For psychoeducational evaluations to generate useful data, students must put forth sufficient effort on diagnostic tests, and they and their caregivers and teachers must respond honestly and carefully when asked about symptoms. These features are collectively known as response validity, a concept widely discussed in neuropsychological assessment but rarely discussed explicitly in the school psychology literature. School psychologists (N = 311, 82.6% female) were surveyed about their attitudes and practices regarding response validity. Most respondents used informal observational strategies to assess response validity when conducting psychoeducational evaluations, but very few respondents administered any specialized formal standalone measures to assess response validity. The vast majority of respondents were nonetheless interested in the topic and felt that it was insufficiently addressed in the training of school psychologists. Trainers should cover response validity issues in greater detail, and practitioners should consider using more formal strategies to assess response validity.