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How much do substitute school psychologist jobs pay per year?

As of Aug 21, 2026, the average yearly pay for substitute school psychologist in the United States is $63,546.00, according to ZipRecruiter salary data. Most workers in this role earn between $50,000.00 and $67,000.00 per year, depending on experience, location, and employer.

What is a substitute school psychologist?

Substitute school psychologists are professionals who temporarily fill in for regular school psychologists when they are absent or unavailable. Their primary role is to support students' mental health, conduct assessments, and collaborate with educators and parents to address learning or behavioral concerns. They may work in various educational settings, such as elementary, middle, or high schools, and must adapt quickly to new environments. Substitute school psychologists help ensure continuity of psychological services so that students' needs are consistently met.

What skills and qualifications are needed to thrive as a substitute school psychologist?

To thrive as a Substitute School Psychologist, you need expertise in psychological assessment, counseling, and educational planning, usually supported by a master's or specialist degree in school psychology and state certification. Familiarity with assessment tools, special education software, and documentation systems is typically required. Strong interpersonal skills, adaptability, and cultural sensitivity help you build rapport quickly and effectively support students, families, and staff. These skills ensure that you can provide high-quality psychological services and continuity of support to students, even in temporary assignments.

What challenges do substitute school psychologists face, and how can they adapt to different school environments?

Substitute school psychologists often face the challenge of quickly acclimating to new school settings, staff, and student populations. They may need to familiarize themselves with varying procedures, caseloads, and support systems while ensuring continuity of services for students. Effective substitutes rely on strong communication skills, adaptability, and a proactive approach—seeking guidance from permanent staff, reviewing student records, and clarifying expectations early. Building rapport quickly and staying organized are key to delivering quality support in a temporary capacity.

What is the difference between Substitute School Psychologist vs School Psychologist?

AspectSubstitute School PsychologistSchool Psychologist
CredentialsMaster's degree in school psychology or related field; state certification/licenseMaster's or doctoral degree in school psychology; state certification/license
Work EnvironmentTemporary, short-term assignments in schoolsFull-time, ongoing roles in schools or districts
Employer & IndustrySchool districts, substitute staffing agenciesSchool districts, educational institutions
Job FocusProvide psychological services on a temporary basis, often covering absencesConduct assessments, develop interventions, support student mental health long-term

The main difference between a Substitute School Psychologist and a School Psychologist lies in the duration and scope of employment. Substitute School Psychologists typically work on short-term assignments to cover absences, while School Psychologists hold permanent or long-term positions focused on ongoing student support and assessments. Both roles require similar credentials, but their work environments and responsibilities differ significantly.

Is there a shortage of substitute school psychologists?

Substitute school psychologists are in high demand due to shortages in full-time positions and increased need for mental health support in schools. Many districts face challenges filling substitute roles, especially those requiring certification or licensure, leading to a competitive job market for qualified candidates.

What other jobs can a substitute school psychologist get?

A substitute school psychologist can transition into roles such as school counselor, special education coordinator, or educational diagnostician, which often require similar skills in assessment, counseling, and collaboration. They may also pursue positions in educational consulting, mental health services, or related fields that utilize their expertise in child development and psychological evaluation.
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What states have the most Substitute School Psychologist jobs?

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Substitute School Psychologist jobs near you
Infographic showing various Substitute School Psychologist job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 76% Full Time, 20% Part Time, 2% Contract, and 1% Nights. Highlights an 97% Physical, 1% Hybrid, and 2% Remote job distribution, with an average salary of $63,546 per year, or $30.6 per hour.

Long Term Substitute - School Psychologist

East Haven Public Schools

New Haven, CT • On-site

$140/day

Full-time

Re-posted 29 days ago

Job description

Job Title:  School Psychologist - Long Term Substitute
Reports To:  Building Principal/Director of Special Education
Location: Tuttle Elementary School
Education:  The successful candidate must hold current CT certification in School Psychology (070) and a Bachelors Degree from an accredited college or university (Masters Degree preferred). 
The salary is $140.00 per day from day 1-40 and increases to $295.35 per day starting at day 41.
The School Psychologist provides support to students to help them succeed academically, socially and emotionally.
Responsibilities and Duties:







  • Understands special education and Section 504 laws and procedures as well as the PPT process
  • Promotes SRBI, CST, EIT, SAT, etc.
  • On-going communication and collaboration with students, student, families and community professionals;
  • Collaborates with staff to conduct FBA" and BIP for students; Collects and analyzes data to determine the effectiveness of the BIP;
  • Evaluates behavior on the basis of clinical observations, interviews with students, teachers, other school staff and parents, reports of other professionals, review of school records and test results;
  • Analyzes the psycho-educational strengths and needs of the individual child;
  • Provides educational, vocational and personal recommendations based upon psycho-educational evaluations of individual needs;
  • Provides individual and small group counseling sessions;
  • Interprets findings to teachers to assist them in working effectively and sensitively with their students in order to strengthen academic progress;
  • Advises and counsels parents in order to facilitate the educational progress of their children;
  • Plans and implements non-biased assessment practices;
  • Develops and implements appropriate counseling goals based on student needs;

 
Organization:

  • Receives and processes referrals from school personnel, community agencies, families, and students;
  • Refers to the PPT those students whose problems appear to significantly interfere with school performance;
  • Works with school team to coordinate Planning and Placement Team meetings;
  • Understands and facilitates compliance with all laws, procedures and requirements related to the PPT process;
  • Facilitates the team's development of plans for individualizing educational programs for students;
  • Consults with staff members to improve the classroom environment according to students' individual and group needs;
  • Recommends strategies, techniques and materials to enhance instructional improvement for all students;
  • Identifies and assesses the social/emotional needs of students in order to make recommendations to enhance the overall learning environment of the school;
  • Develops short-term counseling plans for students referred by school personnel, community agencies, parents and students;
  • Identifies and assesses the social/emotional needs of students in order to make recommendations to enhance the overall learning environment of the school;
  • Aids in identification of students at risk, participating in the development of treatment strategies;
  • Maintains appropriate records of service provision;
  • Serves on the Early Intervention Team, Crisis Team, and Student Assistance Team as required;
  • Regularly uses technology to assist in accomplishing job responsibilities and meeting school and district goals.

This position is full-time.  The salary and benefits associated with this position are outlined in the current East Haven Education Association contract. 
Evaluation:  Performance of this job will be evaluated annually in accordance with provisions of the Board's policy on Evaluation of Classified Personnel.
This job description is not, nor is it intended to be, a complete statement of all duties, functions, and responsibilities which comprises this position.






We strongly encourage applications from individuals belonging to historically marginalized groups, including racial and ethnic minorities, women, individuals with disabilities, and veterans. Our hiring process is designed to ensure fairness, impartiality, and equal opportunities for all qualified applicants.

We embrace diversity, equity, and inclusion, striving to create a culturally responsive environment. We conform to the spirit of and the letter of local policy, applicable laws and regulations, such as Title VII of the Civil Rights Act of 1964, Title IX, of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Civil Rights Act of 1987,  the Americans with Disabilities Act (ADA), the Age Discrimination in Employment Act (ADEA), and the Connecticut Fair Employment Practices Act (CFEPA).



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