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35 ChatGPT Prompts for School Psychologists: Assessments, Interventions, and Advocacy Made Easier

#ai #chatgpt #productivity #healthcare

School psychologists are asked to do everything from psychoeducational evaluations and crisis response to counseling, consultation, and systems-level advocacy—often serving hundreds of students across multiple buildings. AI tools can help you draft reports faster, prepare consultation materials, and communicate complex findings to families and educators. These 35 prompts are built for the realities of school psychology practice.

1. Psychoeducational Evaluation and Report Writing

Prompt 1

Write a psychoeducational evaluation report background information section for a 9-year-old student referred for concerns about reading difficulties and possible learning disability. Include developmental history, educational history, current classroom performance, teacher concerns, and family input. Use professional language appropriate for a special education evaluation.
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Prompt 2

Draft a cognitive assessment results section for a school psychological report using the WISC-V. Include the Full Scale IQ, four primary index scores, interpretation of index score discrepancies, and functional implications for learning. Use a format suitable for an IEP team audience with varying levels of technical background.
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Prompt 3

Write a social-emotional and behavioral findings section for a school psych evaluation of a 12-year-old student assessed for emotional disturbance eligibility. Include BASC-3 data, teacher rating scale results, student self-report, clinical interview observations, and integration of findings across multiple sources.
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Prompt 4

Create a summary and eligibility determination section for a special education evaluation report. The student is a 10-year-old being considered for a Specific Learning Disability (SLD) in written expression. Include the pattern of strengths and weaknesses, exclusionary factors addressed, and a clear eligibility determination statement.
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Prompt 5

Draft a recommendations section for a psychoeducational evaluation report for a high school student with ADHD-Combined presentation. Include 5 instructional accommodations, 3 assessment accommodations, 2 executive function support strategies, and a recommendation for direct instruction in organizational skills. Write for an IEP team audience.
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2. IEP Development and Special Education Support

Prompt 6

Write present levels of academic achievement and functional performance (PLAAFP) language for a 4th grade student with a specific learning disability in reading. Include current reading fluency and comprehension data, how the disability impacts access to the general curriculum, and the student's strengths and areas of need.
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Prompt 7

Create 5 SMART IEP goals for a middle school student with an emotional disturbance eligibility who struggles with emotional regulation, peer conflicts, and class participation. Include goals targeting self-monitoring, coping strategy use, conflict resolution, and academic engagement. Use measurable criteria and conditions.
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Prompt 8

Write a behavior intervention plan (BIP) for a 7-year-old who engages in property destruction and physical aggression during transitions. Include hypothesis statement, replacement behavior, antecedent strategies, teaching strategies, consequence strategies, and a data collection plan. Base it on a functional behavior assessment (FBA) framework.
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Prompt 9

Draft an extended school year (ESY) justification memo for a student with autism spectrum disorder and significant regression over previous summer breaks. Include the legal standard for ESY eligibility, documentation from prior years showing regression and recoupment patterns, and a recommendation for ESY services with proposed frequency and duration.
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Prompt 10

Create an IEP meeting preparation checklist for a school psychologist presenting evaluation results to a family for the first time. Include pre-meeting tasks, materials to prepare, strategies for explaining assessment results accessibly, how to facilitate the eligibility discussion, and follow-up actions after the meeting.
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3. Mental Health Intervention and Counseling Support

Prompt 11

Write a brief psychoeducation handout for middle school students explaining what anxiety is, how it affects the body and thinking, and 3 simple coping strategies (breathing, grounding, and cognitive reframing). Use adolescent-friendly language and a normalize-don't-minimize tone.
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Prompt 12

Create a 6-session small group counseling curriculum outline for elementary students experiencing social skills difficulties. Include session themes, objectives, activities, and discussion questions. Themes should address joining groups, handling disagreements, empathy, perspective-taking, and friendship maintenance.
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Prompt 13

Draft a trauma-informed check-in protocol for use by classroom teachers at the start of the school day for students who have experienced significant adversity. Include a brief visual or verbal tool, teacher response guidance, and a decision tree for when to refer to the school counselor or psychologist.
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Prompt 14

Write a suicide risk assessment documentation template for use after a suicide risk screening with a high school student. Include precipitating factors, risk factors present, protective factors present, level of risk determination (low, moderate, high), safety plan summary, parent notification documentation, and follow-up plan.
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Prompt 15

Create a list of 10 evidence-based interventions appropriate for school-based mental health practice, organized by presenting concern. Include interventions for anxiety, depression, ADHD, trauma, behavioral difficulties, and social skill deficits. For each, note the age range, evidence tier, and any training required to implement.
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4. Crisis Response and Prevention

Prompt 16

Write a crisis response protocol summary for a school psychological services team responding to the sudden death of a student. Include immediate response steps (first 2 hours), classroom intervention guidance for teachers, identification of at-risk students, parent communication template, and a schedule for follow-up support.
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Prompt 17

Create a threat assessment documentation form based on the Virginia Student Threat Assessment Guidelines (VSTAG). Include sections for incident description, student interview summary, parent contact, teacher input, risk level determination, and management plan. Include guidance notes for each section.
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Prompt 18

Draft a psychoeducational presentation for teachers on recognizing warning signs of student mental health crisis. Include behavioral, emotional, and academic indicators of depression, anxiety, self-harm, and substance use. Include guidance on how to approach a student of concern and the appropriate referral pathway.
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Prompt 19

Write a post-crisis debrief agenda for a school crisis team following a school building lockdown event. Include structured review of the response timeline, what went well, areas for improvement, student and staff wellness check plan, communication review, and action items for the team before the next school day.
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Prompt 20

Create a suicide prevention program overview for a district-level prevention committee considering evidence-based programs. Compare the Signs of Suicide (SOS) program, the More Than Sad curriculum, and the Columbia Suicide Severity Rating Scale (C-SSRS) school protocol. Include grade levels, implementation requirements, and evidence base for each.
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5. Consultation and Collaboration

Prompt 21

Write a teacher consultation summary note for a school psychologist who provided Tier 2 behavioral support consultation for a 2nd grade student with frequent off-task behavior. Include the presenting concern, data reviewed, hypothesis generated, recommended intervention strategies, agreed-upon data collection plan, and follow-up timeline.
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Prompt 22

Create a problem-solving consultation framework guide for a building-level school psychologist to use when meeting with teachers about student academic or behavioral concerns. Include the 4 stages of problem-solving consultation (problem identification, problem analysis, intervention, evaluation), key questions for each stage, and a one-page summary template.
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Prompt 23

Draft a parent consultation letter following a comprehensive evaluation in which a student did not qualify for special education services. Explain what was found, why the student does not meet eligibility criteria, what supports are available under a 504 plan or MTSS framework, and next steps the family can take.
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Prompt 24

Write a multidisciplinary team (MDT) meeting agenda for a re-evaluation of a student with an existing LD eligibility who is now in 8th grade. Include agenda items for reviewing triennial assessment data, current performance, continued eligibility determination, updated IEP goal development, and transition planning.
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Prompt 25

Create a school-wide data review presentation outline for a school psychologist presenting MTSS Tier 1 data to staff at a professional development day. Include sections for universal screening results, percentage of students meeting benchmarks by grade level, subgroup analysis, recommended core instruction adjustments, and next steps for Tier 2 identification.
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6. Assessment Tools and Data Interpretation

Prompt 26

Explain how to interpret discrepancy between working memory and processing speed index scores on the WISC-V to a special education teacher who is unfamiliar with cognitive assessment. Use accessible language, describe what each index measures, and explain how the discrepancy might manifest in the classroom.
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Prompt 27

Create a guide for interpreting BASC-3 Behavioral and Emotional Screening System (BESS) universal screening results for a school team. Include T-score ranges, what elevated scores in Externalizing, Internalizing, School Problems, and Adaptive Skills domains suggest, and a decision tree for determining next steps at each risk level.
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Prompt 28

Draft a comparison of curriculum-based measurement (CBM) and standardized achievement testing for a new special education coordinator. Include what each measures, how often each is administered, how data from each informs different decisions, and how the two types of data complement each other in an MTSS framework.
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Prompt 29

Write an observational assessment summary for a kindergartener referred due to concerns about attention, impulsivity, and possible ADHD. Include structured observations across 2 settings, interval recording data summary, comparison to typical classroom behavior norms, qualitative observations, and implications for assessment.
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Prompt 30

Create a parent-friendly summary sheet that translates standard scores, percentile ranks, and T-scores into plain language for a psychoeducational evaluation. Include a visual chart, simple explanations for each score type, and a table showing what descriptive labels (average, below average, etc.) correspond to which score ranges.
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7. Professional Practice and Advocacy

Prompt 31

Write a professional advocacy letter to a school board on behalf of the school psychology department requesting additional school psychologist positions to meet the NASP recommended 500:1 student-to-psychologist ratio. Include data on current caseload, legal obligations under IDEA, research on adequate staffing, and projected impact of new hires.
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Prompt 32

Create a self-care and burnout prevention plan template for school psychologists working in under-resourced schools. Include domains of personal wellness, professional boundaries, peer support, supervision access, and advocacy for workload sustainability. Make it practical, not generic.
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Prompt 33

Draft a professional development proposal for a district to fund training in culturally responsive assessment practices for all school psychologists. Include rationale citing disproportionality data, proposed training content, implementation plan, expected outcomes, estimated cost, and evaluation metrics.
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Prompt 34

Write a summary of the key ethical obligations under the NASP Principles for Professional Ethics that apply when a school psychologist is asked to conduct an evaluation under time pressure that may compromise assessment quality. Include the relevant principles, how to document concerns, and how to advocate for appropriate conditions.
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Prompt 35

Create a new school psychologist onboarding guide for a district hiring a first-year practitioner. Include sections on navigating special education timelines, building relationships with teachers, understanding district data systems, managing a caseload, documentation expectations, and available supervision and support resources.
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Get All 35 Prompts in One Place

If these prompts were useful, I've compiled all 35 into a ready-to-use toolkit with bonus prompts and usage notes.

Get the complete AI Prompt Toolkit for this profession →

Works with ChatGPT, Claude, and DeepSeek.

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