School psychologists are expected to engage in crisis-related work in the school setting and to participate on crisis teams. Research has indicated that school psychologists are meeting this charge and are involved in crisis planning, prevention, and intervention. However, most of the research examining the role of the school psychologist in crisis intervention was conducted more than 10 years ago. The current study investigated the current role of the school psychologist in crisis-related work via an electronic survey. Participants were thirty-four school psychologists from across the United States who are currently practicing or have practiced within the last five years. Participants all worked in public school systems and most identified as female (82.5%). Findings revealed having a gun or other weapon at school, a suicide attempt, serious student illness or injury, physical assault, and death by suicide were the most common crisis encountered. Participants reported using a wide range of crisis prevention and intervention strategies with 100% of respondents reporting the use of a security or school resource officer, and a majority using crisis teams, crisis drills, a crisis management plan, and an anger management or social skills program. Overall, participants rated the strategies employed in their
schools as effective. These included general strategies, those that involved consultation with teachers, and those directed at families. The primary role of respondents was in the implementation of crisis intervention strategies. Relatively few were involved in strategy development and evaluation. Results have implications for training in crisis response as well as crisis planning and preparedness.