Welcome and thank you for the interest in our program! We are excited to share information about our school psychology program, which offers both master of arts/sixth-year and doctor of philosophy options.

We encourage you to review the website in detail. If you have further specific questions thereafter, please feel free to contact the Program Coordinator. Another great resource for questions about what it is like to be a graduate student in our program is to contact our program assistants.

Please note that the school psychology program admits students once per year beginning in the fall. Applications for admission are due by December 1. Further information can be found in the section titled “Future Students”.

News & Notes

Nathaniel Jones, Ph.D. is the 2017 New Hampshire School Psychologist of the Year

NHASP is pleased to announce that Nathaniel Jones, Ph.D. is the 2017 New Hampshire School Psychologist of the Year (SPY). Nate is a school psychology consultant working at SERESC in Bedford, NH, and is a NH and nationally certified school psychology, licensed psychologist, and board certified behavioral analyst (BCBA). Along with his consultation work for New Hampshire schools, Nate focuses his professional goals towards increasing coordination among educational, medical, and mental health agencies to improve outcomes for youth...(Read Full Post)

Professor Thomas Kehle: Obituary - School Psychology

Thomas John Kehle
Professor in the Graduate School of Education
University of Connecticut
1943 – 2018

Dr. Thomas John Kehle, 74, of Willington, CT, died on Wednesday, February 7th, 2018, at Manchester Memorial Hospital. He leaves behind his wife of 56-years, Gretchen Kehle; (Read the full obituary)

Professor Thomas Kehle: Obituary - Hartford Courant Feb. 2018

Dr. Thomas John Kehle, 74, of Willington, died on Wednesday, February 7th, 2018, at Manchester Memorial Hospital. He leaves behind his wife of 56-years, Gretchen Kehle; grandchildren, Megan and Matthew Dwyer; brothers, Gregory Kehle and Anthony Kehle; and sister Pamela Kehle Schwantes; as well as many nieces and nephews. (Read the full obituary)

In Memoriam: Professor Thomas Kehle

Thomas J. Kehle, professor of school psychology in the Neag School Department of Educational Psychology, passed away on Feb. 7, 2018.

An expert in such areas as cognitive psychology, school climate, assessment, classroom discipline, and behavioral intervention, Kehle joined the faculty at the University of Connecticut in 1987. (Read the full article)

Professor Chafouleas Helping to Develop Connecticut Model for Trauma-Informed Schools

A growing awareness of the prevalence of childhood exposure to trauma and an increased understanding of its corrosive, potentially lifelong impacts on health and behavior together are fueling a national movement to create trauma-informed schools, says InCHIP Principal Investigator (PI) Sandra Chafouleas. Such schools foster environments that are responsive to the needs of trauma-exposed students using systematic approaches and implementation of effective practices, the Board of Trustees Distinguished Professor of Educational Psychology explains.

Chafouleas co-authored an introduction to a special issue of the journal School Mental Health devoted to the topic and also wrote an article for the issue offering a blueprint for trauma-informed schools in ...(Read full article)

Congratulations to alum Kate Williamson on winning the NASP Ron Edwards Dissertation Award

Kate Williamson, school psychologist in Darien, CT won the 2018 Ron Edwards Dissertation Award of the Behavioral School Psychology Interest Group (BSPIG) of the National Association of School Psychologists (NASP). The award will be presented at the BSPIG meeting at the NASP Annual Convention in Chicago on February 15, 2018.

- Congratulations to the School Psychology Doctoral Graduates of 2017 -

doctoral graduates 2017
From Left to Right: Dr. Tamika La Salle, Dr. Nick Crovello, Dr. Emily DeBiase, Dr. Kate Williamson, Dr. Marlena Minkos, Dr. Nilani Shankar, Dr. Lisa Sanetti, and Dr. Sandy Chafouleas

bray doctoral advisees 2017
From Left to Right: Dr. Gabriel Byer-Alcorace, Dr. Emily DeBiase, Dr. Nilani Shankar, and Dr. Melissa Bray

We wish you all the best in your future endeavors!

Dr. Patwa Outstanding Educator 2017
Dr. Shamim Patwa (center) received the 2017 Neag School Alumni Award for Outstanding School Educator. Pictured with with Dr. Melissa Bray (left) and Dr. Sandra Chafouleas (right).

2017 Neag School Alumni Awards
- Outstanding School Educator -

Shamim S. Patwa ’97 MA, ’00 6th-Year, ’03 Ph.D.

A school psychologist for more than 15 years, Dr. Patwa joined Goodwin Elementary School at Mansfield (Conn.) Public Schools in 2013. There, she provides group and individual counseling sessions with an emphasis on problem-solving and conflict resolution, as well as social skills instruction, across all grades. Prior to joining Goodwin, she was an adjunct professor-in-residence of Educational Psychology in the Neag School of Education, where she taught doctoral and master’s level School Psychology students.


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Welcome to the School Psychology Website

Student Admissions, Outcomes, & Other Data

For detailed information about doctoral student matriculation, time to completion, program costs, internship placements, and licensure, please visit the Student Admissions, Outcomes, & Other Data page of our website. In addition, please download the program handbook for information about program policies and courses of study for both the doctoral and master's/sixth-year programs.

  • Dr. Karen Ottone-Cross and Dr. Melissa Bray present at the California Association for School Psychologists conference


The Department of Educational Psychology sponsors master of arts/sixth-year and doctor of philosophy programs in school psychology. The graduate programs in school psychology are integrated and organized programs of professional psychology that prepare scientist-practitioners whose primary professional interests involve children, families, and the educational process. The programs have an orientation that emphasizes the integration of theory and research relative to enhancing individual development. The programs also stress an empirically based intervention approach to the practice of school psychology.

Master’s/Sixth-Year Program

The master's/sixth-year program is designed to prepare qualified school psychologists to practice in public schools or related educational settings. The program requires a minimum of 75 semester hours of graduate coursework including practica and internship; however, the master’s degree is awarded after 30 semester hours of coursework. The sixth-year diploma is awarded after completion of the remaining 36 semester hours of coursework including the practica and internship. The program is designed so that students can complete all master’s/sixth-year program requirements in 3 years of full-time graduate study.

Ph.D. Program

The Ph.D. program in school psychology adheres to the scientist-practitioner model of graduate education in psychology. The program is designed to prepare students for the practice of school psychology based on the scientific method, and to promote the commitment to a career of research directed toward the advancement of the science of psychology. The program prepares psychologists who will practice in schools or other educationally related settings that will meet the professional employment demands for:

  1. psychologists in psychoeducational research;
  2. mental health research specialists in child psychology;
  3. psychologists in child treatment agencies, hospitals, and private practice; and
  4. professionals in higher education committed to preparing educators and clinicians in psychoeducational services.

The program requires a minimum of 120 semester hours of coursework beyond the baccalaureate degree including the practica and internship, and 15 hours of dissertation research. It is designed so that students can complete all doctoral program requirements after 5 years of full-time graduate study. The typical student usually takes 5-6 years (5 = median; 6 = average) to complete all program requirements.

Beyond formal coursework, students are encouraged to be involved with faculty research endeavors. Support and encouragement for student publications and presentations at national meetings is provided throughout the student's program. This involvement and encouragement in research activities is complemented by coursework and experiences designed to allow an early integration of theory and practice.