| Summary: | Children and young people’s (CYPs’) social, emotional and mental health (SEMH) has been a priority for multiple UK policies and strategies aimed at improving support. The 2020 coronavirus pandemic exacerbated existing mental health challenges among vulnerable populations, including secondary school-aged CYP. Existing supply-and-demand challenges for targeted support were amplified, and the pressure on schools to provide early intervention increased. Special educational needs coordinators (SENCos) are key in coordinating this support, often in collaboration with educational psychologists (EP). Thus, SENCos are well-placed to offer insights into the most effective EP approaches for supporting secondary school-aged CYPs’ SEMH needs in the post-coronavirus context.
Using Q-methodology, this study identified two distinct viewpoints from fourteen SENCos: holistic and collaborative support and systemic and inclusive support. The first emphasises EPs delivering tailored interventions and psychological assessments that address CYPs’ individual needs and fostering collaboration with school staff. The second highlights the importance of EPs upskilling key adults through training and contributing to developing inclusive policies supporting early SEMH identification and timely intervention.
Broader implications include a need for increased funding of comprehensive in-school SEMH support and developing policies that respond to CYPs’ evolving needs. Implications for EP practice include a focus on providing targeted training, clear communication of the EP support available, collaborative sharing of best practices, supporting school-staff wellbeing through supervision, and strategic planning to enhance the effectiveness of school-based support.
This research presents valuable insights into SENCos’ perceptions of the most effective EP approaches, offering practical recommendations for enhancing school-based SEMH support for secondary-aged CYP in the UK. These insights provide a foundation for more targeted interventions aimed at improving this population’s SEMH outcomes. Future research should examine the longer-term impacts of these approaches and include additional stakeholders’ perspectives, including teachers, parents/carers, and CYP themselves.
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