Implications for Educational Psychologists

Educational Psychologists (EPs) apply psychology to support the wellbeing of young people in education (Cameron, 2006). EPs are frequently involved in supporting schools and settings in meeting the needs of pupils identified as having BESD. In many services, they do this primarily through consultation with school staff, maximising the social conditions which facilitate the inclusion of all pupils. As the primary findings of this research centre around environmental contexts, EPs are well placed to support schools that work with individuals on a shared placement. For example, in facilitating effective transition arrangements or ensuring that ‘pupil voice’ is being heard within the setting. The findings of this research suggest a clear relationship between the poor outcomes of shared placement and school staff having a child focused view of difficulties. When staff had a holistic and contextual understanding of pupils’ needs, provision was often used more effectively and resulted in an improvement in pupil outcomes. This highlights the possibility of EPs raising the awareness of staff in relation to psychological understandings of behaviour and emotional development. This could be in the form of a systemic approach that focuses on building the capacity of staff to understand and respond to challenging behaviours. This would likely draw from a range of theory including those discussed throughout.

In many LAs, EPs have a role in the decision-making processes that determine whether a shared placement is likely to be a successful option. The findings of this study suggest that shared placements can lead to positive outcomes, but only under certain conditions. EPs would be well placed to be involved in the initial stages of a shared placement plan, using the findings of this research to ensure the necessary provision is in place.

This study has highlighted a sense of school belonging as a very important factor to consider when pupils are on a shared placement and arguably, this is still a largely neglected mechanism within schools (Sancho & Cline, 2012). In comparison to other professionals, EPs are well placed to understand the psychological construct of school belonging and promote the importance of this in their work with schools. This could be done at all levels of EP work

116 including casework, group level work and systemic intervention with schools and training sessions. For example, EPs can support schools in promoting positive peer relations by advocating restorative approaches, peer mediation, social skills development or delivering the circle of friends intervention.

Pupil wellbeing in schools is strongly related to the senior management team understanding its importance and making it a priority in the school (McGrath & Noble. 2010). EPs can also support pupil wellbeing at this level through staff consultation, training and policy development. Cotterell (2007) suggests that the fundamental challenge for schools is to create a community where all students feel they belong and their contributions are valued. This kind of whole school approach is likely to promote a sense of belonging and act as an early intervention measure by promoting inclusion and engagement. There are many school systems that promote pupil voice and allow for child-led contributions. For example, pupil governing bodies, pupil interview panels and pupil led teaching. However, those pupils identified as having BESD may be excluded from these. There could be a number of reasons for this including the pupils’ motivations and a reluctance to participate in a public and mainstream activity. However, it is also the case that in many schools, such opportunities are not presented to those with BESD, reinforcing a sense of difference and rejection. Having said this, those with BESD may not be best suited to the existing forums and structures that schools offer for pupil contribution. It is not being suggested here that BESD pupils should be treated like all other pupils, it is being argued that to instil a sense of belonging in those with BESD, there needs to be accessible systems in place that are additional and different to those available for other pupils. EPs could work creatively with school staff in developing procedures that specifically promote a sense of school belonging by building a culture where pupils with BESD can contribute, be valued and be heard.

Lastly, this study highlights the utility of using realistic evaluation (Pawson & Tilley, 1997) as a research methodology in educational settings. A recent report by Goldacre (2013) and supported by the Department for Education argues for the use of randomised controlled trials (RCTs) within education. However, it is argued here, as it is by Pawson and Tilley (1997) that such an approach cannot deal with complex social issues or build an understanding of

117 why outcomes have occurred. In this project, realistic evaluation has provided a flexible and productive way of examining a complex social programme. EPs are very well placed to conduct research and drive evaluative projects at different levels (Marsh, 2011). Bozic and Crossland (2012) indicate that a growing number of EPs and Trainee EPs are using realistic evaluation and it is proving to be a useful methodology for use at multiple levels including the school and LA. The skills required to do a realistic evaluation are well suited to EPs including interviewing, bringing together complex findings and a focus on the importance of context is in line with EP practice.