How Educational Psychologists Support Schools with Critical Incident Preparedness

Abstract

Background: Supporting schools with critical incidents (CI) is an aspect of professional practice about which there is little published research. Within the limited literature there is a focus upon CI response, rather than preparation for CIs. Following the Manchester Arena bombing in 2017, training materials were created for schools by educational psychologists (EPs) in the North-West of England to support CI preparedness. Through an action research project, these materials evolved into an online repository named 'The Critical Incident Resource' (TCIR). The TCIR project demonstrates innovative elements such as leveraging internet technology and the formation of a monitoring group for the continued oversight of the resource. Methods/participants: A systematic literature review (SLR) was used to identify papers that reported on the involvement of EPs and school psychologists (SPs) in CI preparedness. A case study approach was used to research activities associated with the TCIR project. This incorporated multiple data sources including: interviews with EPs, a survey to the North-West Association of Principal EPs, website traffic information and researcher diary data. Analysis/findings: The findings from the SLR provided insight to the many ways in which EPs/ SPs support schools with CI preparedness such as participating in CI teams, co- producing written documentation, delivering training and education programmes. It also provided insight into barriers and facilitators concerning EPs’ and SPs’ involvement in CI preparedness. The case study of TCIR highlighted aspects of professional learning from the novel project, relating to the resource’s dissemination, use and ongoing management. Conclusion/implications: The SLR indicated that protecting time, providing funding, and introducing greater incentivisation for emergency planning in schools could facilitate a more consistent approach towards involving EPs/ SPs in CI preparedness activities. The empirical research elicited reflections on the lessons for professional practice from the project’s novel features. Barriers and facilitators associated with creating and maintaining resources are identified which are applicable to a range of areas of EP practice.

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