Senate Bill 636 is an omnibus measure aimed at improving the supply and quality of school psychologists in North Carolina public schools. It would create multiple state-funded initiatives: recurring salary supplements for school psychologists, a grant program to help public school units recruit them, an internship stipend program for school psychology students, and additional funding for university training programs. The bill also directs a one-time appropriation to Appalachian State University to host a virtual school psychology training program in Hickory.
The compensation provisions would add a $650 monthly supplement for school psychologists in addition to existing teacher-schedule pay, and an extra 12% monthly supplement for those holding the Nationally Certified School Psychologist credential. The bill also establishes a recruitment grant program administered by the Department of Public Instruction, with grants used for signing bonuses of up to $5,000 and a one-year employment commitment. It further creates a statewide internship stipend program for full-time school psychology preparation students and provides salary supplements for field supervisors who mentor interns. Finally, it increases recurring support for school psychology programs at five UNC institutions with the stated goal of doubling the number of school psychologists produced.
Impact
If enacted, the bill would amend Chapter 115C of the North Carolina General Statutes by adding new sections creating the School Psychologists Grant Program and the school psychologists internship program. It would also appropriate substantial recurring and nonrecurring General Fund dollars to the Department of Public Instruction, the UNC Board of Governors, and Appalachian State University. The bill would directly affect public school units, school psychologists, school psychology interns, university training programs, and DPI by expanding state involvement in recruitment, training, and retention of school psychologists.
Sentiment
The bill appears broadly supportive of school psychology workforce expansion, with its structure focused on recruitment, retention, and training rather than regulation or restriction. The available record contains no committee transcripts or recorded votes, so there is no documented opposition or amendment debate in the provided materials. Based on the bill’s framing and funding priorities, the general sentiment is strongly favorable toward addressing shortages and improving student mental health supports.
Contention
The main potential points of contention are fiscal and administrative rather than policy direction. The bill requires significant recurring and one-time appropriations, which could raise concerns about budget impact, especially the ongoing salary supplements and grant/internship funding. Another possible issue is implementation: DPI would need to design criteria, administer grants, monitor compliance with the one-year service commitment, and report annually on grant use. There may also be questions about whether the funding is sufficient to meaningfully increase the number of school psychologists and whether prioritizing units without a full-time psychologist will distribute resources equitably.