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Critical incidents in schools. Staff wellbeing and perceptions of psychological support

Hayes, Ben; Gaukroger, Amanda; (2024) Critical incidents in schools. Staff wellbeing and perceptions of psychological support. Educational and Child Psychology , 41 (2) pp. 128-141. 10.53841/bpsecp.2024.41.2.128. Green open access

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Abstract

Aims: Across the United Kingdom (UK), schools are required to respond to and support students, families and staff following a traumatic event and Educational Psychology (EP) Services often provide support to schools. This study explored school staff wellbeing in the context of critical incidents in schools along with their views and perspectives of psychological support. Methods: An explanatory sequential mixed methods design was utilised consisting of two phases. In phase one, quantitative data was collected through an online questionnaire which gathered information on staff wellbeing, the impact of the event and EP support. For phase two, interviews explored staff perspectives on the support provided by the EPs. Findings: Analysis found a significant positive relationship between wellbeing and EP support. Themes provide insight into the impact of the support provided by the EPs, including barriers and negative perceptions of the support as well as benefits. Limitations: It is likely that there is a selection bias operating in teachers who chose to take part in the research. Additionally, the number of teachers taking part was not as high as might have been hoped for. Conclusions: A number of implications and conclusions are set out. In particular, effective articulation of what support will look like and being clear what is offered by an EP service is a crucial element of the support provided.

Type: Article
Title: Critical incidents in schools. Staff wellbeing and perceptions of psychological support
Open access status: An open access version is available from UCL Discovery
DOI: 10.53841/bpsecp.2024.41.2.128
Publisher version: https://doi.org/10.53841/bpsecp.2024.41.2.128
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10206489
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