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Flying has long been widely recognized as one of the safest modes of transportation, which is a testament to the aviation sector’s commitment to safety. Every time a passenger, cargo, or military aircraft safely touches down, it is due to the skill, training, technical expertise, and sharp decision-making capabilities of its pilot and crew. That’s why these factors are all carefully considered when evaluating candidates for aviation roles.

Airlines, regulators, and other key aviation stakeholders are increasingly recognizing the importance that psychological readiness plays in maintaining safe flight operations. Psychological screenings have emerged as important tools for identifying pilots and other aviation workers who can perform consistently and make clear-headed decisions under pressure. These assessments also play an essential role in building aviation teams who feel prepared, supported, and equipped to perform at their best in any given moment in the air.

As caseloads grow well beyond recommended ratios, K-12 clinical educators can feel overwhelmed by administrative duties. And the traditional reprieves, like hiring more instructors or reducing responsibilities outside core focus areas, aren’t forthcoming. 

The result: clinical educators’ burnout worsens, and schools can’t adequately serve each student who needs support.

“Technology” is often put forward as a solution to these competing needs. Yet often the very tools that promise to save clinical educators time end up creating more work: new processes to master, time lost to task switching between apps, and challenges collaborating across disconnected systems. 

However, the arrival of artificial intelligence (AI) embedded in the platforms and systems K-12 educators already use offers an opportunity to reimagine how technology can help clinicians, specifically by reclaiming time from routine tasks.

Six in 10 classroom educators reported using AI-driven tools in 2025, according to Education Week data. That’s double the share who said so in 2023. Specialists are using the technology, too. For example, nearly 7 in 10 school psychologists in a recent study reported using AI in the prior 6 months, most often for tasks such as data analysis, reporting, and communication. Other specialists, such as speech-language pathologists, are also optimistic that AI can improve assessment and diagnosis. 

“There’s a new opportunity for clinical educators, in particular, to explore embedded AI at the assessment level — specifically, how it can help turn results into action through better analysis, reporting, and recommendation generation,” said Richard Johnson, Lead, Product Management - Q Platforms at Pearson Clinical Assessment.

In this article, we explore how integrating contextual, workflow-native AI to understand, communicate, and act on assessment results can ease clinical educators’ administrative burden and free them up to ensure students get the diagnoses and supports they need. 

Key takeaways for school practitioners:

• ADHD is one of the most common neurodevelopmental disorders of childhood.¹  
• Since 2000, the percentage of American students diagnosed with attention deficit hyperactivity disorder (ADHD) has jumped from 6.9% to 11.4% — a 65% increase.^2,3  
• ADHD manifests itself in three key ways, including inattention, hyperactivity and impulsivity. 
• Students with ADHD can also bring numerous strengths, including creative and innovative thinking, as well as high energy and enthusiasm. 
• Effective school-based supports for students with ADHD typically fall into three main categories: behavioral classroom management, organizational skills training, and environmental and instructional supports. 

Key takeaways for school practitioners 

• 1 in 31 U.S. students has been identified with autism spectrum disorder (ASD), nearly quadrupling since 2000.¹
• ASD is the fastest-growing disability category under IDEA, accounting for 40% of the total increase in students with disabilities in 2024.²
• No two students with ASD present the same way, which is why understanding the spectrum is essential for every educator and practitioner. 
• Simple, low-cost classroom modifications can make a significant difference for students with ASD, while benefiting all learners. 
• Students with ASD often bring remarkable strengths, including strong memory, intense focus and creative thinking. 

Picture a student who aces class discussions but rarely turns in homework on time, or one who understands the material but freezes or acts out when the routine changes. Instead of jumping to conclusions about a student’s ability or motivation level, it’s good to take a step back to see what might be happening behind the scenes, such as an underdevelopment of executive function skills. Executive function skills are the brain’s self-management tools — like planning, organization, time management, and self-control — that help students stay on task and reach goals. When a student needs to deliver academically, executive functions get them started, keep them on track, and help them cross the finish line. By contrast, when students struggle with executive functions, the impact on academics and overall school success can be widespread.

Educators sometimes feel like Dorothy in The Wizard of Oz, encountering a trio of formidable challenges along the Yellow Brick Road: reading difficulties (dyslexia), writing difficulties (dysgraphia), and math difficulties (dyscalculia). These three learning disabilities are distinct in their core features – dyslexia affects reading and spelling, dysgraphia impacts writing (especially handwriting and spelling), and dyscalculia involves persistent trouble with number sense and math – yet they often travel together in the same student. In other words, it’s not unusual for a child to experience a mix of reading, writing, and math needs all at once.

Police officers are entrusted with serving and protecting the communities they work in — a responsibility that requires professionalism, sound judgment, and the ability to remain composed in a wide range of situations. From routine traffic stops to emergency responses, officers are tasked with assessing evolving circumstances, communicating effectively with civilians and other officers, and making decisions that prioritize public safety. Supporting officers’ readiness for these responsibilities begins long before they enter the field.

Law enforcement must go beyond evaluating physical fitness and technical qualifications, which is why departments are increasingly recognizing the essential nature of psychological readiness. Evidence-based psychological screening helps agencies identify candidates who possess the resilience, integrity, and judgment necessary for a successful career in policing. When implemented thoughtfully, psychological screening strengthens officer readiness, fair hiring practices, and supports trust in the profession. 

While speech-language pathologists (SLPs) stay current with evidence-based therapy approaches in championing communication, many continue to rely on traditional, paper-based assessment methods. Although these methods may feel comfortable and familiar, they often create inefficiencies, from manual scoring errors to time-consuming data entry.

That’s why SLPs are increasingly turning to digital assessments as a practical way to streamline workflows, improve accuracy and deliver faster insights for individualized therapy plans. Leveraging today’s technology enables SLPs to spend less time on logistics, freeing up time to focus on students’ communication goals.