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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]
Copyright of Educational & Child Psychology is the property of British Psychological Society 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: Psychology and Behavioral Sciences Collection
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  Data: Editorial.
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  Data: <searchLink fieldCode="AR" term="%22Gulliford%2C+Anthea%22">Gulliford, Anthea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Miller%2C+Denise%22">Miller, Denise</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Jul2025, Vol. 42 Issue 2, p2-4. 3p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22School+attendance%22">School attendance</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Homophobia%22">Homophobia</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+psychologists%22">Educational psychologists</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society 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=pbh&AN=186810905
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.53841/bpsecp.2025.42.2.2
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 3
        StartPage: 2
    Subjects:
      – SubjectFull: School attendance
        Type: general
      – SubjectFull: COVID-19 pandemic
        Type: general
      – SubjectFull: Homophobia
        Type: general
      – SubjectFull: Student engagement
        Type: general
      – SubjectFull: Social emotional learning
        Type: general
      – SubjectFull: Mental health
        Type: general
      – SubjectFull: Educational psychologists
        Type: general
    Titles:
      – TitleFull: Editorial.
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            NameFull: Gulliford, Anthea
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            NameFull: Miller, Denise
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            – D: 01
              M: 07
              Text: Jul2025
              Type: published
              Y: 2025
          Identifiers:
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            – Type: volume
              Value: 42
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          Titles:
            – TitleFull: Educational & Child Psychology
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