Editorial.
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| Title: | Editorial. |
|---|---|
| Authors: | Gulliford, Anthea (AUTHOR), Miller, Denise (AUTHOR) |
| Source: | Educational & Child Psychology. Jul2025, Vol. 42 Issue 2, p2-4. 3p. |
| Subjects: | School attendance, COVID-19 pandemic, Homophobia, Student engagement, Social emotional learning, Mental health, Educational psychologists |
| Abstract: | The article focuses on school non-attendance among children and young people, highlighting its significant increase, particularly since the Covid-19 pandemic. It discusses the needs of specific groups whose learning and emotional needs may not be adequately addressed in schools and emphasizes the role of educational psychologists (EPs) in optimizing school environments to enhance attendance. The three papers presented explore various aspects of non-attendance, including the importance of pupil voice, the role of Emotional Literacy Support Assistants (ELSAs) in fostering school belonging, and the impact of multi-agency training on staff responses to attendance issues. Additionally, the article includes insights on gendered ethnic mental health inequalities and the dynamics of homophobic name-calling, underscoring the broader social factors influencing school engagement. [Extracted from the article] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The article focuses on school non-attendance among children and young people, highlighting its significant increase, particularly since the Covid-19 pandemic. It discusses the needs of specific groups whose learning and emotional needs may not be adequately addressed in schools and emphasizes the role of educational psychologists (EPs) in optimizing school environments to enhance attendance. The three papers presented explore various aspects of non-attendance, including the importance of pupil voice, the role of Emotional Literacy Support Assistants (ELSAs) in fostering school belonging, and the impact of multi-agency training on staff responses to attendance issues. Additionally, the article includes insights on gendered ethnic mental health inequalities and the dynamics of homophobic name-calling, underscoring the broader social factors influencing school engagement. [Extracted from the article] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.2.2 |
