Pediatric sleep deficits represent a prevalent, albeit remediable, problem for school-age individuals (Centers for Disease Control and Prevention, 2017). Estimates of pediatric sleep deficits are variable, however the proportion of individuals exhibiting and reporting these deficits have shown an upward trajectory over the past 20 years, ranging from 20% in 1999 (Mindell et al., 1999) and 37% in 2000 (Owens et al., 2000), to more recent estimates of 68% in 2013 and 73% in 2015 (CDC, 2017). This increased pattern of accumulated sleep deficit represents a unique paradox whereby the biological need for sleep remains unchanged, particularly for the developing brain (Kheirandish-Gozal et al., 2018), while the quantity and quality of actual sleep has decreased across a relatively brief period of time. The impact of pediatric sleep deficits has been examined across a broad range of research subspecialties with a particular focus on the interaction between deficient sleep and performance on cognitive and psychological assessments commonly used by school psychologists. However, less is known about: (1) the prevalence of school psychologists (and health professionals in general) regularly accounting for sleep; and (2) the implications of not assessing sleep, as part of a comprehensive evaluation. These topics are discussed in this article followed by practical recommendations for sleep assessment in school psychology.