A scoping review of the contribution of educational psychologists to special school settings in the UK and exploration of the barriers to greater involvement.
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| Title: | A scoping review of the contribution of educational psychologists to special school settings in the UK and exploration of the barriers to greater involvement. |
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| Authors: | Davies, Natasha1 (AUTHOR), Soni, Anita2 (AUTHOR) a.soni@bham.ac.uk |
| Source: | Educational Psychology in Practice. Dec2025, Vol. 41 Issue 4, p399-416. 18p. |
| Subject Terms: | *Educational psychologists, *Special education schools, *Education of psychologists, *Educational intervention, Participation, Thematic analysis |
| Geographic Terms: | United Kingdom |
| Abstract: | Government publications, professional literature, and socio-political developments suggest that educational psychologists (EPs) have a role to play in supporting special schools and the children who learn in these settings. However, this does not appear to be the case, with great variation and reduced contact reported nationally. Therefore, this scoping review aimed to summarise promising areas of current practice and to investigate barriers to greater involvement. Twelve papers were reviewed and analysed using thematic synthesis. Nine descriptive themes were identified relating to current practice and presented at three levels: casework, person centred planning (individual level); student interventions, staff supervision, support for parents (group level); and training, collaborative research, curricular development, student participation (systemic level). Three analytic themes were identified relating to barriers: time and money, differing hopes and expectations for involvement, and misaligned theoretical perspectives. Potential implications for EP training and practice are highlighted. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189411605 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A scoping review of the contribution of educational psychologists to special school settings in the UK and exploration of the barriers to greater involvement. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Davies%2C+Natasha%22">Davies, Natasha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Soni%2C+Anita%22">Soni, Anita</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> a.soni@bham.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+in+Practice%22">Educational Psychology in Practice</searchLink>. Dec2025, Vol. 41 Issue 4, p399-416. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+schools%22">Special education schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+of+psychologists%22">Education of psychologists</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Government publications, professional literature, and socio-political developments suggest that educational psychologists (EPs) have a role to play in supporting special schools and the children who learn in these settings. However, this does not appear to be the case, with great variation and reduced contact reported nationally. Therefore, this scoping review aimed to summarise promising areas of current practice and to investigate barriers to greater involvement. Twelve papers were reviewed and analysed using thematic synthesis. Nine descriptive themes were identified relating to current practice and presented at three levels: casework, person centred planning (individual level); student interventions, staff supervision, support for parents (group level); and training, collaborative research, curricular development, student participation (systemic level). Three analytic themes were identified relating to barriers: time and money, differing hopes and expectations for involvement, and misaligned theoretical perspectives. Potential implications for EP training and practice are highlighted. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189411605 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02667363.2025.2509176 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 399 Subjects: – SubjectFull: Educational psychologists Type: general – SubjectFull: Special education schools Type: general – SubjectFull: Education of psychologists Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Participation Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: A scoping review of the contribution of educational psychologists to special school settings in the UK and exploration of the barriers to greater involvement. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Davies, Natasha – PersonEntity: Name: NameFull: Soni, Anita IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02667363 Numbering: – Type: volume Value: 41 – Type: issue Value: 4 Titles: – TitleFull: Educational Psychology in Practice Type: main |
| ResultId | 1 |
