bluuebunny/crossref_metadata_2025_split huggingface dataset:
Black boys’ experiences of exclusion and reintegration in mainstream secondary schools
Authors: Rebekah Boyd 
Published: January 2023

Aim:The disproportionate exclusion of Black male pupils from secondary school has been a social justice issue for many decades. There is a greater risk of negative long term outcomes for pupils who are not reintegrated back into school. The aim of this research was to explore how Black male secondary school pupils perceive their experiences of exclusion and reintegration.Method:An interpretive phenomenological analysis (IPA) was conducted of semi-structured individual interviews with six pupils. The pupils were male, secondary school aged and of African or African-Caribbean descent. They had all experienced an external exclusion followed by reintegration into mainstream school.Findings:The interviews elicited six overarching themes, three of which have been selected for presentation in this paper. The three overarching themes are titled: Pupils’ positive & negative relationship with schools and teachers, Self-identity & managing adults’ perceptions of them and Inclusive environments.Limitations:The findings may not be generalisable as they involved a small cohort of pupils. Pupils of parents who did not consent to the interviews could not take part, therefore their perspectives are not captured in this research and their experiences may differ from those interviewed.Conclusion:The findings highlight the experiences of Black male pupils who have been further marginalised by and also integrated into the education system. The findings demonstrate the need for professionals to reflect on the practices of educational institutions and the attitudes of those in authority.
Psychosocial justice:Always morethan to consider
Authors: Corcoran Tim , Vassallo Stephen 
Published: January 2023

Aim:Psychology can be implicated in the mitigation and exacerbation of injustice. Arguably, this results from conventional ways of knowing/being supported by long held distinctions between individual/community and psychology/sociality. The aim of this analysis is to offer a way to think about knowing, being, justice and relationships that transcend polemics to realise just practices in education. This orientation invites the pursuit of psychosocial justice.Rationale:Psychology plays a contradictory and complicated role in the pursuit of social justice. Practitioners in educational settings may claim they are challenging equity and fairness through their application of psychological frameworks and methods yet do so employing reductionist and ableist models implicated in reproducing inequality. Examples are reflected in commitments to measure and cultivate characteristics such as grit, growth mindset, lifelong learning and emotion regulation.Implications:Distinctions between research and applied psychologists are rendered redundant as historically separated actions and matters remerge. Resonant within and across all aspects of our work then is an ethic of relationality. There we recognise the consequence of theory in practice, the entangled nature of people and institutions and the continuing emergence of psychosocial life.Conclusions:Thinking about relationality in this way fundamentally challenges and changes how psychology impacts the use of certain concepts and methods, as well as the formation of assumptions and conclusions about education. If committed to just practice educational psychologists cannot be given to finding finalised outcomes because there is and always will be morethan to consider.
The English Baccalaureate and devaluation of the arts in school: Students’ perceptions of subject value, and the psychological and social impact
Authors: Speed Emma , Thomas Miles , Bunn Helena 
Published: January 2023

Aim:The article explores secondary school students’ perceptions of the ‘value’ of UK curriculum subjects; alongside what, how and why specific subject value attribution patterns are important for students, and the psychological impact of this on their wellbeing and academic self-efficacy beliefs (SEB).Method/Rationale:A mixed-methods, sequential design was used. Stage 1 explored students’ value attribution for specific subjects; and relationships between attribution patterns, SEB and wellbeing. Stage 2 further explored and explained Stage 1 findings. In Stage 1, attainment data and questionnaires were collected from 38 Year 9 students. Thematic analysis explored students’ value attribution for subjects, while Mann-Whitney and t-tests explored the relationships between attribution patterns, SEB and wellbeing. In Stage 2, nine participants were interviewed, and relationships identified were thematically analysed.Findings:Three superordinate themes (perceived usefulness, external factors and lessons’ characteristics) justified the subject attributed value, highly biased towards English Baccalaureate (EBacc) subjects. Students with strengths in non-EBacc subjects had significantly lower SEB than students with strengths in EBacc subjects; similar results were found for students with strengths in subjects they had not identified as ‘important’ versus students with strengths in subjects they had identified as ‘important’. Wellbeing measures did not yield statistical differences. Stage 2 findings suggested students with strengths in EBacc subjects felt cleverer, as their skills were respected by peers and appreciated by teachers; EBacc subjects were perceived as more ‘academic’ than non-EBacc subjects. The timetabling and the EBacc’s academic value were identified as adverse factors for non-EBacc subjects, alongside fewer opportunities to progress in and receive positive feedback for skills in non-EBacc subjects.Conclusions:As previous literature indicates SEB relate to education and employment opportunities, the research suggests potential future educational and social inequalities for students with strengths in non-EBacc subjects, problematic for social justice.
‘There’s a school community but not everyone is happy about it’: Experiences of school as a community among Gypsy, Roma and Traveller children
Authors: Pollock Lucy , Barrow Wilma 
Published: January 2023

Aims:The aim of this research was to use Psychological Sense of Community (PSOC) theory to explore Gypsy, Roma and Traveller (GRT) children’s experiences of school as community.Rationale:This paper is based on conceptualisations of social justice which emphasise cultural recognition as involving the full and equal participation of all groups in society. The paper explores the experiences of GRT children in school using PSOC theory as a lens, to provide insights for practices which support cultural recognition of GRT pupils in schools.Method:An interpretive methodology was adopted. Following a period of familiarisation with a local GRT community, semi-structured interviews were conducted with six individual children supported by a visual tool. These were analysed using deductive thematic analysis.Findings:The children’s experiences of school community varied. Some enjoyed positive peer relationships and recognition in school and appeared to have some sense of membership, influence and shared emotional connection in school. Others experienced emotional connection with GRT peers but felt disconnected from the wider school. The role of teachers was highlighted as important in signalling GRT children’s status to peers. Children had mixed views about influencing the community by increasing others’ awareness of GRT culture. The findings also suggested that the children’s experience of learning did not support the integration and fulfilment of need element of PSOC.Conclusions:The findings present a complex picture challenging EPs to consider their understanding of community in order to support practices which recognise minority groups and their varied experiences. They suggest risks involved in activities highlighting GRT identity without attending to issues of status in the school community. There are implications for how schools can support GRT children to realise their aspirations within the context of their own cultural practices. There is also recognition that in supporting practices which recognise GRT pupils, EPs and schools need to work closely with Traveller Education Support Services who may provide boundary crossing role.Keywords:Community; participation; recognition; inclusion; Gypsy Roma and Traveller.
Educational psychologists creating a Reach-Out webinar series during the time of the Covid-19 pandemic
Authors: Sivers Sarah , Schnackenberg Nicole 
Published: January 2023

Aim:To give an overview of why and how Educational Psychology (EP) Reach-Out, an online webinar series, was set up to reach out to children, young people, families and professionals in response to the Covid-19 pandemic; and to enable and inspire others to consider innovative ways of working. An evaluation of both the experience of watching and presenting is also provided to demonstrate the value of the project.Rationale:Covid-19 changed the way educational psychologists (EPs) work and connect with others. It seemed important for EPs to feel a sense of purpose embedded in psychological principles in response to the pandemic. This was actualised through the use of technology, application of psychology and an endeavour to reach-out.Findings:A webinar series can bring information, joy, hope and a sense of community; it is possible to continue to connect, learn and share while being physically distant.Limitations:The running of the project was achievable only through access to technology, in addition to the time afforded by working from home. The project also relied on attendees and presenters having the appropriate technology. This may have prevented some people from engaging in the project, i.e. because of digital poverty.Conclusion:The co-creators of the project, the presenters and the attendees experienced a sense of purpose and connection from EP Reach-Out. This project demonstrated how educational psychology practice can be innovative, collaborative and generate hope.
Using Digital Stories for assessments and transition planning for autistic pre-school children
Authors: Wood-Downie Henry , Ward Verity , Ivil Kathryn , Kovshoff Hanna , Parsons Sarah 
Published: January 2023

Aims:‘I am…’ Digital Stories are short videos designed to provide a holistic, strengths-based representation of the child through enabling them to contribute their perspectives to transition planning. Digital Stories have potential during periods in which professionals are unable to physically visit settings or spend time getting to know a child. This paper describes the use of Digital Stories in two contexts: (1) being shown at the beginning of person-centred planning meetings focusing on the transition to primary school; and (2) as a tool to support educational psychologists conducting Education, Health, and Care Needs Assessments for preschool children during Covid-19.Method:Data was collected via seven semi-structured interviews, 15 feedback forms, and videos of four meetings. Participants comprised six parents/carers, five nursery practitioners, three school staff members, and six educational psychologists. Thematic analysis resulted in five main themes: thinking differently; a wider conversation; more than words; seeing what they see; and potential barriers to making Digital Stories.Limitations:Children were not able to make their own Digital Stories, which could have influenced their representation within the videos, transition meetings and assessments. However, children’s body worn camera footage was included, enabling a perspective on their interactions and preferences that was closer to the child’s worldview than other observational methods.Conclusions:Digital Stories have a variety of benefits to practice, including being useful to educational psychologists during assessments, and have the potential to facilitate successful transitions from nursery to primary school.
A mixed-methods exploration of ethnic identity and self-esteem among mixed-race adolescent girls
Authors: Austin Sarah , Lee Frances 
Published: January 2023

Background:The self-esteem and school experiences of mixed-race adolescents in the United Kingdom is overlooked in research, despite studies showing mixed-race adolescents may have poorer mental health outcomes than their monoracial peers (e.g. Wong et al., 2012).Aims:This study explored if and how the school experiences and self-esteem of mixed-race girls differed from monoracial peers, and potential mechanisms accounting for differences in self-esteem.Sample:Quantitative questionnaires (Phase 1) sampled 109 girls (Mage=13.9 years). Interviews (Phase 2) sampled 12 mixed-race girls (Mage=14.3 years).Methods:This study used a mixed-methods design. Phase 1 examined self-esteem scores, prevalence of peer-based discrimination, and related support factors (ethnic identity exploration and affirmation, peer support and friendship diversity). Phase 2 involved semi-structured interviews.Results:Mixed-race girls reported lower self-esteem than monoracial peers from Black and Minority Ethnic (BME) backgrounds. Friendship support predicted mixed-race girls’ self-esteem. Interview data showed that microaggressions (i.e. everyday comments communicating hostile racial messages), family racial socialisation practices (i.e. how youth learn about their own ethnicity and navigating racism) and school diversity were important in understanding the self-esteem of mixed-race girls.Conclusions:This study provides insight into adolescent mixed-race girls’ school experiences and self-esteem, with implications for practitioners and families. We discuss areas for further research.
An exploration of the influences on work with minority cultural and linguistic communities within the practice of educational psychology in the United Kingdom
Authors: Ratheram Elaine , Kelly Catherine 
Published: January 2023

Aim(s):This review aims to explore influences on educational psychology (EP) practice in the United Kingdom (UK) with children, young people (CYP) and families from minority cultural and linguistic (C&L) backgrounds, as presented in the literature (2006–2020).Method/Rationale:Educational psychologists (EPs) have a professional imperative to promote inclusion and equity, and work for the benefit of all service users. This includes CYP from minority C&L backgrounds who still experience disproportionality in special educational needs and exclusion statistics, and may lag behind their white British peers’ educational outcomes. This literature review identified 11 England-based and peer reviewed studies that explored EP practice with CYP and families from minority C&L backgrounds, or the views of EPs and service users of EP practice. Garrard’s (2016) Matrix Method was employed to analyse the studies, using a conceptual framework of influences refined in consultation with practising EPs.Findings:Significant influences identified included the practitioner’s understanding of others’ and their own cultural values; access to services through language; policies, systems and practices of the educational setting, educational psychology service (EPS) and local authority; national agendas and discourses.Limitations:Garrard’s (2016) Matrix Method is relatively new and open to methodological interpretation, potentially impacting reliability and validity of findings.Conclusions:This review identified a need for EPs to develop cultural self-awareness, facilitate participation through language and inclusive policies and practices, and to challenge ‘one size fits all’ approaches. It suggests a role for the EP as scientist-practitioner-advocate in this development.
Living your truth: Views and experiences of transgender young people in secondary education
Authors: McGowan Annie , Wright Sarah , Sargeant Cora 
Published: January 2023

AimWith the visibility of transgender individuals increasing, together with the awareness of associated challenges, it is important that research looks to understand the experiences of this population. This study explores the views and experiences of transgender pupils attending secondary school, with a focus on the factors participants report to support or hinder overall positive school experiences.MethodSemi-structured interviews were conducted with 10 transgender participants aged 11–16 years and data was analysed using reflexive thematic analysis.FindingsThe overarching theme ‘acceptance and validation’ was developed as the central thread to all participants’ views and experiences. Five main themes were also created: seeking acceptance and validation; receiving acceptance and validation; active rejection and invalidation; passive rejection and invalidation; and consequences of rejection and invalidation.LimitationsThe sample includes a low representation of lower secondary school aged youth and trans females, and participants who were receiving charitable support.ConclusionsParticipants appeared willing to risk what belonging they have experienced trying to ‘fit in’ and conform to cisnormative expectations, taking the journey to embody their authentic selves in the hope of finding genuine belonging in a typically cisnormative world. It is important that youth across the gender spectrum find belonging in truly inclusive school environments; implications for policy makers, schools, and educational psychologists are discussed.
Educational psychologists’ use of cognitive behavioural therapy in professional practice
Authors: Rutter Sarah , Atkinson Cathy 
Published: January 2023

AimThere is increasing recognition of the centrality schools have in supporting children and young people’s mental health and wellbeing, and the role of educational psychologists (EPs) in supporting this. Cognitive behavioural therapy (CBT) is a frequently-used, evidence-based approach for supporting a range of outcomes. The purpose of this study is to explore how EPs are operationalising CBT in their practice, and which therapeutic competencies are demonstrated.MethodSemi-structured interviews were completed with a self-selecting sample of eight EPs reporting to be knowledgeable about CBT and to regularly use it in their practice. Transcribed data were analysed using inductive and deductive thematic analysis.FindingsKey themes related to CBT in applied practice, the EP role, drawing on other psychological approaches, ethical practice, external influences and having a holistic view of the child. EPs were using CBT across a continuum of formality in therapeutic work and multi-faceted casework. A range of CBT competencies was demonstrated in practice with children and young people, and adults.LimitationsAs an exploratory research study the sample size was very small. The self-selecting sample does not claim to be representative of the wider EP population. The extent to which findings enable an understanding of the effectiveness of CBT within wider EP practice is extremely limited.ConclusionsThe flexibility of CBT as a therapeutic modality gives insight into its potential wider contribution across EP practice. Potential implications for EP professional training and practice are considered.
School-wide interventions for reducing disciplinary exclusion from mainstream secondary schools: A systematic review
Authors: Dean Rebecca 
Published: January 2023

AimThis systematic literature review aims to explore the effectiveness of school-wide interventions in reducing disciplinary exclusion from mainstream secondary schools.RationaleIn England, head teachers have government support to use exclusion as a disciplinary sanction if deemed necessary (Department for Education, 2017a). Research has suggested that disciplinary exclusion is associated with an array of negative long-term outcomes; despite this, the latest statistics indicate that the rate of fixed period exclusions are increasing in England.MethodThe seven-stage systematic review process described by Petticrew and Roberts (2006) was employed. A database search, grey literature search, hand search and reference harvesting were carried out, yielding five studies forin depth review. The EPPI Centre Weight of Evidencetool(Gough, 2007) was used to assess study quality.FindingsAll studies were conducted in the USA; four studies implemented School-Wide Positive Behaviour Intervention and Supports, and the remaining study implemented a restorative approach. Most studies reported a small effect of the intervention on reducing exclusions.LimitationsAll studies were conducted in the USA and differed considerably, possibly compromising the generalisability of the findings and making reliable comparisons difficult.ConclusionsSchool-wide interventions may contribute to a reduction in exclusions in mainstream secondary schools, however the evidence is not clear. Further research is needed before firm conclusions can be drawn regarding what type of intervention should be implemented.
Video Interaction Guidance: Practitioners’ perspectives on longer-term outcomes
Authors: Dodsworth Emily , Bond Caroline , Kelly Catherine 
Published: January 2023

AimThere is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. However, its longer-term outcomes are unclear. This paper explores practitioners’ views and experiences in relation to VIG’s longer-term outcomes.MethodFindings from studies that evaluate VIG’s effectiveness were discussed in a focus group of 11 VIG practitioners in the context of their views and experiences. Key concepts were identified through thematic analysis and used to devise a questionnaire, which was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis.FindingsPractitioners propose several factors that might contribute to maintenance or decay of outcomes. Findings suggest there is variation in practice relating to longer-term outcomes. Opportunities for development are discussed in relation to research, training and practice.LimitationsThe main phase of this research focused on VIG practice in educational psychology, potentially limiting transferability to other contexts.ConclusionsA model is proposed for the delivery of VIG, based on EP practitioners’ suggestions for enhancing maintenance of outcomes beyond the end of the intervention. Implications for training and research are also discussed.
Exploring the use and delivery of school-based mindfulness programmes for young children
Authors: Holt Stephanie , Atkinson Cathy 
Published: January 2023

AimsThis systematic literature review aimed to explore how school-based mindfulness programmes have been adapted for use with young children in education settings, from ages three to nine years old.MethodSchool-based mindfulness interventions were assessed on quality using qualitative and quantitative frameworks. Important attitudinal principles and practical components of the school-based mindfulness interventions were analysed.FindingsThe results revealed vast heterogeneity across programme design and delivery. The majority of programmes used mindful movement, visuals/props, sensory activities, reflection on experiences and the use of metaphorical language to teach young children mindfulness. There appeared to be greater precedence for experiential practices than instructional practices such as attitudinal features. Mindfulness has been used mainly to support cognitive functioning, particularly attentional and executive functioning.LimitationsThe Covid-19 pandemic has delayed submission of this article, meaning that the most recent research findings might not be documented. The heterogeneity of the studies made drawing conclusions difficult.ConclusionsImplications for educational psychology practice and areas for future research are considered, particularly in relation to how educational psychologists can work with teachers to deliver effective and sustainable mindfulness interventions.