Research methods training in school psychology: What are doctoral programs teaching?

Methodological diversity in research is critical for advancing the field of school psychology. However, prior studies suggest school psychology research is skewed toward quantitative methods, with limited qualitative and mixed methods research published in the literature. One potential reason for limited methodological diversity in school psychology research could relate to coursework and training during graduate school. This study examined research methods courses offered (i.e., required and elective) and required across 78 doctoral school psychology programs in the United States. Findings indicate that nearly all programs (97.4%) require at least one quantitative course. While qualitative training has increased compared to prior studies, only 15.4% of programs require and 16.6% offer at least one qualitative course. Additionally, 26.9% of programs require at least one single-case design course. Mixed methods courses remain scarce, with only 1.3% of programs requiring and 6.4% offering a course. To further explore mixed methods training, we analyzed six course syllabi, examining characteristics and content coverage. Overall, results highlight the continued dominance of quantitative methods in school psychology training and the need for greater integration of qualitative and mixed methods to prepare future researchers and practitioners for complex, real-world challenges. Implications for program training, course development, and accreditation are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).