Exploring the views and experiences of UK educational psychologists in relation to social justice and educational psychology practice

Abstract

Years of austerity continue to perpetuate inequality of educational experience and outcomes for children and young people (CYP). Inequality particularly effects the education and wellbeing of disadvantaged and minoritised CYP and their families. Through the important work they do, educational psychologists (EPs) have been identified as change agents, well placed to advocate for social justice (Mercieca & Mercieca, 2022). Previous systematic review has explored the significance of social justice within EP practice (Schultze et al., 2017) and systematic searching identified five US papers for review. Findings emphasised the role of EPs in relation to social justice, highlighting themes of advocacy, equity, inclusivity, opportunity and resources. However, all five studies included were US based. Empirical study exploring social justice and UK EP practice has since grown. To review UK study in the present day a systematic review was conducted. The review highlighted themes such as context of EP work, the contribution and role of the EP, working with others, values, beliefs and emotions, power differentials, and the interweaving nature of cultures and systems. Areas of particular focus highlighted the impact of austerity on equality, how EPs can use an intersectional lens to understand, and work in consultation with, parents and schools, and how use of assessment needs careful consideration. Qualitative empirical study was also conducted using participatory action research to explore how UK EPs in an EP service (EPS) experience and view and support social justice. Using reflexive thematic analysis, the study presents the findings of six action research groups and highlights important ways that UK EPs can explore and support social justice. Themes highlighted the importance of safe spaces for EPs to discuss and reflect on practice, the deepening of shared identity and team values, and intrapersonal and interpersonal personal and professional change, all of which empowered EPs and increased confidence to enact social justice. Other themes highlighted the importance of maintaining positive relationships during sensitive change processes and again the considered use of standardised assessments with children and young people (CYP) was highlighted. Implications include the need for EPs to engage in activities that facilitate cycles of reflection, and intrapersonal and interpersonal development. EPs should carefully consider aspects of practice, including use of culturally sensitive consultation frameworks and adopt more culturally sensitive methods of assessment. The concepts of evidence-based practice, practice- based evidence and dissemination are examined. The effective dissemination of research in relation to outcomes and impact is discussed and a wide-ranging strategy for disseminating this research is outlined.

Date of Award	6 Jan 2025
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Caroline Bond (Supervisor) & Catherine Kelly (Supervisor)