African American school psychologists are very much underrepresented in school psychology; over 85% of school psychologists who completed the 2020 National Association of School Psychologists (NASP) membership survey were White, while just 3.9% of members identified as Black or African American (Goforth et al., 2021). This represented a slight increase in the diversity of school psychologists since the previous survey. Such modest increases do not match the rapidly changing demographics of children and adolescents in our public schools. According to the 2020 U.S. Census, students from different nationalities and linguistic backgrounds now make up over half of the pre-K-12 population. Increasing diversity among practitioners may lead to better meeting the growing academic, social-emotional, and behavioral needs of the student population in public schools. The current strategic plan not only includes objectives related to recruiting future school psychologists from diverse backgrounds, but also has an intentional focus on retention of those school psychologists once they enter the workforce. Thus, Tiara Bland argues, as an association and a profession should all share the goal of continuing to diversify the workforce not only through intentional recruitment, but also through supporting and retaining the African American school psychologists already in the field.