Exploration of the Experiences of Sexual and Gender Minority Students in School Psychology Programs

This study explored the potential barriers to the success of sexual and gender minority (SGM) students in school psychology programs by assessing their experiences in academic and professional environments. The sample consisted of 34 SGM and 170 non-SGM school psychology graduate students in the United States. Results revealed that SGM and non-SGM students reported similar levels of academic engagement, peer and faculty support, self-efficacy, and perceived stress. However, SGM students, when compared to non-SGM students, perceived their academic and professional environments as less supportive of their gender and sexual identities. In addition, SGM students, especially those perceiving higher levels of microaggressions, reported significantly higher levels of worry about their future employment opportunity and job security as school psychologists. Training program and faculty support were related to SGM graduate students' psychological distress and sense of career perspectives. Implications suggest a need for creating more supportive academic and professional environments for SGM school psychology students. Public Significance Statement This was the first study to explore the potential barriers to the success of sexual and gender minority graduate students in school psychology programs. The results highlight the unique challenges facing sexual and gender minority students in their academic and professional environments. Implications suggest a need for fostering a more positive climate in the profession of school psychology for sexual and gender minority graduate students.