Abstract
With the challenges, the pandemic created for school districts, schools, educators, and families, school psychologists faced unique challenges. To understand the lived experiences of school psychologists related specifically to conducting their jobs during the pandemic and the impact the pandemic had on them professionally and personally, we conducted a phenomenological study. Within this work, 12 school psychologists engaged in one-on-one semistructured interviews specifically designed to understand the unique perspectives and experiences of school psychologists derived by the pandemic. Participants expressed concerns that little guidance or support was provided specific to testing protocols, which, many expressed, led to ethical dilemmas regarding testing and data validity, and ultimately resulted in concerns about under- and overidentification of students with disabilities. We conclude, evaluation decisions made during the height of the pandemic may need to be reassessed as additional data dictates. Additionally, we recognize the unique and unforeseen complexities the pandemic continues to present, particularly for minority and low socioeconomic students, and recommend school psychologists receive administrative support, guidance, and training. Additionally, we encourage individualized education program teams to work collaboratively and rely on their collective expertise when making eligibility and programming decisions.