Artificial Intelligence Governance in School Psychology Programs: Institutional and Programmatic Policies

Abstract This study examined artificial intelligence (AI) policies in school psychology training programs. Ninety-six faculty members from US school psychology programs completed an online survey regarding AI policies at the institution, college, and program levels and submitted policy documents. Twenty-seven percent of institutions, 6% of colleges, and 23% of programs had established AI policies. Institution-level policies more comprehensively addressed ethical considerations (100%), data privacy (71%), and diversity concerns (67%) compared to program-level policies (88%, 24%, and 24%, respectively). Program-level policies showed significant gaps in monitoring AI impacts (0%), transparency requirements (6%), and equitable access provisions (12%). Findings reveal substantial disparities between institution and program-level AI governance, with program policies inadequately addressing critical areas including data privacy, bias mitigation, and equitable access.