Reaching for a shared understanding: Exploring the views of Educational Psychologists (Eps) and Special Educational Needs Coordinators (SENCOs) about the role of the EP in supporting mental health and psychological well-being in schools.

Abstract

This qualitative research, which adopted a pairing of social constructionism and participatory paradigms, posed the question of how Educational Psychologists and Special Educational Needs Co-ordinators view the role of the Educational Psychologist in supporting mental health and psychological wellbeing in schools. The views of four Educational Psychologists and three Special Educational Needs Co-ordinators were explored through semi-structured interviews. A thematic analysis of the interviews led to two thematic maps being created. Educational Psychologists wished to support the mental health and wellbeing of both children and young people and staff and viewed it as part of their role. However, they were aware of the barriers to engaging in his type of work, which could have wide-reaching implications for practice. The Educational Psychologists gave examples of mental health and wellbeing support that they had given to schools at an individual, group and whole school level. The Educational Psychologists identified a focus on emotional wellbeing that was threaded through all their duties, but acknowledged that this focus was not always recognised or understood by other professionals or service users. The Special Educational Needs Co-ordinators had not previously considered the Educational Psychology role to include mental health and wellbeing within schools but rather carrying out assessment. The Special Educational Needs Co-ordinators called for clarity around the Educational Psychology role and the activities that the Educational Psychology service can offer. The Special Educational Needs Co-ordinators expressed that they would value more support from Educational Psychologists to deliver therapeutic interventions and set up supervision for staff in schools. A working party comprising the principal researcher and the three Special Educational Needs Co-ordinators co-researchers explored the thematic maps and worked collaboratively to agree next steps, including ways in which the role of the Educational Psychologist in supporting mental health and wellbeing could be communicated more clearly with other professionals within the local authority where the research took place.