The Role of the Neuropsychologist in Education: Emerging Profession or Systemic Necessity?

Introduction: In the context of growing cognitive vulnerability among schoolchildren and increasingly complex educational diagnostics, the need to integrate neuropsychological approaches into school systems is becoming more pronounced. Despite a solid evidence base supporting the effectiveness of neuropsychological intervention, the institutional status of the neuropsychologist in the Russian education system remains undefined. This study aims to explore how school administrators perceive the neuropsychologist’s professional role, identify perceived barriers, and assess institutional readiness for the implementation of this position.

Materials and Methods: A mixed-methods design was employed, based on an online survey. The sample included 76 administrative representatives from general education schools in Moscow, including principals, vice-principals for academic and educational affairs, and specialists in inclusive education. The data were analyzed using descriptive statistics, content analysis of open-ended responses, and cross-position comparisons.

Results: The findings show that most schools are aware of the functions of a neuropsychologist, yet the position is rarely included in staff rosters. Respondents reported a shortage of qualified professionals, lack of regulatory frameworks, and the risk of role duplication with existing specialists. At the same time, there is an emerging managerial consensus on the need to institutionalize the neuropsychologist as a core member of the school support team—especially in light of the increasing number of students with issues in self-regulation, attention, and speech development.

Discussion: The data suggest a latent demand for integrating neuropsychologists into the school system; however, institutional barriers—personnel, regulatory, and organizational—continue to hinder implementation. The findings highlight the need for a formal professional standard, targeted personnel training, and the translation of neuropsychological concepts into the administrative language of school governance.

Conclusion: While the neuropsychologist is viewed as a professionally necessary figure in schools, their position remains structurally unsupported. Effective institutionalization of this role requires coordinated efforts from educational authorities, the academic community, and professional development systems.

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