Tyler Renshaw

Professor | Emma Eccles Jones Dean’s Scholar | Director of Training for School Psychology PhD Specialization

Tyler Renshaw

Contact Information

Office Location: EDUC 418
Email: tyler.renshaw@usu.edu
Additional Information:

Emphasis

School-based mental health services; mental health screening & outcome monitoring; validation of mental health assessments

Biography

My work is dedicated to improving the accessibility and quality of mental health services for youth. My research focuses on developing and validating screeners, outcome monitors, and other mental health assessment methods used for supporting youths’ mental health, particularly in school settings.

I am a Licensed Psychologist and School Psychologist in Utah as well as a Nationally Certified School Psychologist. I have over 20 years of experience working in schools and doing applied research, resulting in more than 150 publications that have over 8,000 scholarly citations. I currently serve as the Editor-in-Chief of School Psychology Review and I’m a former Editor-in-Chief of Assessment for Effective Intervention.

I train and mentor graduate students in the School Psychology programs. In my research lab, students gain experience with assessment development and validation, data analysis, scholarly presentations, and implementation of mental health services in schools. If you are an undergrad student looking for research experience, please see my information page for prospective RAs. If you are considering our School Psychology PhD Program and are interested in joining my lab, I encourage you to explore my lab overview page and my information page for prospective PhD students.

You can connect with me on LinkedIn.

Not planning to accept new graduate students for Fall 2026.

Publications

  • Renshaw, T. L., Bolognino, S. J., & Clark, K. N. (2025). Exploring a dual-factor mental health screening model with children in grades 5–10. School Psychology, 40(4), 516–523. https://doi.org//10.1037/spq0000669
  • Renshaw, T. L., Ormiston, H. E., Zakszeski, B. N., & Chan, M. (2025). Examining the stability of SAEBRS scores, classifications, and latent profiles. Journal of School Psychology, 110, No. 101438. https://doi.org/10.1016/j.jsp.2025.101438
  • Renshaw, T. L., Clark, K. N., Farley, C. D., Franzmann, T. K., & Yang, N-J. (2024). Global and school-specific subjective well-being as predictors of educational outcomes. School Mental Health, 16(4), 1052–1068. https://doi.org/10.1007/s12310-024-09684-4
  • Renshaw, T. L., van Dijk, W., Farmer, R. L., Brown, J. M., & Jimerson, S. R. (2025). Advancing open science in school psychology: Opportunities, innovations, and future directions to support transparency, access, and accountability. School Psychology Review, 54(4), 433–442. https://doi.org/10.1080/2372966X.2025.2522589
  • Merrell, K. W., Ervin, R. A., Peacock, G. G., & Renshaw, T. L. (2022). School psychology for the 21st century: Foundations and practices (3rd ed). Guilford.