Promoting 'school belonging': A systematic literature review to explore the role and impact of emotional literacy support.
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| Title: | Promoting 'school belonging': A systematic literature review to explore the role and impact of emotional literacy support. |
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| Authors: | Sawyer, Rachel (AUTHOR), Hampton, Georgia (AUTHOR) |
| Source: | Educational & Child Psychology. Jul2025, Vol. 42 Issue 2, p23-46. 24p. |
| Subjects: | School attendance, Social belonging, Educational psychologists, Positive psychology, Emotion regulation, Therapeutic alliance, Educational support |
| Geographic Terms: | United Kingdom |
| Abstract: | Aims School non-attendance has become an increasing concern following the Covid-19 pandemic within UK education, with Educational Psychologists (EPs) suggested to be well-placed to support children, young people and families experiencing this difficulty. However, given the profession's stretched capacity and resource, services are exploring alternative ways to provide such support. Given the training and supervision that 'Emotional Literacy Support Assistants' (ELSAs) receive directly from EPs, it may be that these professionals are equipped to provide support indirectly in lieu of EP involvement. Method This systematic literature review aimed to explore the impact of the Emotional Literacy Support Assistant (ELSA) intervention on school attendance, achieved through considering the impact of ELSAs on 'school belonging', due to the limited research focused on 'attendance' to date. Eighteen papers met inclusion criteria, with the majority gathering the views of children and young people (CYP) and ELSAs. The findings were synthesised systemically using 'reflexive thematic analysis' (Braun & Clarke, 2013). Findings This analysis yielded five outcomes describing how the ELSA programme can promote 'school belonging': exploring and expressing emotions; the therapeutic relationship; building connections; access to learning; and promoting positive perceptions. Additional supportive factors were further highlighted; whole school ethos and ELSA wellbeing. The current review suggests a clear link between the ELSA programme and 'school belonging', and therefore an indirect link with positive school attendance. This is due to the impact suggested by the literature on creating positive school experiences, developing positive relationships with school staff, and broadening young people's connections across both home and school contexts. Implications are discussed in relation to both individual and systemic support within schools, including how EPs and school systems can support ELSAs in this role. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Aims School non-attendance has become an increasing concern following the Covid-19 pandemic within UK education, with Educational Psychologists (EPs) suggested to be well-placed to support children, young people and families experiencing this difficulty. However, given the profession's stretched capacity and resource, services are exploring alternative ways to provide such support. Given the training and supervision that 'Emotional Literacy Support Assistants' (ELSAs) receive directly from EPs, it may be that these professionals are equipped to provide support indirectly in lieu of EP involvement. Method This systematic literature review aimed to explore the impact of the Emotional Literacy Support Assistant (ELSA) intervention on school attendance, achieved through considering the impact of ELSAs on 'school belonging', due to the limited research focused on 'attendance' to date. Eighteen papers met inclusion criteria, with the majority gathering the views of children and young people (CYP) and ELSAs. The findings were synthesised systemically using 'reflexive thematic analysis' (Braun & Clarke, 2013). Findings This analysis yielded five outcomes describing how the ELSA programme can promote 'school belonging': exploring and expressing emotions; the therapeutic relationship; building connections; access to learning; and promoting positive perceptions. Additional supportive factors were further highlighted; whole school ethos and ELSA wellbeing. The current review suggests a clear link between the ELSA programme and 'school belonging', and therefore an indirect link with positive school attendance. This is due to the impact suggested by the literature on creating positive school experiences, developing positive relationships with school staff, and broadening young people's connections across both home and school contexts. Implications are discussed in relation to both individual and systemic support within schools, including how EPs and school systems can support ELSAs in this role. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02671611 |
| DOI: | 10.53841/bpsecp.2025.42.2.23 |
