When School Psychologists Must Wear Many Hats, Inquiry Creates Spaces of Professional Restoration and Reflection

If you spot a school psychologist walking down the hall looking dazed and confused, don’t panic. Chances are they’re switching between five metaphorical hats, rehearsing three Individualized Education Plan (IEP) meetings in their head, and trying to remember if they ate lunch.

Being a school psychologist is not for the faint of heart or light of schedule. Our job is more than just psychoeducational assessments; it’s about holding space for students, families, and staff. We spend so much of our time helping others process their emotions that we often forget to process our own. But if we don’t carve out a moment, however small, to reflect and just be, we run the risk of burnout. 

I first became involved with Lead By Learning through West Contra Costa Unified School District’s Comprehensive Coordinated Early Intervention Services (CCEIS) program in January 2024. A few lucky school psychologists were able to work with our facilitators monthly and quickly established meeting norms of kindness, humor, and exploration. The goal of this group was to build community and connect as human beings as we explore our identities and values as school psychologists. With every session, we had the opportunity to reflect on past successes and engage with others’ expertise in grappling with current problems of practice. 

Through many conversations and moments of inquiry, we collectively agreed that the role of a school psychologist has many layers, and we wear many metaphorical hats. With every session, we focused on a different hat and asked the following questions:

• District/ State level: How do I intervene in policies that determine the conditions of my work? 

• Site Level: How do I manage competing needs and interests? 

• Colleagues: How do I align our goals to work collaboratively? 

• Students: How do I center the needs of students?

• Caregivers: How do I empower and educate caregivers?
• Self: How do I sustain myself in this profession?

With each level of support, school psychologists sit at the nexus of multiple critical areas of need at our sites, but our hat rack continues to grow.

The Hat Rack

• The Evaluator Hat, the Data Detective: Ah, the glorious smell of protocols and sharpened pencils. Nothing says fun like writing a 20-page report!
• The Counselor Hat, the Feelings Facilitator: This is the invisible cape we wear when a student bursts into our office needing a cry, a fidget toy, or someone to just say “Hey, I see you.” It’s sacred, and slightly glitter-covered. 
• The Meeting Hat, the Timebending Multitasker: In an IEP meeting, we are a mediator and a timekeeper, all while deciphering special education law in layman’s terms. 
• The Crisis Hat (or helmet), the First Responder: Whether it’s a meltdown in the cafeteria, a surprise fire drill mid-testing, or a student announcing they’re running away to join the circus, we are there, clipboard in hand, maintaining a serene, student-centered calm. 

The Hat We Forget to Wear:

Being a school psychologist often feels like wearing ten hats at once, but through all the chaos and compassion, there’s one hat we often forget to wear: the Self-Sustainability Hat. Lead by Learning reminded me of this forgotten hat- the one that’s usually buried under a pile of evaluation reports and IEP deadlines. It gave me the space and permission to pause, reflect, and most importantly, breathe. It wasn’t just professional development; it was professional restoration. 

I remember one particular session where I was the only school psychologist in the room. At first, I felt like an odd puzzle piece- but then we broke out the Play-Doh. Yes, Play-Doh. As my facilitators and I shaped colorful blobs into what I’m calling “abstract therapeutic metaphors,” we also sculpted meaningful conversations. We laughed, we vented, and we may have gotten a little misty-eyed. It was a moment of connection that reminded me that I am not alone in this work, even if I often feel like I’m navigating it all solo. 

I later shared with my school psychologist colleagues what that experience taught me: When we care for ourselves, we show up stronger for everyone else. We need time to reconnect with the “why” behind what we do. We need space to process, not just produce. Lead by Learning created that space. It allowed us to examine our work through a lens of inquiry, yes, but also encouraged us to look inward, with compassion, curiosity, and grace. 

It’s ironic that we teach coping skills daily, yet forget to use them ourselves. Here is a gentle reminder:

• Eat something green. (And no, the green M&M’s don’t count.)
• Take your vacation days. (The emails will still be there. Don’t worry, I checked.)
• Laugh with your colleagues. (Humor is free!)
• Set boundaries. (Even superheroes need to rest.)

Being a school psychologist is incredibly meaningful, but it’s also mentally exhausting. We hold stories that are heavy. We fight for students who sometimes don’t even know we’re in their corner. And we do it all behind the scenes. So every once in a while, we owe it to ourselves to slow down and put on that Self-Sustainability hat. I like to think we enjoy wearing these many hats- and even when we drop a few, we pick them up, dust them off, and keep walking. Why? Because the kids are worth it. 

And so are we.

Since beginning her career as a school psychologist in 2019, Aeryelle Rivera is a dedicated advocate for mental health and ability awareness. She enjoys creating inclusive environments for all students, as she works closely with teachers, families, and school teams to promote healthy social-emotional growth.  Outside of school, she finds joy in the outdoors, live music, and tending to her ever-growing collection of plants. Aeryelle is looking forward to her 7th year in WCCUSD!

Interested in working with Lead by Learning to support your educators and teacher leaders? Connect with a member of our team to learn more about our partnerships.