Exploring the contribution of educational psychology services to children in care: towards a framework for trauma-informed educational psychology practice

The aim of this research is to contribute to the growing literature for how educational psychology services can support the outcomes of care experienced children and young people.

Outcomes for children in care have been well documented and include educational under-attainment, under-representation in further education, over-representation in the criminal justice system, as well as a high prevalence of special educational needs and mental health disorders.

By way of background to the present research, a systematic review of literature is presented, identifying the key features and components of interventions that support trauma-experienced children and young people in school. Rationale for the present study and research questions is offered.

Data was extracted from the psychological reports of 36 children in care (aged 5 – 15) written by educational psychologists between 2017 and 2022. Qualitative document analysis explored the assessment methods, psychological formulations and recommended provision.

Findings reveal (a) the range of assessment methods undertaken, (b) the psychological formulations offered to guide professionals in developing understanding of trauma-experiences and their impact on learning and related behaviours, and (c) the common themes in respect of recommended education provision for improving learning and wellbeing outcomes for this population.

Findings are considered in relation to wider research for trauma-sensitive classroom practice. Implications for research and practice are considered with the introduction of a proposed framework for practice that may be helpful to educational psychologists working with children in care.