Nicholson-Roberts, Bryony R;
Somerville, Matthew P;
Lee, Frances;
(2025)
A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools.
Emotional and Behavioural Difficulties
10.1080/13632752.2025.2536983.
Preview |
Text
A multiple case study exploring how the emotional literacy support assistant ELSA programme operates in secondary schools.pdf - Published Version Download (999kB) | Preview |
Abstract
This study employed a small-scale qualitative approach to examine how the Emotional Literacy Support Assistant (ELSA) programme operates in secondary schools, focusing on facilitating factors and challenges in its implementation. Research on ELSA interventions in secondary schools is limited; this study seeks to address this gap and provide insights to inform its implementation in these settings. A multiple case study design and semi-structured interviews were conducted in two secondary schools in one South England Local Authority with 14 participants, including ELSAs, Special Educational Needs Coordinators, pupils, and school staff. Cross-case thematic analysis identified four overarching themes: ‘ELSA programme links with wider systems’; ‘a structured and flexible intervention’; ‘core ELSA skills and qualities’; and ‘challenges for ELSAs and pupils’. These findings contribute to understanding ELSA programme implementation in secondary schools and have implications for enhancing its effectiveness and impact.
| Type: | Article |
|---|---|
| Title: | A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13632752.2025.2536983 |
| Publisher version: | https://doi.org/10.1080/13632752.2025.2536983 |
| Language: | English |
| Additional information: | © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4. 0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. |
| Keywords: | ELSA, emotional literacy support assistant, secondary school, mental health intervention, implementation |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10211664 |
Archive Staff Only
 |
View Item |
