The ELSA Project in Two Primary Schools: Reflections from Key Stakeholders on the Factors that Influence Implementation

This research examines the structure of the Emotional Literacy Support Assistant (ELSA) project in two schools at different points in the implementation process.

Implementation research is essential because the way interventions are implemented links to intervention outcomes.

A mixed methods comparative multiple case study design was adopted, involving two mainstream primary schools at different stages of implementation.

Semi-structured one-to-one interviews were conducted with key stakeholders in School 1 (n = 8) and School 2 (n = 7), including the ELSA, Special Educational Needs Coordinator, Senior Leadership, teachers and Educational Psychologists (EP).

Interview data were thematically analysed. A questionnaire was also circulated to wider school staff.

Analyses were conducted separately for each school in order to retain the integrity of each case. Following this themes were examined across the two cases.

The schools were found to implement the project in different ways, and some practices did not adhere to ELSA guidance. Intervention length was longer in School 1 than guidance outlines.

In School 2, there was an absence of intervention endings, the ELSA supported pupils with complex behavioural needs as opposed to a wider range of needs, and ELSA support often operated in a reactive way.

Factors found to facilitate effective implementation include: a mental health ethos, Link EP support, shared responsibility for mental health across school staff and practices in endings which acknowledge the ELSA-pupil attachment.

Barriers to implementation included: lack of school-wide understanding and support of the ELSA project's primary task, difficulties incorporating and distinguishing between the intervention and other SEMH provision, blurring of ELSA role boundaries, emotional impact on ELSAs, lack of equality of access in referrals and pupil overdependence on the ELSA.

Implementation barriers were most prominent in the earlier stages of implementation

Implications for research and practice are discussed.