It has been estimated that up to 31.9% of children suffer from anxiety, some of whom are children suffering from separation anxiety. Separation anxiety can be a common experience for many children and doesn't always require professional interventions; however, up to 9% of anxious children experience severe impairment in their socio-emotional, behavioral and academic achievement. If untreated, separation anxiety can lead to other problems, such as school refusal behavior and other types of anxiety. Because of this, school personnel should recognize the importance of implementing and utilizing separation anxiety interventions. This doctoral project comprehensively examines separation anxiety among elementary school-age children, including its prevalence, history, definitions, effects, why school psychologists should be aware of this problem, special education as it relates to separation anxiety, and school-based intervention programs. The roles of teachers, school psychologists, and parents are also discussed. School psychologists are highly trained in socio-emotional and behavior difficulties; thus school psychologists are well equipped to support students at the primary, secondary, and tertiary levels of interventions. This project provides workshops for school psychologists to present to other school psychologists, teachers, and parents. These workshops provide information on how to appropriately prevent and respond to separation anxiety among school-age children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]