What might explain an increase in direct-contact hours for a school psychologist?

An increase in direct-contact hours for a school psychologist can often be attributed to a rise in referrals from teachers. When teachers identify an increase in students who are struggling academically, socially, or emotionally, they are likely to refer more students for psychological services. This proactive approach results in school psychologists spending more time directly with students to assess their needs, provide interventions, and support both the students and the educational staff involved.

Higher referral rates can reflect an awareness among teachers of the signs indicating that students may benefit from psychological assessment and support. It illustrates a collaborative effort to improve student outcomes by ensuring that those who need assistance receive timely and appropriate help, which in turn leads to increased direct-contact hours.

The other choices like a decrease in support staff availability or less time allocated for group sessions do suggest potential reasons for increased individual intervention, but they don't directly highlight the rationale behind why there would be more direct contacts with students. Similarly, students being less engaged in school could contribute to the need for psychological support, but the mechanism of teacher referrals is the primary factor in explaining an increase in the school psychologist's direct-contact hours.