Faculty Diversity and Preparedness in School Psychology Among Early‐Career Scholars in the United States

ABSTRACT School psychology faces persistent shortages of practitioners and faculty, raising concerns about the profession's capacity to meet students’ growing academic, behavioral, and mental health needs. This study surveyed 40 early‐career school psychology faculty across the United States to examine demographic characteristics, training pathways, scholarly productivity, preparedness, and satisfaction. Participants completed an online survey with demographic, professional, and career‐related questions, as well as open‐ended items exploring factors that promoted or hindered pursuit of academic careers. Participants represented a range of racial, ethnic, linguistic, and disability identities, with 55% identifying as Black, Indigenous, or People of Color (BIPOC), 22.5% reporting fluency in a language other than English, and 20% identifying as having a dis/ability. Most participants reported satisfaction with their positions and received a job offer during their first faculty search. Faculty who completed postdoctoral training reported significantly higher preparedness than those who did not. Qualitative findings identified low pay, research demands, imposter syndrome, the hiring process, and work‐life balance as primary barriers, whereas teaching, flexibility, research, personal aspirations, and opportunities to impact future generations emerged as key facilitators. Findings demonstrate the importance of structured postdoctoral pathways, intentional mentorship, and institutional supports to recruit a diverse and sustainable school psychology faculty workforce.