bluuebunny/crossref_metadata_2025 huggingface dataset:
School belonging in adolescents: Exploring the associations with school achievement and internalising and externalising problems
Authors: Arslan Gökmen
Published: January 2023

Aim(s)

School belonging is critically important for both school-based outcomes and psychosocial adjustment of adolescents. The purpose of this study is to present further validation evidence for the School Belongingness Scale (SBS) and investigate the predictive effect of the school belonging on school achievement and mental health outcomes (i.e. internalising and externalising problems) in elementary school students.

Method

Participants included 223 students from a public elementary school in an urban city, Turkey (51.1 per cent female and 48.9 per cent male ranging in age from 10 to15 years (M = 12.09; SD = 1.03)).

Findings

Findings of the study revealed that the scale had excellent data-model fit statistics, supporting the higher-order school belonging latent structure, comprising of two first-order constructs (i.e. social inclusion and exclusion), adequate–to–strong factor loadings, and adequate latent construct (H) and internal (α) reliability coefficients. Further outcomes indicated that school belonging had a strong predictive effect on school achievement, internalising and externalising behaviours among elementary school students.

Limitations

While the study utilised a cross-sectional approach and is unable to provide causality, the preliminary findings have implications for schools and future research.

Conclusions

The study results provide further evidence supporting the impacts of school belonging in promoting youth academic functioning and mental health.
Fostering a sense of belonging at an international school in France: An experimental study
Authors: Dunleavy Gráinne , Burke Jolanta
Published: January 2023

Aim(s)

The sense of belonging is considered one of the basic human needs, supporting engagement in education and increasing wellbeing. Yet few studies have attempted to enhance levels of student belonging in school, which is what the current study aimed to do. The aim of this study was to examine the impact of a classroom-based, peer intervention to enhance students’ sense of belonging

Method/rationale

An experimental study was carried out with 55 fourth and fifth grade students, aged nine to eleven, at an international school in France. Two measures were used: The Psychological Sense of School Membership (PSSM), which measured students’ sense of belonging, and the Multidimensional Students’ Life Satisfaction Scale (MSLSS) evaluating their life satisfaction. Data were collected from the experimental and wait/control group before, immediately post intervention and a month later.

Findings

Results of the full-scale tests demonstrate statistically significant growth in mean values in both the PSSM school belonging measure and the MSLSS student life satisfaction measure. Statistically significant growth was also found when the peer group questions were separated from the overall scale, but not in the friendships’ subsection of the MSLSS.

Limitations

Future studies should consider a larger sample and an experiment with students from at least two schools.

Conclusions

Results provided evidence for the effectiveness of an intervention to enhance school belonging and student life satisfaction.
My class needs my voice: The desire to stand out predicts choices to contribute during class discussions
Authors: Gray DeLeon L. , Yough Mike , Williams Wayne A.
Published: January 2023

Aim(s)

Across two studies, we examine links between students’ perceptions of the role of contributions to class discussions in helping them stand out, the importance they place on contributing, and the observed frequency of their attempts to contribute.

Method/rationale

We purposefully sampled pre-service teachers at a large university in the US. Two research assistants tracked pre-service teachers’ contribution attempts during in-class discussions. In study 1 (N = 164), mediational pathways were examined to understand whether and why students participated more during the semester when they perceived contributions as a means of standing out in class. In study 2 (N = 143), we administered a distinctiveness intervention to half of the participants at the beginning of the semester.

Findings

Results of the first study revealed that participants who believed contributing to class discussions was a means to stand out placed higher importance on contributing and made more contribution attempts. Results of the second study revealed that the distinctiveness intervention positively influenced the number of contribution attempts made during large-group discussions.

Limitations

We did not assess whether participants exposed to the distinctiveness intervention shifted in their perceptions of the importance of recognising diverse students’ voices in their future k-12 classrooms.

Conclusions

Findings support the proposition that a sense of belonging is not a passive, but rather an active process. This study demonstrates that one vehicle for satisfying belonging and identity needs is through contributions in the classroom.
Agency and belonging: What transformative actions can schools take to help create a sense of place and belonging?
Authors: Riley Kathryn
Published: January 2023

Aim

Schools represent one of the few points of continuity and stability in the lives of many children and young people today. Yet for a growing number, schools are not places where they feel they belong. Using the conceptual filters of agency, trust and social capital, this article draws on findings from two qualitative research inqutiiries to ask: What transformative actions can schools take to help increase young people’s sense of place and belonging?

Method/rationale

The article synthesises findings from two studies about place and belonging - undertaken with a gap of some fifteen years - which involved ninety children and young people. Study 1 used a range of data gathering activities to find out the views of the young people. Study 2 drew on the traditions of collaborative research inquiry to engage the young people as student researchers. Using an educational design research to construct a common framework for analysis, the article offers a fresh perspective on how young people experience school-life, and on the relationship between the design of the research and its impact.

Findings

There are two key findings: (i) School cultures that foster trust and draw on the strengths of communities contribute to the development of young people’s sense of agency and belonging. (ii) Engagement in collaborative research inquiry about place and belonging helps develop that sense of belonging and is a powerful tool for positive school transformation.

Limitations

The analysis drew on two studies undertaken with a significant time gap.

Conclusions

Research inquiry can be constructed as an activity for collecting data to contribute to understanding, and/or as a transformative activity. Evidence indicates that a process of collaborative inquiry involving young people as student researchers can contribute to their sense of agency and belonging.

‘When you come from somewhere very different, it’s important to feel welcomed.’ (student researcher)
Identifying barriers to and facilitators for educational inclusion for young people who offend
Authors: Twells Jenny
Published: January 2023

Aim:The purpose of this study was to identify the reasons for educational underperformance amongst youth offenders and explore how to increase their successful participation and reintegration back into education. It also aimed to identify facilitators and barriers to inclusion and diversity at various systemic levels, such as society and education for this vulnerable group of young people.

Method/Rationale:Educational outcomes for youth offenders are frequently poor at a time when qualifications and good literacy and numeracy skills are increasingly important for employment. This study retrieved the Youth Offending Service (YOS) data on the educational needs, uptake and provision of 283 youth offenders within one Local Authority (LA) and, through interviews with adult providers and young people, explored the barriers and facilitators for youth offenders’ engagement in education.

Findings:The majority of those of school age (N=124) were educated at a Pupil Referral Unit (PRU), while the majority of those above school age (N=159) had no provision recorded. Of those of school age, 19 per cent had a Statement of Special Educational Needs recorded (now an Education and Health Care Plan, or EHCP), 33 per cent had no EHCP, and for 48 per cent this information was missing. Interviews with providers and young people identified a common thread relating to the importance of strong and stable relationships. Poor communication at all levels of the system was frequently cited as a problem, but where supportive networks existed, these facilitated positive educational outcomes.

Limitations:The quantitative data describes a picture of high need but there is also a lack of available information in particular areas (such as where and if young people are in education).

Conclusions:This study reinforces the idea that services can improve when there is a good and coherent professional system with effective working relationships, as these are key to supporting this vulnerable group of young people. The Educational Psychologist (EP) is well placed to provide a supportive role at all levels of the system, and to improve educational outcomes and inclusion for youth offenders.
Challenging transition: A socio-cultural understanding of career awareness and development for secondary students with disabilities
Authors: Yu Ting Iris
Published: January 2023

Aim

This paper aims to show the interaction between the young person, their family and the school, in the aspect of career awareness and development of young people with special educational needs (SEN).

Method

Three students with SEN from one secondary school in Singapore participated in this study. A series of three interviews were conducted with students using educational journey mapping and photo/journal elicitation techniques to empower the students to share their experiences. Their families, teachers and other school personnel from the secondary school were also interviewed. The interview transcripts and other ethnographic data were analysed and thematically coded to arrive at both generalisable and individualised descriptions of the experience.

Findings

Three metaphors were identified as a representation of each student’s lived experience in finding a suita-ble career, that is, ‘training for a triathlon’, ‘engaging in a tug-of-war’ and ‘performing a juggling act’. Work and volunteering experiences, selection of vocational studies, and planning ahead in vocational college were also identified as key areas of experience.

Limitations

This is an exploratory study that worked with a small number of participants. Therefore the findings will not fully represent the range of experiences currently faced by young people with SEN.

Conclusions

The ease of which the student participants were able to develop career awareness and goals were dependent on the collaborative efforts of both school and family settings. The study also showed the importance of listening to the voices of families and young people, and provides suggestions for practitioners working with families, schools and young people.
The practice of person-centred planning within transition person-centred reviews for young people with SEND at post-16 transition: Gains, barriers and challenges
Authors: Bason Louise
Published: January 2023

Many professionals and families have expressed enthusiasm about annual reviews that implement a person-centred philosophy. Person-centred planning (PCP) has been perceived to facilitate a transition process, as well as supporting the key features of pupil involvement and family participation.

This paper focuses on the way in which person-centred reviews (PCRs) support transition planning for young people with special educational needs (SEN) at post-16 transition. It looks at the literature to identify the main advantages, barriers and challenges of implementing PCRs. A multiple case-study design explores the process and features of PCRs for six pupils who attended post-16 provision within a special school in the North West of England. Thematic analysis of non-participant observation of PCRs, post-PCR questionnaires to professionals and interviews with the parents identified strengths, difficulties and limitations related to the implementation of PCRs.

Evaluating the efficacy of PCP and PCRs has become important, but there is limited research that focuses on this. The study sought to determine key positive and challenging aspects of PCRs within a focus on transition from special school. The PCR served the main purpose of enhancing the involvement of external services that were perceived to be required to determine post-secondary destinations. The findings suggest that the school’s focus on the structural process of the PCRs and their delivery may supersede the wider notion of transition planning. The background and the skills of the PCR facilitator emerged as an important factor. The extent to which the PCR aids the formulation of transition goals and the achievement of a transition plan is discussed. Implications for educational psychology practice and the concept of transition-focused education are considered.
Teaching further education students the effects of naive realism, to support social development and mitigate classroom conflict
Authors: Smith Sam
Published: January 2023

Aim(s)

Naive realism is the false conviction that one perceives and responds to the world objectively or ‘as it is’ rather than subjectively through the lens of personal motives, experiences and expectations. The teaching of naïve realism to adults has evidenced increased perspective taking. The current research aimed to evaluate if this approach would be effective in supporting adolescents experiencing classroom conflict.

Method

A critical realist approach was employed. Participants were a class of fifteen 16–19-year-old further education (FE) students and related academic staff. Students attended two one-hour lessons on naïve realism. Thematic analysis was conducted on pre- and post-teaching focus group data.

Findings

Pre-intervention, students identified feeling that others were acting belligerently and presenting inaccurate narratives, yet defended their own similar behaviour as routine. Unexpectedly, students also reported a conscious and purposeful use of naïve realism. Post-intervention, students and staff reported: substantial conflict resolution; improved abilities to perspective take, empathise and self-regulate; reduced fear of negative peer evaluation and anxiety; improved learning atmosphere and applications to the wider world. Novel findings include: the benefits of teaching as a whole-class approach; and how bias removal was insufficient to facilitate perspective taking in certain circumstances.

Limitations

The subjective and interpretative nature of the research methodology, small, all-female sample, and potential for social desirability bias, limit the transferability of findings.

Conclusions

Teaching adolescents about the effects of naïve realism may have the potential to support wellbeing, relationships, attainment and transition to adulthood.
How does transition to secondary school influence home, school and community play?
Authors: Finney Rebecca , Atkinson Cathy , Barclay Mike , Tawil Ben
Published: January 2023

Aim

This study gathered views of 10 to 12-years-old pupils about their play experiences before and after transition to secondary school, comparing access to their right to play.

Method

A multiple-case study design was used to gather views of six Year 6 primary pupils and six Year 7 secondary pupils living in the same community in the United Kingdom (UK). Six workshops, including a focus group, were conducted with each year group.

Findings

Qualitative data from both focus groups were analysed thematically, individually and across year groups. Findings indicated that temporal, spatial and psychological factors affected both Year 6 and Year 7 pupils’ play access. Year 6 pupils were more satisfied with their play opportunities and reported more time to play.

Limitations

The small-scale size of this study limits drawing conclusions. Data were collected in the summer term and therefore the weather and point in the school year may have been influential.

Conclusions

Findings suggested that, for the pupils involved, play opportunities appeared to decrease upon transition to secondary school. It is therefore important that barriers to play across age groups are considered and addressed, to ensure that all children can realise their right to play. Educational psychologists (EPs) can raise awareness of the benefits of play and the potential impact of limited play opportunities for older children.
Using a cross-cultural conception of play to explore the perspectives of parents of Somali heritage and primary school practitioners in an English primary school
Authors: Bishop Elizabeth
Published: January 2023

Aim

This research explored perspectives of play according to parents of Somali heritage and primary school practitioners, in an English primary school. At its core, it aimed to investigate the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children. The broader contentious concern of the role of play in early years and primary education was also explored.

Method

Focus group discussions drew on cross-cultural conceptions of play, to explore how parents of Somali heritage children and primary school practitioners perceive the relationship of play to children’s development and learning, with consideration for their own experiences of childhood.

Findings

Focus group data were analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this research highlight shared and individual definitions of play, competing benefits of play, and the importance across cultures of play being intrinsically motivated.

Limitations

A small sample of participants is represented and all participants were female.

Conclusions

Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service, and policy level.
Shared special interest play in a specific extra-curricular group setting: A Minecraft Club for children with special educational needs
Authors: Hobbs Laura , Hartley Calum , Bentley Sophie , Bibby Jordan , Bowden Lauren , Hartley Jackie , Stevens Carly
Published: January 2023

Aim

To gain practice-based insights, we evaluated outcomes from a science-themed Minecraft Club for children with Special Educational Needs over a four-year period. Science topics were introduced, followed by themed building in Minecraft in a multi-player setting. Particular focus was placed on the benefits of playing a shared-interest game in a social and educational context.

Methods

Mixed-methods interviews and surveys were used to gather feedback from children attending the club and their accompanying caregivers. Inferential statistics assessed the influence of individual differences and club attendance time on responses.

Findings

Children consistently enjoyed attending the club and most felt that they had developed their scientific knowledge. Social-communication skills and confidence were also positively impacted, as reported by both children and caregivers. The accepting and inclusive nature of the club was of high value.

Limitations

Sample sizes and data collection methods were necessarily restricted and mainly qualitative due to the purpose of the club and the nature of the attending cohort. However, valuable insights were gained from respondents.

Conclusions

Both children and caregivers communicated that Minecraft Club succeeds in providing a context through which children can develop social and communication skills, build confidence, make new friends, and learn about science. These insights have important implications concerning the potential social and educational benefits of Minecraft for children with Special Educational Needs, and the value of extra-curricular clubs that provide safe and supportive spaces for children to thrive.
The Compassionate Schools Framework: Exploring a values-driven, hope-filled, relational approach with school leaders
Authors: Quinn Kirsty , Mollet Nicola , Dawson Fiona
Published: January 2023

Aims:This paper details the evaluation of a reflective learning programme developed by educational psychologists for school leaders in exploring the implementation of compassionate, relational approaches in schools, using an integrated whole school framework.

Rationale:Whole school approaches have been highlighted as central to improving the mental health and wellbeing of children and young people. The Compassionate Schools Framework (CSF) brings together current research and thinking in promoting wellbeing into an integrated and coherent whole school approach. It is based on an understanding of the power of attuned relationships, the potential impact of prolonged and unpredictable stress and trauma, and the role of positive psychology in building psychological resources through embracing strengths and hopeful futures.

Findings:The evaluation highlighted key themes in relation to nine areas of school practice detailed in the CSF. School leaders shared insights into current strengths, newly developing approaches and challenges, highlighting the complexity of building on compassionate, relational approaches across school systems. A number of research priorities are identified.

Limitations:Findings capture the reflections of school leaders during the initial phase of developing thinking and planning in relation to the CSF and longer term follow up is needed to gain insight into issues related to implementation and impact over time.

Conclusions:The paper highlights the value of a research-informed integrated framework where school leaders can reflect collaboratively on areas of strength and school development as part of a coherent whole school approach. There is need for ongoing collaboration through a multi-agency community of practice to continue to deepen understanding and share learning on implementation and impact within a supportive network.
Cross-school Working: a Model of Service Delivery
Authors: Gavine David , Holmes Elizabeth
Published: January 2023

Cross-school working is the name given to an approach to service delivery which has been developed during the past three years by Dundee Educational Psychology Service (DEPS). This article offers an historical overview of the development of this approach and draws from one of the existing cross-school working projects (Specialism in Attention Deficit Hyperactivity Disorder) in order to illustrate some of the key features of the approach.
An evaluation of the perceived effectiveness of problem-based learning on the Dundee MSc Educational Psychology training programme
Authors: Kerr Claire , Smith Elaine
Published: January 2023

Problem-based learning (PBL) is an approach to teaching and learning that integrates learning using complex problems as the core curriculum. Other core features are its utilisation of small group and independent learning, and a focus on the development of life-long learning skills. A PBL approach was incorporated into the two-year postgraduate professional training programme for Educational Psychologists in cohort 2002–04.This paper presents initial results of a longitudinal evaluation of Educational Psychologists in Training’s (EPiTs) perceptions and experiences of PBL on the MSc training programme at Dundee University. Twenty-three EPiTs completed an anonymous questionnaire on PBL. There were three main areas of focus: the contribution of PBL to their level of preparedness for their future role as Educational Psychologists; the perceived strengths and weaknesses of the PBL approach; and their experiences of small group learning. The results are discussed in relation to changes made to the programme.
Primary assessment arrangements: How educational psychologists can contribute to improving their implementation
Authors: Walesby Marie , McElhinney Jenny
Published: January 2023

This article examines the implementation of local authority guidelines on the use of assessment arrangements in primary schools. A mixed ‘action research’ design was used which involved the collation of numerical data and the collection of qualitative data through questionnaires. Initial research was conducted in one cluster group comprising four primary schools by a trainee educational psychologist (TEP) on placement with a large educational psychology service in Scotland (Hookham, 2009). This study follows up the TEP’s findings and looks at data gathered across the authority and implications for practice of primary schools and educational psychologists (EPs) working in local authorities. Findings indicated that in the early stages of a systemic verification process, there is variability in the practice of primary schools and their link EPs in implementing the guidelines on assessment arrangements. An emerging trend in the range of assessment arrangements is explored, and the implications for transition to high school considered. Examples of good practice and areas for development are identified. Future research directions and implications for schools, EPs, and education services are discussed.
Applying health and well-being: Exploring the ‘Sound Sleep’ curriculum in secondary schools
Authors: MacLeod Sue , Taylor Marcela
Published: January 2023

In June 2011, the North Ayrshire Educational Psychology Service was represented on a training course run by Sleep Scotland. The training aimed to raise awareness in schools of the importance of sleep for emotional and physical well-being. As a result of this input, the authority was able to purchase a curriculum pack with a view to introducing the concepts across our secondary schools. This summary report outlines the initial pilot of the materials in a variety of contexts and makes recommendations for the successful implementation of the project in years 2 and 3. A rationale for the project will be outlined along with the implementation procedure, initial evaluation findings and implications for practice.
Video Interaction Guidance in Dundee: Multi-agency working
Authors: Forsyth Penny
Published: January 2023

Effective multi-agency working has been a long held, espoused goal of the helping services. Drawing on the work of the Dundee VIG Network, Video Interaction Guidance (VIG) is reviewed in relation to implementation science (IS) frameworks. The experienced strengths and constraints VIG brings to multiagency working will be identified and conclusions drawn for future initiatives.
VIG as a tool for building confidence and professional development in school support staff
Authors: Shaw Fionna , Martland Isabel
Published: January 2023

This article demonstrates the effectiveness of Video Interaction Guidance (Kennedy, 2011) as a tool for training school support staff in restorative approaches and attunement principles. The support staff requested training from an educational psychology service to increase their self-efficacy in dealing with challenging behaviour in the playground. The use of video yielded benefits for individual staff, group cohesion and the wider school – a situation discussed within this article. Implications for educational psychology practice are considered. This article suggests that Video Interaction Guidance is a useful tool for educational psychologists and one that can be used in schools to support staff morale.
Whole-school CPD as a context for school-based research: Supporting a secondary school in gaining pupil feedback regarding learning intentions and success criteria
Authors: Docherty Rebecca , McQuaker Lori
Published: January 2023

This article considers the engagement of educational psychologists with an authority-wide framework for school Continuing Professional Development (CPD). Such a structure of CPD is perceived as providing an effective context for school-based research which links back into teacher learning aims. An analysis is offered of such a piece of school-based research in which pupil feedback in relation to learning intentions and success criteria was elicited.
Professor Peter Kinderman: Drop the language of disorder: Less medicalising and more understanding please
Authors: Findlay Gemma
Published: January 2023

Peter Kinderman, Professor of Clinical Psychology at the University of Liverpool and an Honorary Consultant Clinical Psychologist with Mersey Care NHS Trust.
Supporting the mental health of children and young people: An exploratory survey of secondary school views and service needs
Authors: Ginter Linden , Greig Anne , MacKay Tommy
Published: January 2023

Young people’s mental health is an increasingly prominent issue in Scotland. Closing the attainment gap is a key priority of the Scottish Government’s National Improvement Framework. Given the established link between adverse childhood experiences and mental health difficulties and the impact of mental health difficulties on educational attainment and life outcomes, it is crucial to ensure that schools are well-equipped to support pupils with mental health difficulties. This report outlines the results of an exploratory survey of a convenience sample of 12 secondary schools across Scotland looking at current practice and policies. The practice implications of these findings are discussed.
Improving health and wellbeing for children and young people who have experienced loss, change and bereavement
Authors: Robertson Nicola , McPherson Karen , Murray David , Montgomery Andrea , Shaver Isobel , Gardner Alison
Published: January 2023

School performance may deteriorate, particularly in subjects that require high attentional demand, if a young person experiences loss and trauma (Streeck-Fischer & van der Kolk, 2000; Yule & Gold, 1993). There is much evidence to support the use of educational peer support programmes within school settings (Barnard et al., 1999; Ribbens-McCarthy, 2007; Ross & Hayes 2004; Worden, 1996). Seasons for Growth is an eight-week peer support programme for children and young people who have experienced loss, change and bereavement. Pre and post test tools were devised by the researchers to measure the impact of the intervention of attending a Seasons for Growth group. The tools corresponded with the Curriculum for Excellence health and wellbeing outcomes. Pupil, class teacher and parent/carer questionnaires were devised. The researchers considered whether there was an improvement in aspects of health and wellbeing as demonstrated by the Health and Wellbeing Scales, after the intervention of the Seasons for Growth Programme. Paired sample t-tests were conducted for: pupil data with pre and post measures for 75 participants; parent data with pre and post measures for 35 participants; and teacher data with pre and post measures for 64 participants. All were found to be highly significant for children who had experienced loss, change and bereavement. The limitations of this study are the small sample size and the limited number of authorities sampled. It would be informative to explore having a control measure in future research.
An evaluation of practitioner based enquiry (PBE) as a method of building teacher capacity and self-efficacy
Authors: Bolton Elizabeth , Lockhart Richard , O’Grady Michelle
Published: January 2023

The project aimed to evaluate practitioner based enquiry (PBE) as an approach to build Senior Management Team (SMT) capacity and self-efficacy when implementing a visible learning (VL) framework to raise attainment. Quantitative research was conducted through an online questionnaire (n = 14), which was analysed through measures of central tendency and correlations. Qualitative data was collected through semi-structured interviews (n = 2) and thematic analysis was utilised (Braun & Clarke, 2006). The results from the quantitative analyses showed that the PBE sessions increased SMT capacity and ability to support staff when implementing a VL approach. The qualitative analysis revealed the final organising theme of reflective practice, and sub-themes of collaboration, implementation and impact. The sub-themes are discussed in relation to relevant literature, including adult learning and concepts of collaborative working, capacity and self-efficacy. Implications for educational psychology practice include: building capacity for schools to use PBE; supporting successful implementation; and evaluating the impact of evidence-based approaches.
Evaluating the use and impact of the Glasgow Motivation and Wellbeing Profile (GMWP) as tool to seek and take account of young people’s views to inform planning
Authors: Dunbar Romy , Greenwood Vicky , McLeary Graeme
Published: January 2023

Recent reports highlight the increasing number of children and young people in Scotland that experience mental health difficulties during their school years (Mental Health Foundation, 2016) and that school-based interventions that target the promotion of wellbeing are typically more effective than interventions delivered in an extracted setting which is unfamiliar to the young person and often focuses on the reduction of mental health difficulties (Weare, 2015). An important prerequisite for any attempt to implement such school-based interventions is a clear system for defining and measuring wellbeing as this will support the identification of an appropriate intervention and support the implementation and evaluation process. In one local authority in Scotland the Glasgow Motivation and Wellbeing Profile (GMWP; Glasgow Psychological Service) has been developed as a tool to explore a young person’s motivation and sense of wellbeing in the learning context. This paper summarises feedback on the use and impact of this tool from educational psychologists, school staff and young people who have had experience of the profile. The findings are considered and a series of recommendations made about further uses for this tool in terms of its utility as a measure and its ability to enhance pupil voice. Limitations of the tool are also noted.
Evidencing the impact of growth mindset teaching and learning approaches on children’s engagement, enjoyment and attitude towards maths at secondary education level
Authors: Goodall Louise , Gourlay Laura , Mackay Helen , Seaton Fiona , Taylor Susan
Published: January 2023

Will an increase in teachers’ knowledge and understanding of growth mindsets influence their teaching and learning approaches in secondary schools? Specifically, will it impact on reported levels of engagement, enjoyment and attitude towards maths as perceived by learners?
What worked within an external SEBN provision and utilising how to support re-engagement post Covid-19
Authors: Fernie Lynne
Published: January 2023

Re-engagement in education for children and young people after lockdown may be a challenging aspect for all, especially those who have had previous disengagements with education. This article explores the implications for educational psychologists (EPs) working with children and young people who are out with their local mainstream and experienced challenges in engagement in educational previously. A Working On What Works (WOWW) project undertaken in an external social, emotional and behavioural needs (SEBN) provision prior to Covid-19 focused on building positive relationships and engaging young people in their education. The project results have formed new implications as a result of Covid-19. The current article provides a description of how previous educational psychology practices and interventions, which promote positive relationship building are key for the re-engagement of pupils in their education post Covid-19.
The effectiveness of nurturing approaches on primary-aged children in the UK: A systematic review
Authors: Harker Sophie , Howell Bethany , Niven John , Thorne Jenny
Published: January 2023

Nurturing approaches (NA) derived from the need to support children’s social, emotional and behavioural development and their ability to build secure relationships with others (Boxall, 2002). This systematic review follows Hughes and Schlösser’s (2014) review of the effectiveness of nurture groups (NGs). The purpose was two-fold: To assess whether the issues highlighted by Hughes and Schlösser (2014) have been addressed; and to evaluate the quality of evidence supporting the implementation of NAs in primary schools across Scotland. Both NGs and whole-school nurture were included, reflecting current nurturing practices in Scotland. 647 articles were initially sourced from a range of databases. Following eligibility screening, eight peer-reviewed articles were identified for appraisal and synthesis using the Downs and Black (1998) research quality checklist and National Institute for Health and Care Excellence (2012) guidelines. A range of methodological approaches and findings were reported, such as: Improvements in relationships, social skills, emotional regulation, academic engagement and attitudes towards school. Overall, NAs have been shown to relate to positive outcomes for primary school-aged children. However, due to a number of methodological issues, the reliability and generalisability of these findings were questionable. The findings were discussed in relation to the current Scottish context. The rise of whole-school approaches; the importance of inclusive practice; considerations for the use of quantitative and qualitative research in education; and considerations around the impact of the current Covid-19 pandemic were included. Implications for educational psychology practice and future research were discussed, in addition to the limitations of the current review.
‘Mix it up and keep it lively!’: An exploratory study of perceived effects and implementation of The Daily Mile in the North of Scotland
Authors: Eggeling Maggie , Heath Vicky , Rait Emma , Sprang Katie
Published: January 2023

Young people’s physical and mental health is an increasingly prominent issue in Scotland. An increasingly popular physical activity intervention, the Daily Mile (DM) aims to address these concerns. The DM involves pupils jogging or walking approximately one mile each day. This article describes an exploration into the implementation and perceived effects of the DM in a sample of primary schools across three local authorities in the North of Scotland. A mixed methods design was utilised, involving an online teacher survey, followed by pupil and teacher focus groups. The online survey completed by 64 teachers, found that 94 per cent of participants would recommend the DM to another school. Additionally, teachers reported numerous positive effects to pupils’ fitness, cognition and mood associated with participation in the DM. These findings were replicated in the focus groups, where teachers discussed the benefits of the DM to pupil health as well as cognition; teachers noted positive changes in pupils’ listening and focus with fitness benefits more apparent when done daily. Pupils also perceived health improvements and they valued the freedom of the Daily Mile. An unexpected finding was that the DM can have a markedly positive effect on relationships within the school community and this appeared to be more salient, at times, than physical fitness enhancements. Consequently, the DM may provide an effective way to rebuild social relationships when pupils return to school after the Covid-19 lockdown. Schools can adapt the DM to the current context by incorporating social distancing measures into the DM. This will provide pupils with the time and space to connect with their peers and teachers in a safe way, facilitating nurturing relationships within the school community.
A systematic review of practitioners’ perceptions of supporting inclusion in a UK mainstream primary context
Authors: Brady Ciara , McLarty Ainsley , Rankin Rebecca
Published: January 2023

Inclusion is a key priority in education and evidence has suggested that practitioners have a key role in implementing inclusion policies and legislation within educational establishments. Exploring perceptions held by practitioners of inclusion would be beneficial to understanding how practitioners support this. The current systematic review looked to explore the body of research within the United Kingdom (UK) around practitioner perceptions on supporting inclusion within the mainstream primary context. Thematic synthesis was undertaken which presented four overarching themes. Potential implications for EP practice are explored. As the UK education context is an area where little research has been conducted regarding practitioner perceptions of inclusion, recommendations have been made for future research to ensure inclusion can be successfully supported.
Reflective professional supervision in education
Authors: Cairns Bernadette
Published: January 2023

Over the past 18 months there has been a significant focus on staff wellbeing in schools to support them through the additional stress they have been experiencing during the global pandemic. In addition to local supports and developments in local authorities, there has also been a national offer of coaching, mentoring and the provision of reflective spaces for teachers who wanted to take up this opportunity. The offer of these additional supports has contributed to the ongoing national conversation about professional supervision for teachers. Some commentators have asked why regular time and space for professional reflection hasn’t been available to date and have asked how it might become a more regular offer to teachers. This paper highlights some of the potential benefits of supervision for teachers and head teachers and considers how Educational Psychologists (EPs) might position themselves in a way that enables them to contribute to this discussion and also to consider their possible future role in the delivery of supervision for teachers.
Towards an Educational Psychology Service Framework for the Embedding of a School Counselling Service: A new approach in Argyll and Bute Psychological Service
Authors: Ledsom Chulainn , Greig Anne , Hampton Linden
Published: January 2023

Although the Scottish Government is currently providing direct funding to deliver school-based counselling services for young people (The Scottish Government, 2018), guidance on implementation by Local Authorities is not provided. Consequently, implementation varies across Scotland. The role of Educational Psychology Services (EPSs) in relation to wellbeing is now established and they are well placed to support the development of school counselling approaches. EPSs also possess expertise in implementing evaluative frameworks and in therapeutic work with children and young people. Acknowledging that therapy can be harmful, EPSs can support the development of safe and effective models of school counselling. Argyll and Bute Council is the second largest local authority in Scotland by area, with the largest number of populated islands. This unique context creates logistical challenges to providing equitable counselling services for young people, necessitating creativity and flexibility in service design and delivery. Out with remote communities, non-attendance and, in recent times, the global pandemic mean that equity of provision is not just an issue for vast rural settings. In this paper, it is proposed that the EPS can play an expert and strategic role in the implementation of an accountable and equitable school counselling service. Although the project is at an early stage, in this paper the Argyll and Bute Educational Psychology Service strategy is described. The focus is on the context of what is already known about school-based counselling, how it is being locally applied and the role of the EPS.
Development of a virtual consultation service in Dumfries and Galloway: Lessons learned
Authors: Walker Anne-Marie
Published: January 2023

Dumfries and Galloway Educational Psychology Service (DGEPS) have successfully implemented a Virtual Consultation Service as part of their service delivery offer. This service made use of Microsoft Bookings as an online booking platform. The use of this software reduced administrative burdens and improved perceptions of DGEPS accessibility. Virtual consultation itself resulted in changes being implemented by education staff. Actual impact on children and young people differed across a range of factors and an examination has begun of where the service was most effective to inform service delivery going forward.
Understanding Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils post-Covid through the lens of self-efficacy theory
Authors: Donaldson Andrew , Dorby Claire , Gunion Scott
Published: January 2023

Health and wellbeing has been identified as a responsibility of all within the Scottish education system for over eight years (Education Scotland, 2014). The Covid-19 pandemic and associated lockdowns have brought new challenges for primary teachers in Scotland. The current study examines Scottish primary teachers’ experiences in supporting the mental health and wellbeing of their pupils following the Covid-19 pandemic and associated lockdowns through the lens of self-efficacy theory (Bandura, 1977). Nine female primary teachers with experience teaching in Scottish primary schools before and following the Covid-19 pandemic and associated lockdowns participated in semi-structured interviews. Braun and Clarke’s (2022) Reflexive Thematic Analysis was used to analyse the data. Themes were organised according to the four sources of self-efficacy, with eight sub-themes being identified: adapting previous experiences, prioritising health and wellbeing, observing good practise, lack of opportunity to observe peers, the value of practical and emotional support, availability of support, overwhelmed and under pressure and keep calm and carry on. Implications for future research included the potential for a focus on experiences of newly qualified teachers. Implications for policy and practice included the need for prioritisation of health and wellbeing and the role of the EP in supporting the mental health of teaching staff.
The tree of life methodology used as a group intervention for people with learning disabilities
Authors: Baum Sandra , Shaw Hannah
Published: January 2023

In this article we describe the use of the ‘tree of life’ methodology with a group of people with learning disabilities over two days. We contextualise the tree of life in terms of narrative therapy. We, therefore, begin with a main overview of the key elements of this approach (White & Epston, 1990). We then discuss the rationale for using the tree of life, who we invited, group preparation, and the constituent elements. We end by focusing on outcomes and reflections.
The Power Threat Meaning Framework: Development of a document for use in intellectual disabilities services
Authors: Collins G. , Fyson R. , Morgan G. , Runswick-Cole K. , Steel J.
Published: January 2023

Easy read summary

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The Power Threat Meaning Framework was written to help make sense of distress in terms of people’s experiences. It asks ‘what has happened to you?’, NOT ‘what is wrong with you?’

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The Power Threat Meaning Framework could be useful for people working with people with learning disabilities and autism

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We describe how we have adapted the Power Threat Meaning Framework for use in learning disability services.

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More resources need to be developed with people who use these services

The Power Threat Meaning Framework (PTMF) was launched by the British Psychological Society in 2018 to offer an alternative classification system to pseudo-scientific practises of psychiatric diagnosis that regard certain ways of thinking, feeling and behaving as ‘symptoms’ of unevidenced ‘mental disorders’. In this article, we summarise what appealed to us about the PTMF and we describe some of the work we have undertaken to highlight how the Framework can be applied to support understanding of the experiences of people with diagnoses of intellectual disability in ways that centre attention to the negative operations of power on peoples’ lives.