Exploring pupils' views about outcomes and skills gained through the 'Emotional Literacy Support Assistant' (ELSA) intervention.

Abstract

Background: The Emotional Literacy Support Assistant (ELSA) intervention, developed to build capacity within schools to support emotional wellbeing needs, is a widely recognised programme implemented in Local Authorities (LAs) across the UK. Within the current evidence base, there appears to be an under-representation of student voice, particularly secondary school aged pupils. Methods/participants: A systematic literature review (SLR) synthesised pupils' views of the outcomes that they feel they gain from participating in ELSA, as well as how perspectives on key outcomes were gathered. 12 studies were critically appraised and synthesised. An empirical investigation, adopting an in-depth survey design using semi-structured interviews, explored secondary school pupils' views of the outcomes that they felt they had gained from participating in ELSA. Analysis/ findings: The SLR identified that pupil perspectives were predominately collected via semi-structured interviews, with a small number gathered through questionnaires. Four global themes: communication skills; emotional understanding, management, and outcomes; relational and social skills and positive school experiences were identified. These formed a framework for deductive analysis of the interview data. Inductive analysis identified an additional theme around the application of key skills gained through the ELSA intervention. Experience of ELSA support was also shared, acknowledging strengths and possible areas for development. Conclusion/ implications: Paper One illuminates the constructs considered important to children and young people (CYP) in relation to their ELSA intervention. Further research could explore the characteristics of potential measures in comparison with the outcomes identified by CYP to inform assessment and evaluation of the ELSA programme. Paper Two highlights the importance of gaining pupils' perspectives; as well as identifying possible areas of adaptation of the intervention for those delivering support in secondary schools. Paper Three discusses evidence-based practice in relation to the role of practitioner psychologists. Dissemination of findings and implications for professional practice are discussed.

Date of Award	31 Dec 2023
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Caroline Bond (Supervisor) & Catherine Kelly (Supervisor)