Harvest, Hannah; (2018) How can EPs best support secondary school staff to work effectively with children and young people who experience social, emotional and mental health difficulties? Doctoral thesis (D.Ed.Psy), UCL (University College London).

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Abstract

Schools are increasingly being positioned as providers and coordinators of social, emotional and mental health (SEMH) support for children and young people, yet the voice of school staff and Educational Psychologists (EPs) is underrepresented. This research utilised focus groups with 14 school staff across two mainstream secondary schools in a south London borough to understand what is supportive in their role helping children and young people (CYP) who experience SEMH difficulties. Five EPs constituted a focus group in the same borough to understand their view on how they can be bolder in stepping into their role supporting schools and staff with SEMH. Bronfenbrenner’s ecological theory was used as a lens through which to explore the complex factors which impact on schools and EPs. Attunement in the school community, staff knowledge and skills and role conflicts emerged as themes through a thematic analysis of focus group transcripts. Conclusions focus on the importance of an inclusive ethos within the school which supports both staff and students, and discussion of whether schools are culturally and systemically adapting to meet children and young people’s SEMH needs. EPs are positioned at the intersection of psychology and education, and so are well placed to support schools across the ecological system. Implications for further research and policy are suggested.

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