Stress in United States school psychologists: Development and preliminary psychometric properties of the School Psychologist Distress Inventory

School psychologists have many roles and responsibilities that often lead to high stress levels. Wise (1985) authored the School Psychologists and Stress Inventory (SPSI), but it has not been updated substantially since its publication. We developed two studies to address the stressors faced by currently practicing school psychologists. Study 1 included 229 practicing school psychologists who evaluated the relevancy of the SPSI items and who listed five highly stressful events experienced considering the current context of practice. Based on these results, 13 SPSI items were removed, 21 SPSI items were revised, and 12 new items were added. The resulting measure, the School Psychologist Distress Inventory (SPDI), consists of 33 items and an additional item addressing overall stress. Study 2 examined validity evidence associated with the SPDI score structure. Using data from a sample of 350 practicing school psychologists, a sequence of exploratory factor analytic methods indicated the presence of a general factor of distress as well as four more specific factors, including Heavy Workload, Student Needs, Lack of Professional Support, and Parental and Legal Conflicts. Convergent relations and discriminant relations were evident between (a) SPDI total and subscales and (b) measures reflecting general stress level, role stressors, role overload, and job satisfaction. Examination of SPDI scores revealed they were not significantly related to age in years, educational levels, or school-psychologist-to-student ratio by state; however, lack of professional support was statistically significantly but weakly related to years of experience. Student needs were significantly more stressful across participants in the Western region of the United States than the Midwest region. Results from these two studies suggest the promise of using the SPDI to examine general and specific experiences of school psychologists' distress and they reveal that distress across school psychologists is remarkably high—especially in the area associated with having a heavy workload. Additional research with more racially and ethnically diverse samples of school psychologists would enhance confidence in using the SPDI as a measure of distress. Results suggest an urgent need to address structural influences on stress and personal coping strategies employed by school psychologists.