Is school neuropsychology a developing profession?

Attend any school-based educational psychology training and you'd likely hear the term 'neuropsychology'. Ideas such as the 'triune brain', 'neuro-atypicality', 'toxic stress', and 'executive functioning' are increasingly used as teachers are introduced to ways in which to consider students' behaviours at a neurological level and then respond appropriately. I myself recently referenced experimental research on the ventromedial prefrontal cortex in a presentation that covered the possible neurological bases of 'secure attachment'.

There are, however, questions to be asked about this increasing dependence on neurological research in the profession of educational psychology. In part, these questions no doubt arise from a profession that was, at one time, steeped in behaviourism and the belief that only observable behaviour was to be considered by Psychologists when they attempted to influence student outcomes. In part, the questions also arise from a humanistic psychology that does not wish to label individuals as, in some manner, 'defective'. 

But there are also non-ideological questions to be raised concerning the application of neuropsychological insights to the school environment. Sarah-Jayne Blakemore and Uta Frith (in 'The Learning Brain', 2005) tell the story of a Neuroscientist who gave a talk to a group of educators, only to be told: "There is no point in showing teachers pictures of brain images – they just aren't interested in that". Discussion of fMRI scans can seem a long way from the decisions a teacher is needing to make, in an educational context, on a daily basis. 

James Byrnes ('Some ways in which neuroscientific research can be relevant to education', 2007), has argued, however, that the relevance of neuropsychology to education rests upon whether it can provide insight into cognitive development and the normal operations of the mind. He asserts that a teacher, with appropriate knowledge, will be better able to make good instructional decisions for the classroom. 

In the UK, Educational Psychologists are generally asked to provide some insight into the difficulties that a child may have in accessing education that is suitable for the majority of students – whether these difficulties arise because of their communication and interaction difficulties, their cognition and learning difficulties, their social, emotional and mental health difficulties, or their sensory and/or physical difficulties. 

These are all areas in which advances in medical and neurological research have identified new conditions and factors that will affect a child's ability to access typical learning. 

The completion of the human genome project, for example, has led to the possibility of identifying a host of micro-deletions, some of which have been associated with difficulties upon neuro-psychological tasks (22q11.2 deletion has been associated with deficits in areas of attention, visuospatial memory, story memory, and arithmetic performance, for example). The neurological bases of ADHD and of autism are also becoming better understood. 

There is also an increased understanding of the way in which teratogens such as alcohol and cocaine may impact the neuropsychological functioning of school children. And it is highlighted that more children suffering from a traumatic brain injury at birth are now surviving into their school-age years and beyond, due to advances in neonatal care.

It seems likely that an increasing dependency upon neuropsychology should follow in the future, in order for Educational Psychologists and teachers to generate insights into how accommodations can be made to support the ability of all children to access learning that may currently seem beyond them. 

The field of 'neuroconstructivism' also holds out hope that appropriate learning experiences may enable children to grow alternative neural pathways to develop the same skills as their 'typical' peers: neuropsychology does not only have to lead to a negative 'labelling' of a child as 'incapable'.

In the USA, 'school neuropsychology' programmes have begun, with American Psychological Association accreditation. Dan Miller argues that 'school Neuropsychologists' have a role in providing neuropsychological assessment and interpretation services for schools and in integrating current brain research into educational practice. However, an overriding emphasis is increasingly placed upon the need for interventions to be securely 'evidence-based', with Psychologists also needing to play a role in researching the efficacy of suggested interventions. 

In 2005, the Division of Educational and Child Psychology published a 'Neuropsychology' issue of 'Educational and Child Psychology'. 

Slowly, it can seem, the British educational psychology profession appears to be making moves towards integrating neuropsychology into its practice.

Matthew Estill has been a practising Educational Psychologist since 2006. After completing his professional training at Bristol University, he has worked as an Educational Psychologist in Warwickshire County Council before taking up a position as a Specialist Senior Educational Psychologist for Looked After Children in Northamptonshire, where he worked for 11 years. 

Matthew currently works as an Educational Psychologist with Birmingham City Council, and is a Chartered Member of the Division of Educational and Child Psychology.