Emotionally based school non-attendance (EBSNA) difficulties negatively impact children and young people (CYP) and their families at many levels. EBSNA is complex, often involving individual and contextual risk factors which may require a school-wide or multi-agency response. This action research study in one UK local authority explored how…

Emotionally-based school non-attendance (EBSNA) is believed to impact one to two percent of children and young people (CYP): it is understood to present as severe emotional upset at the prospect of attending school. The aim of this study was to further understand parental experiences of EBSNA to enhance professional understanding and support.…

This mixed-methods study examined educational psychologists' (EP) experiences of occupational stress, well-being, and implications for their professional practice. Phase 1 involved an online survey of 300 EPs in England using the Professional Quality of Life Scale (ProQOL) and the Short Warwick and Edinburgh Mental Well-Being Scale (SWEMWBS). The…

The Great East Japan Earthquake and Tsunami struck Japan on 11 March 2011 leaving more than 400,000 people, including 100,000 children, homeless. These displaced children lived in temporary housing and 'temporarily' attended schools, which provided them with professional mental health support after the disaster. This paper highlights the role of…

Evidence generally supports a positive association between growth mindset and academic outcomes, even if the experimental evidence for growth mindset interventions is somewhat more tenuous. From an applied perspective, the concept of growth mindsets has grown in popularity with a proliferation of materials readily available to teachers and school…

Emotionally based school non-attendance (EBSNA) needs are complex, with a distinctive combination of risk factors affecting each individual. This study presents an exploration of the perceived facilitators to successful returns to school for two primary-aged children who had previously experienced anxiety around school attendance. The perspectives…

Adopting the "Drawing the Ideal School" technique based on Personal Construct Psychology, the aim of the study was to explore the realities and constructs of school held by eight young people (aged 12). In answer to "what do young people think makes a non-ideal school", 10 main themes emerged; inadequate physical environment,…

The cultural construct 'shame' (sharam) is cited as an oppressive force that controls and perpetuates patriarchal structures within particular cultures. 'Shame' and the related construct 'honour' (izzat) are believed to be key instruments for the oppression of women. Research has suggested that shame prevents women from South Asian communities…

This correlational study investigates the relationship between mobile phone use among elementary school students in Iran during the COVID-19 epidemic, and its effect on emotional-behavioural functioning and academic and social competencies. A researcher-devised questionnaire, and the Achenbach Child Behaviour Checklist (CBCL)-parental version, was…

Guidance for schools regarding the promotion and enhancement of psychological wellbeing represents an invitation to intervene to promote effective, evidence-informed, whole-school approaches for school staff, students and parents. With its transdiagnostic approach and evidence from empirical literature, Acceptance and Commitment Therapy (ACT) is…

The Emotional Literacy Support Assistant (ELSA) programme is an evidence-informed intervention delivered by teaching assistants and supervised by educational psychologists. In this research, semi-structured interviews were conducted to investigate the impact of the ELSA programme on wellbeing from the perspective of pupils. A thematic analysis of…

Providing support to schools following a critical incident has become an established part of service delivery for many Educational Psychology Services (EPSs) in the UK. This article offers reflections on the use of Critical Incident Stress Debriefing (CISD) in schools. A review of the literature on critical incidents, trauma, resilience and…

Educational psychologists (EPs) in England are identified as key to specialist mental health provision in schools yet are underrepresented in policy development. This study examined EPs' mental health casework in schools as one aspect of the professional contribution in this area. Data gathered from interviews with EPs were analysed though…

The present study examines the associations between peer acceptance and friendship with loneliness, self-esteem and school engagement in a sample of 180 primary school pupils (M age = 10.94 years old, SD = 0.82, age range: 9-12 years). Peer acceptance was evaluated through a sociometric procedure, the number of children's mutual friendships…

Emerging evidence suggests motivational interviewing (MI) is an effective intervention for supporting disaffected students. However, previous literature has failed to establish students' views on MI. In the present study, three students took part in an individual MI intervention, delivered by three educational psychologists (EPs). Self-report…