An exploration of the perceptions developing educational psychologists have of their role supporting mental health in schools, and the implications for the profession.

Abstract

The training of educational psychologists has extensively changed in recent years, culminating in the development of doctoral courses and the removal of the teaching requirement for applicants. These changes have enabled applicants with a wide variety of relevant experience and background to join the profession. There has also been a renewed governmental focus on mental health in schools, and proactive supports for mental health and wellbeing for children and young people, as demonstrated in the Government’s’ Future in Mind publication.

This thesis presents exploratory psychological research that examines the views trainee educational psychologists (TEPs) and recently qualified educational psychologists (RQEPs) have of their role supporting mental health in schools, the training they have received, and their profession title. The findings were that both TEPs and RQEPs viewed supporting social and emotional wellbeing was a core aspect of their role, although they were reluctant to use the term ‘mental health’ to describe the type of support they provided.