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School Psychology


Entry requirements

  • All 60 ec of the first-year in Psychology have been obtained.

  • Students are strongly encouraged to have completed the Developmental Psychopathology course.


School psychologists are becoming increasingly important in a wide variety of settings, not only in schools. Through their unique expertise in mental health, learning, behaviour and education they help children and youth succeed academically, socially, emotionally, and behaviourally. School psychologists work closely with families, teachers, school teams and other professionals to support the students´ ability to learn and to advise teachers on how to create a safe and supportive learning environment.

In this specialisation course, students will study the development of scholastic abilities and cognition such as reading, math, reasoning, problem-solving, memory, creativity and executive functions. Students also study motivation and intelligence and how this affects school performance. This course focuses on typical cognitive development of children and adolescents within a school context, however, important socio-emotional developmental aspects that influence school performance will be taken into account. Also, important preschool developments (e.g., conceptual and language development) will be considered. Furthermore, the course touches on subjects such as learning disabilities and the developing brain, to set the stage for a successful entry to several courses within the Master’s programme in School Psychology, such as Educational Neuroscience.

Course objectives

Upon completion of this course, students will:

  • Have a clear understanding of key concepts regarding the development of learning and cognition within a school context;

  • Be able to inform, convince, and give written as well as oral recommendations to teachers, school boards and parents concerning topics on cognitive, and socio-emotional development in the school context based on a critical interpretation of the scientific literature in the form of an advisory report; and

  • Be able to critically read, discuss, and reflect on the recent scientific developmental literature as well as on the work of peers.


For the timetables of your lectures, workgroups, and exams, select your study programme.
Psychology timetables

Semester 1: Lectures Work group sessions Exams

Semester 2: Lectures Work group sessions Exams



Students need to register for lectures, workgroups and exams.
Instructions for registration in courses for the 2nd and 3rd year


Elective students have to enroll for each course separately. For admission requirements contact your study advisor.

Exchange/Study abroad

For admission requirements, please contact your exchange coordinator


Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the examination date; students who are not registered will not be permitted to take the examination.
Registering for exams

Mode of instruction

8 2-hour lectures and 8 2-hour work group sessions.

During the work group sessions students will discuss several case studies in which different profiles of primary and secondary school students with a plethora of problems within a school setting are given. Students will assess the problem and it’s underlying mechanisms based on course materials. Students will write a written advisory report taking the role of a School Psychologist making recommendations to the teacher, parents and/or school board.

As such, during the work group sessions, students will complete an assignment comprised of two parts.
1. Students are required to explore and critically reflect on a casus and write an advisory report. This advisory report should be suitable for teachers, school boards, and/or parents. Students are also asked to review the reports from two peers.
2. Students are required to take the role of a School Psychologist by presenting their advice to the teacher(s) or school board in front of a panel, which are other members of the work group. The advice needs to be based on the knowledge acquired during lectures on the learning principles and cognitive (and socio-emotional) development.

During every work group session students will also, in turns, prepare discussion questions pertaining to the lecture materials of the week and experiment with different work forms.

Lectures and work group sessions take up to a total of 120 hours, including the research and preparation of the assignments and lectures. In addition, students are expected to spend 160 hours preparing for the examination.

Language of instruction
Lectures are in English. Work group sessions are in Dutch or English (IBP). Work group assignments can be completed by students in Dutch or English (IBP) according to placement in the workgroups. The questions on the examination are in English; however, students are allowed to answer in Dutch and/or English.

Assessment method

The final grade for School Psychology will be based on the following:

  • Grade for the examination (70%): The examination consists of a maximum of 8 open-ended essay questions based on the literature and lectures.

  • Grade for work group assignment (30%): participation during group discussions; scientific advisory report analysing the casus; final presentation taking the role of a School Psychologist. Active participation in all work group sessions is mandatory. Students are allowed to miss two work group session at most.

A one-hour post-examination consultation will be held within 30 days after the examination date. During this time students receive the opportunity to view their exam. The date and time of the post-exam consultation will be announced through Blackboard soon after the exam has taken place.

The Institute of Psychology uses fixed rules for grade calculation and compulsory attendance. It also follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of these three policies.

Reading list

  • Peer-reviewed articles and book chapters on cognitive development, as provided on Blackboard

  • Lecture sheets

  • (Web) lectures

Contact information