly, increasing one’s self-efficacy (confidence in handling work challenges) has been linked to lower burnout – those who feel capable of managing stress are less likely to succumb to it ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). Interventions like stress management workshops, mindfulness training, or peer support groups can provide psychologists with coping strategies. Even simple self-care practices are beneficial: for instance, making time for exercise, hobbies, and rest can buffer against work stress (one study noted regular exercise correlated with reduced burnout symptoms in school psychs) ([PDF] School Psychologist Self-care Practices and Burnout Symptoms). Many graduate programs now emphasize self-care and burnout prevention, preparing new school psychologists with strategies to maintain their well-being ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ) ( Voices from the Field: Addressing Job Burnout in School Psychology Training Programs - PMC ). While individual efforts can’t fix systemic issues, psychologists who practice healthy work–life boundaries and stress relief techniques tend to be more resilient in high-pressure environments.

In Conclusion

Combating school psychologist burnout and attrition is a multifaceted challenge. Nationally and in Florida, data show that manageable workloads, better pay, supportive administration, and meaningful professional roles are key to keeping school psychologists in their jobs. Encouragingly, these same factors are the targets of many current initiatives – from policy changes (e.g. recognizing school psychology as a critical shortage area eligible for loan forgiveness) () to local efforts (like mentoring programs and improved hiring of support staff). By implementing such strategies, schools and districts can help ensure that newly minted school psychologists stay in the profession beyond those first few years, and that veteran practitioners remain energized rather than burned out. The end goal is a stable, supported school psychology workforce – which, research shows, directly benefits student outcomes and well-being () ().

Books to Combat or Prevent Burnout

  1. "The Thriving School Psychologist" by Rebecca Branstetter offers a lifeline from a seasoned pro—time-saving hacks and a mindset shift from surviving to thriving, perfect for cutting through IEP overload. ($30, Amazon or thrivingschoolpsych.com)

  2. "Burnout: The Secret to Unlocking the Stress Cycle" by Emily and Amelia Nagoski delivers science-backed stress-busters—move, breathe, connect—tailored for anyone buried in caseloads. ($17, bookstores or Audible)

  3. "The School Psychologist’s Survival Guide" by Rebecca Branstetter packs practical tools like forms and crisis tips, easing pressure by saving time and boosting impact. ($40, NASP store)

Books to Discern if School Psychology Fits

  1. "Introduction to School Psychology: Controversies and Current Practice," edited by Matthew K. Burns, dives into roles, debates, and realities, giving a full picture to test your fit before committing. ($50, Amazon)

  2. "So, You Want to Be a School Psychologist?" by Lisa N. Hickman serves up straight talk—joys, grind, and reflection prompts—to check if this path matches your gut. ($10 eBook, Amazon)

  3. "The School Psychology Practicum and Internship Handbook" by Diana Joyce-Beaulieu and Eric Rossen previews the training hustle with case examples, letting you peek at the daily grind. ($40, Springer)

Sources:

 Note: This article was thoughtfully crafted with the help of AI tools and fine-tuned by me, Dr. Burger, at the Student Evaluation Center, to ensure high quality and accurate information that is essential to for anyone wishing to learn more about becoming a special education advocate. Feel free to reach out to me with any questions you have.

© 2025 Student Evaluation Center, LLC

Terry Burger, Ph.D., NCSP, IPE https://www.studentevalcenter.com
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