Aims: This research investigates the effectiveness of a multicomponent reading intervention using both quantitative and qualitative data. Method/Rationale: This study evaluates how Educational Psychologists (EPs) can address literacy difficulties through exosystemic interventions that support school practitioners. A mixed-methods approach assessed a multicomponent reading intervention with Year Two children (N=58, mean age: 6 years, 8 months) through reading measures and interviews with five intervention practitioners. Pre- and post-intervention reading assessments were analysed quantitatively, while reflexive thematic analysis examined qualitative data from staff, providing insights into factors influencing intervention delivery and effectiveness from practitioner perspectives. Findings: The intervention produced statistically significant improvements in word reading. Qualitative analysis identified four themes influencing successful implementation: (i) psychosocial interactive learning processes; (ii) enhanced self-determination of intervention facilitators; (iii) integrated approaches to teaching literacy; and (iv) structural integration of reading processes. These findings are contextualised within national education policy and highlight implications for EPs’ strategic role in addressing literacy difficulties. Limitations: This was a small-scale study and intervention fidelity was, to some extent, challenging given that practitioners were responsible for delivery. Conclusions: This research provides valuable insights into the impact and effectiveness of a multicomponent reading intervention from both quantitative and qualitative perspectives, demonstrating how EPs can lead development, support implementation, and evaluate interventions to address reading difficulties comprehensively.

Aim: This study aims to reduce instances of restraint and seclusion by implementing training and procedural updates aligned with federal recommendations and evaluating their impact on the frequency of restraint and seclusion practices in a school district. Method/Rationale: The participants included one district in a midwestern state. The intervention was implemented in three phases, and records of restraint and seclusion for the entire district were measured throughout the study. A new restraint and seclusion training program was first implemented in only one elementary school. In the next phase, it was implemented in all elementary schools, and a systematic documentation process was utilised. In the final phase, the intervention was adopted in all schools in the district, and a peer review team was adopted at the district level. Maintenance was collected for an additional year following the intervention. Findings: The results indicate a decrease in instances of restraint and seclusion following the final implementation of training, systematic documentation, and a peer review team. The district also maintained low levels of restraint and seclusion in the maintenance phase. Limitations: Limitations of this study include the implementation of the intervention in only one district. There was no control group to compare results with; however, regarding the serious nature of what is being measured (restraint and seclusion), is it unethical to not provide intervention if it is effective. Conclusions: Ultimately, schools are responsible for the safety and well-being of both students and staff. Implementing effective training, policy, and systematic documentation has been shown to reduce instances of R&S over time.

Aims: This study investigates primary teachers’ understanding of MA and how they support children with mathematics anxiety (MA). Method/Rationale: The causes, prevalence, and negative impact of MA on children and young people’s (CYP’s) mathematics learning, performance, attitude, and mental health have been well investigated. It has been suggested that MA develops due to students’ prior negative experiences learning mathematics in the classroom and that teachers play significant roles in forming CYP’s MA. Eleven primary school teachers were recruited from four different schools in South-West England. Semi-structured interviews were used; eleven individual semi-structured interviews were conducted, and the data were analysed via reflexive thematic analysis. Findings: The findings revealed that these primary teachers’ awareness and understanding of MA were low, particularly in recognising how their own thoughts and feelings about learning and teaching maths may affect CYP’s experience of maths anxiety and maths learning. They also had limited strategies to support children with mathematics anxiety. Limitations: The number of participants in this study was small, limited to South-west England, and not controlled for demographic factors such as gender, race, work experience, or age, making them unrepresentative of the entire primary teacher population. Conclusions: Increasing primary teachers’ awareness and deepening their understanding of MA and its potential impact on individual children is necessary, and teachers may need support in identifying children with MA and in using relevant strategies explicitly aimed at reducing MA and preventing its formation and development.

Aim: This study explored autistic girls’ lived experiences of emotional wellbeing in mainstream secondary schools. Despite heightened mental health risks for autistic individuals, particularly during adolescence, research on autistic girls remains scarce. They are often overlooked in school support models, which leads to mislabelling, delayed diagnoses, and adverse emotional outcomes. Method: This study used Interpretative Phenomenological Analysis (IPA) to explore the experiences of four autistic adolescent girls in mainstream secondary schools. Each pupil participated in one semi-structured interview, discussing their experiences of emotional wellbeing in mainstream secondary school. The structured approach by Smith et al. (2022) was used to analyse data. Findings: Five group experiential themes were interpreted to influence emotional wellbeing: the mainstream environment, classroom dynamics, relationships, use of coping mechanisms, and perceptions of inclusion and belonging. Relationships were central, with peers providing support and acceptance, and positive teacher interactions fostering engagement and emotional stability. Sensory sensitivities and rigid school structures posed challenges to wellbeing. Limitations: With only four participants, findings reflect this specific group and may not transfer to other contexts. Data collection relied on verbal interviews, requiring participants to have sufficient language proficiency, potentially limiting data depth. Future research should consider mixed methods and the use of visual or quantitative measures to improve accessibility and triangulate findings. Conclusions: Findings highlight the importance of inclusive environments that nurture relationships, support sensory needs, and promote acceptance for autistic girls’ wellbeing. Educational Psychologists play a role in enhancing staff understanding and promoting relational approaches to support autistic girls’ wellbeing.

Aims: This research aimed to explore the perspectives of school staff (class teachers and special educational needs co-ordinators) who have supported children exposed to developmental trauma, and their experiences of implementing trauma-informed approaches following whole-school training. Method: Seven members of school staff took part in semi-structured interviews which explored their professional role, their conceptualisation of developmental trauma, as well as their attitudes, behaviour and experiences in relation to implementing relational approaches. Findings: The data was analysed using Reflexive Thematic Analysis. A total of five major themes were developed: (1) development of practice; (2) managing the demands of the role; (3) understanding of theory; (4) the adult as the intervention; and (5) home factors. Participants described accounts of how they were able to harness their knowledge of developmental trauma to affect positive change, when they had ongoing support to do so. Limitations: The research sought to understand the perspectives of school staff within one local authority who had received training on developmental trauma. As such, caution should be taken when applying the findings outside of the research context. Conclusions: The findings point to the potential positive impact of educational psychology involvement on the experiences of school staff working with children who have experienced trauma. The necessity of trauma-informed training for all school staff is clear. The implications of this research link to recommendations for school leadership teams and Educational Psychologists to consider with regards to supporting the effective implementation of relational approaches.

Aims: The study explored the effectiveness of Self-Regulated Strategy Development in improving 9- to 10-year-old pupils’ narrative writing, metacognition and academic self-perceptions, and differences based on socioeconomic status. Teachers’ perceptions of social validity were also explored. Method/Rationale: Self-regulation is positively associated with academic achievement and develops significantly during the primary school age range. The impact of Self-Regulated Strategy Development on different pupil groups is unclear and given the widening attainment gap associated with disadvantage is relevant to explore. This study used a mixed methods design, with quantitative data gathered pre and post intervention from 59 pupil participants and qualitative data from three teacher participants post-intervention. Findings: Following intervention, significant improvements were found in pupils’ narrative writing and academic self-perceptions, but not metacognition. Further analysis revealed the intervention was less effective in improving academic self-perceptions for pupils eligible for free school meals. Qualitative data indicated the perceived social validity of the intervention. Limitations: The design impacted the ability to evaluate causal relationships between the intervention and outcomes. The frequency of the intervention differed between schools which may have influenced effectiveness alongside the sensitivity of measures used. Conclusions: Self-Regulated Strategy Development delivered by teachers appeared to improve pupils’ narrative writing and academic self-perceptions, however, further analysis by free school meal status indicated the interventions effectiveness differed regarding academic self-perceptions. This is pertinent given academic self-perceptions predict academic performance. No significant changes were observed pre- and post-intervention regarding pupils’ metacognitive outcomes, in contrast to qualitative data from teachers indicating enhancements in this area. Teachers perceived the intervention to be socially valid and offered insights for future application.

Aim: Historically, medicine has ‘owned’ bibliotherapy and this research aims to be a catalyst to engage the UK education system in the approach. The current study explored the emotional benefits of a cognitive-behavioural approach (CBA) based bibliotherapy intervention by gathering the views of pupils and staff who partook in the intervention. Rationale: There is a challenging landscape regarding wellbeing for staff and children in schools at the current time, alongside increasing financial challenges towards offering effective, timely support. Developing a greater sense of belonging for both staff and children is vital in supporting mental wellbeing in our schools. Method: Six primary aged-pupils and two class teachers engaged in separate focus groups exploring the emotional benefits of a whole class, six-week bibliotherapy intervention in which teaching staff were the interventionists. Qualitative data was analysed using Reflexive Thematic Analysis and Content Analysis. Findings: Both children and staff enjoyed the intervention and found that it supported their understanding of themselves and others. The coping strategies taught were considered useful and applicable to a variety of situations. The time allowed for the intervention supported staff to feel relaxed and develop positive teacher-pupil relationships. Limitations: Methodological limitations regarding the sample size, interventionists and fidelity of implementation are discussed. Conclusion: This study found whole-class bibliotherapy improved individuals understanding and coping around emotional wellbeing, fostering school belonging through structured, teacher-led exploration of emotions, coping strategies and shared understanding. This study has implications for practitioners when considering beneficial, cost-effective universal interventions in a school setting.

Aim(s): Research suggests that trauma informed and attachment aware approaches in schools may promote academic achievement and reduce exclusions. Educational Psychologists (EPs) can be called upon to develop awareness of trauma and attachment at the whole school level. This paper will explore school staff’s experiences of implementing trauma informed and attachment aware practices, identifying facilitators and barriers to adopting these approaches. Method: This systematic literature review examines six qualitative papers that researched school staff experiences of trauma informed and attachment aware practice. These were critically appraised using the Critical Appraisal Skills Programme (CASP) tool before providing a narrative synthesis of the findings. Findings: A synthesis of the studies indicates shared experiences of adopting trauma informed and attachment aware practices including a shift in staff attitudes and school ethos, improved understanding of pupils’ experiences and their behaviour, and a focus on positive relationships. Facilitators and barriers include prior staff attitudes and school ethos and school leadership and policies. Limitations: Most participants in the studies reviewed appear supportive of the practices adopted, meaning response bias must be considered. Variance in terms used to describe similar approaches mean it is not possible to conclude that all relevant studies were discovered. Conclusions: Factors at the whole school level appear to facilitate trauma informed and attachment aware approaches, suggesting that such practices should be rooted in school culture and advocated by school leaders and EPs.

Aim: To explore how parents perceived an adapted parenting intervention, Parenting with Anxiety: Helping Anxious Parents Raise Confident Children, delivered by a Trainee Educational Psychologist. The research aimed to address a gap in the current literature on reducing the intergenerational transmission of anxiety through parenting interventions. It sought to provide Educational Psychologists with evidence regarding parent perceptions of the intervention and its potential to reduce child anxiety. Design: Parents attended five sessions of a parenting intervention designed for individuals who identify as anxious. Using a cognitive behavioural approach, the intervention aimed to reduce anxiogenic parenting behaviours and support parents to challenge anxious thoughts and strengthen protective factors. In the sixth session, parents participated in a focus group to explore their perceptions of the intervention and suggest improvements. Reflexive thematic analysis was used to analyse the data. Findings: Generated themes suggested parents experienced a decrease in anxiogenic parenting behaviours, and an increase in ‘good and brave’ child behaviours, following the intervention. Parents valued the opportunity to connect with others, reflect on their parenting, and gain practical strategies. Suggested improvements included tailoring the content to individual needs and incorporating coaching to support implementation. Limitations: The lack of a quantitative strand is considered in relation to its impact on statistical inference and the breadth of findings. While this paper does not explore the role of ethnicity or gender in shaping outcomes, it highlights these as important areas for future research. Conclusions: Findings suggested that the parents perceived the parenting intervention as beneficial for their child’s wellbeing. Parents reported an increased understanding of the intergenerational transmission of anxiety, and a decrease in anxiogenic parenting. Implications for Educational Psychologists are discussed considering these novel findings.