House Bill 588, titled the School Psychologist Omnibus, is a broad workforce and licensure package aimed at improving the number and quality of school psychologists in North Carolina. It would increase compensation for school psychologists in the 2025-26 fiscal year by adding a $650 monthly supplement, plus an additional 12% monthly salary supplement for those holding the Nationally Certified School Psychologist credential. The bill also appropriates recurring General Fund money to the Department of Public Instruction to fund these pay increases.
The bill further creates a School Psychologists Grant Program to help public school units recruit school psychologists, with grants used for signing bonuses of up to $5,000 and a one-year service commitment. Priority would go to school units that do not currently employ a full-time school psychologist. It also establishes a school psychologist internship program that provides stipends for interns and salary supplements for field supervisors, and it directs funding to Appalachian State University for a virtual school psychology training program while increasing recurring support for school psychology programs at several UNC institutions.
In addition to recruitment and training measures, the bill adds North Carolina to a School Psychologist Interstate Licensure Compact. That compact would create a pathway for school psychologists licensed in other member states to obtain equivalent licenses in North Carolina, subject to background checks, state-specific requirements, and compact rules. The State Board of Education would serve as the licensing authority for compact purposes, and the compact would also address military spouse relocation, disciplinary information sharing, rulemaking, enforcement, withdrawal, and conflict-of-law issues.
The bill’s impact on state law is significant because it amends Chapter 115C of the General Statutes to create new sections governing grants, internships, and interstate licensure for school psychologists, while also amending G.S. 115C-12 to assign the State Board of Education compact-related duties. It appropriates substantial recurring and nonrecurring funds from the General Fund to DPI, the UNC Board of Governors, and specific university programs, and it would supersede conflicting state laws to the extent necessary to implement the compact. If enacted, it would affect public school units, school psychologists, university training programs, DPI, and the State Board of Education.
The available context shows generally positive or supportive intent, but no recorded committee debate or votes are provided. The bill’s structure suggests a policy consensus around addressing shortages, improving student mental health services, and strengthening recruitment and training pipelines. The main points of potential contention are likely fiscal cost, the scope of state appropriations, and the interstate compact’s effect on state licensing control and regulatory authority, especially because the compact would require North Carolina to recognize equivalent licenses from other states and share licensure and disciplinary information.
HB588 would amend Chapter 115C to create new statutory programs for school psychologist compensation, recruitment grants, internships, and interstate licensure compact participation. It would also amend G.S. 115C-12 to make the State Board of Education the licensing authority for compact purposes. The bill appropriates recurring and nonrecurring General Fund dollars to DPI and the UNC system, and it would affect public school units, school psychology trainees, licensed school psychologists, and university training programs. To the extent of any conflict, compact provisions would supersede inconsistent state laws.
No committee transcripts or votes are available, so there is no recorded floor or committee sentiment to measure directly. Based on the bill text, the measure appears to be framed as a workforce and student-support initiative, with an emphasis on recruitment, retention, training, and mental health services. The overall policy direction is supportive of expanding the school psychologist workforce, though the bill’s funding commitments and compact provisions could prompt scrutiny from fiscal and licensing stakeholders.
The most likely areas of contention are the bill’s cost and the breadth of its licensing changes. The appropriations for salary supplements, grants, internships, university training, and compact administration are substantial and recurring in part, which may raise budget concerns. The interstate compact may also draw questions from regulators or stakeholders concerned about licensure standards, state oversight, information-sharing, and the extent to which North Carolina would defer to compact rules and equivalent licenses from other states. No specific opposition or support is documented in the provided context.