This exploratory mixed methods study investigates the school psychology workforce shortage phenomenon and underlying contributing factors. The development of an Education Specialist school psychology program in the middle of the COVID-19 pandemic prompted the authors to explore variables impacting awareness of the school psychology profession. State policies were reviewed to identify how many states have adopted the nationally recommended 1:500 ratio for school psychologists. Additionally, undergraduate and postbaccalaureate student knowledge of the work of school-based mental health professionals, specifically school psychologists, was surveyed. Finally, the authors explore the need for new action frameworks to achieve this awareness and to promote workforce policy development. Based on findings, three key points for practitioners are the need to promote the adoption of policies that align with the 1:500 recommended ratio for school psychologists, increase awareness of the profession with preservice and in-service educators, and create coordinated training pathways and career opportunities for individuals to become school psychologists.

中文翻译：

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学校心理学：提高认识、加强政策、减少短缺

这项探索性混合方法研究调查了学校心理学劳动力短缺现象及其潜在影响因素。在 COVID-19 大流行期间，教育专家学校心理学项目的发展促使作者探索影响学校心理学专业意识的变量。对州政策进行了审查，以确定有多少州采用了国家建议的学校心理学家 1:500 的比例。此外，还调查了本科生和学士后学生对学校心理健康专业人员（特别是学校心理学家）工作的了解。最后，作者探讨了建立新行动框架的必要性，以实现这种意识并促进劳动力政策的制定。根据调查结果，从业者需要促进采用与学校心理学家 1:500 建议比例相一致的政策，提高职前和在职教育工作者对职业的认识，并创建协调的培训途径和个人成为学校心理学家的职业机会。