Enacting Social Justice in Educational Psychology Services

Abstract

Background: Social justice has long been a consideration in education and there has been increasing interest in the concept in educational psychology. This thesis aims to extend understandings of social justice and how it is present in practice across education professionals and within educational psychology in particular. Methods/participants: A systematic literature review explored whether social justice was important to educational psychologists and school staff and how it is enacted in practice. A year long participatory action research study was conducted with a group of Principal and Senior Educational Psychologists to explore social justice in educational psychology practice and produce a reflective resource that can support services to develop practice that promotes social justice. Analysis/findings: The systematic literature review (SLR) highlighted that social justice was important to participants and the extent to which it can be enacted in practice is influenced by the wider socio-political and economic context, the ethos of the organisation, and having techniques to use in practice such as consultation for educational psychologists and specific programmes to deliver in schools. The action research highlighted that developing practice that promotes social justice requires ongoing reflection and action and a safe space within which to conduct this is essential. Creating a wider network of peer support outside of the organisation to share good practice, provide support and a critical friend was also identified as an important next step. Conclusions/implications: The findings of the SLR highlight themes which are common across school staff and educational psychologists, which can inform these professionals of the factors influencing the need for social justice in practice and supportive and challenging factors. This could support the collaboration of professionals in work that aims to enact social justice in practice. The outcome of the action research provides a resource that can be used in educational psychology service development to promote social justice in practice, and it also provides the background information that informed the development of the resource. A dissemination strategy to share the findings from the research, including the reflective resource is also included.

Date of Award	31 Dec 2024
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Caroline Bond (Supervisor) & Catherine Kelly (Supervisor)