This Delphi study was designed to identify essential cross-cultural competencies for school psychologists. The investigation extends the results of the Rogers and Lopez (in press) Delphi study by using a distinct panel of experts, different instrumentation, and a modified process to identify cross-cultural competencies for school psychologists. The term cross-cultural is defined broadly and refers to racially, ethnically, culturally and linguistically diverse clients from African American, Asian American, Hispanic, Native American and Pacific Islander backgrounds in addition to individuals with diverse handicaps, sexual orientations, economic status, religious backgrounds, and gender. In this study, the investigators used the Delphi technique to poll the opinions of 11 experts in cross-cultural school psychology using an open-ended questionnaire. The panelists reached high levels of agreement in identifying 89 essential cross-cultural competencies. The competencies reflect a wide range of knowledge and skills for school psychologists working in broad ranging capacities with students with cross-cultural backgrounds. Although some essential cross-cultural competencies from the present study are similar to those obtained in the Rogers and Lopez study and in the cross-cultural counseling competency literature, the essential competencies also reflect differences in the scope and types of competencies identified.The call for psychologists to develop cross-cultural competencies is driven by several long-standing and compelling movements in our society and profession. Due to changes in our nation's demographics, many school psychologists are currently providing psychological services to a significant number of racially, ethnically, culturally, and linguistically diverse children and families (National A sincere thank you is extended to our panelists for all their hard work and contributions to this investigation. We would also like to thank J.
