Abstract
The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents’ constructions of several aspects of the programme: its aims and how these are achieved; its impact on children, within school and home contexts; the function and value of parental contact with ELSAs; and ways in which the programme could be improved. A thematic analysis of the data indicated that a majority of parents perceived the programme to impact positively on social and emotional aspects of development, with skills learned within the ELSA sessions transferring to the home context. Parents also noted several ways in which the programme could be enhanced: improved home–school communication; agreed and measurable targets and outcomes; and plans for children’s next steps. Implications for developments and extensions of the ELSA programme are discussed and the role of educational psychologists within this process is highlighted.
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