Aims: An initial exploratory study was conducted to ascertain if consensus is reached, between a reference group of educational psychologists, regarding the competencies that might be required for the initial training of educational psychologists when working with young people who present with sleep deprivation. Rationale: A conventional three-survey Delphi technique was employed to harness the views of educational psychologists (n = 15). The first survey elicited information in relation to the role when working with young people (0-25 years) who present with sleep deprivation. The subsequent surveys required participants to reconsider their views based on information generated from the wider group. All responses were summarised quantitatively with qualitative feedback analysed using content analysis. Findings: Results indicated that consensus was reached, at the minimum criterion level (70 per cent), in relation to six important competencies for the initial training of educational psychologists when working with young people who present with sleep deprivation. The competencies include: knowledge of the impact of sleep deprivation upon learning and development; elicit information by asking key question; advocate for the rights of children and young people to sleep; apply evidence-based approaches to manage sleep deprivation; build the capacity of school staff, parents and young people in understanding the adverse impacts of sleep deprivation; and raise awareness of the importance of sleep efficacy upon emotional and physical wellbeing. Conclusion: The results indicate that the role of the educational psychologist is well placed to contribute to the improvement of outcomes for young people who present with sleep deprivation.