| Summary: | Over the past two decades, the Emotional Literacy Support Assistant (ELSA) project has been delivered by educational psychologists (EPs) across the UK. Existing literature focuses on the efficacy of the ELSA project; however, less is understood about the factors that help the ELSA project to run. This study, therefore, sought to explore key stakeholders’ experiences of implementing the ELSA project.
Semi-structured interviews were held with four ELSAs and seven EPs. Reflexive thematic analysis generated five main themes which indicated that training, supervision, and peer connections support ELSA project implementation. However, systemic factors such as workload and capacity, managerial support, and budget constraints were identified as challenges. These themes were explored in relation to implementation science literature, which suggested that adaptable training, ongoing coaching, communities of practice, and shared leadership contribute to implementing and sustaining the ELSA project, whilst considerations around ‘outer context’ influences (e.g., sociopolitical climate) may help to mitigate some of the identified challenges.
Despite limitations in recruitment, this study contributes to both implementation and ELSA project research and may help to guide schools and EP services in implementing the ELSA project and other interventions effectively and sustainably. Implications of these findings are discussed, including the potential for a wider understanding of implementation science in educational psychology.
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