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Leaders in the field of school psychology called for increased training in the legal aspects of practice in the mid-1970s, the years coinciding with the passage of federal special education legislation, Section 504 of The Rehabilitation Act of 1973, and FERPA (Kaplan et al., 1974). As noted previously, the NASP publication School Psychology: A Blueprint for Training and Practice (Ysseldyke et al., 2006) identified legal, ethical, and social responsibility as a foundational domain relevant to all areas of service delivery.

A search of the literature did not yield any contemporary studies describing the legal training school psychologists receive during their graduate school preparation or graduate perceptions of the adequacy of the legal training they received. As discussed in ssss1, Dailor and Jacob (2010), M. A. Fisher (2013), and others have recommended integrated rather than separate instruction in law and ethics because many aspects of the practice of psychology are regulated by law as well as professional codes of ethics, and key concepts, such as privacy, informed consent, and confidentiality, have roots in both ethics and law. Furthermore, for school psychologists to be able to fulfil their ethical obligations, practitioners must know law pertinent to interpretation of codes of ethics and their domain of practice (Behnke & Jones, 2012). In their discussion of the relationship between ethics and law, Behnke and Jones (2012) reported that “the word law or some variant” (p. 71) occurs more than 20 times in the APA’s code of ethics; similarly, law or legal occurs more than 50 times in the NASP’s ethics code.