The role of educational psychologists in supporting nurture-based practices and policy development at a local and national level in Scotland: A position paper

Abstract

AimsThis position paper illustrates how Educational Psychological Services (EPSs) have been instrumental through ever more systemic and universal ways of working to identify links between the needs within Scottish schools and targeted and universal nurturing approaches.MethodThis paper will initially demonstrate the appropriateness of a nurturing approach within a Scottish context, as a response to issues related both to mental health and to poverty. It will then continue by exploring how at both local and national levels, nurture-based practices have been embedded into policies and practice due to the influence of EPSs. It will demonstrate this through reference to the national context and the local authority (LA) level, using North Ayrshire Council (NAC) as an exemplar of how this can be achieved.FindingsThis paper will state that, while national and local policy have influenced the focus of EPSs’ priorities, so too has EPSs’ knowledge of psychology influenced national and local policy regarding nurturing approaches.LimitationsThis position paper is drawn from the Scottish education system and may not be fully representative of other contexts.ConclusionThere is an ongoing cycle of mutual influence, enabling the continual development of good practice within schools. This can offer a template of systemic working for the future development of the profession of the educational or ‘school psychologist’ on a wider scale.