"...it’s not just the child's mental health we’re supporting, its educators, parents...it can feel impossible" Exploring educational psychologists’ perspectives of effective mental health and emotional wellbeing support in Wales.

Burrows, Ellen 2025. "...it’s not just the child's mental health we’re supporting, its educators, parents...it can feel impossible" Exploring educational psychologists’ perspectives of effective mental health and emotional wellbeing support in Wales. DEdPsy Thesis, Cardiff University. Item availability restricted.

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Abstract

With increasing mental health concerns, NHS Wales (2024) reports that three children per classroom may experience challenges with their mental health, with half of all issues emerging by age 14. However, the NICE (2022) report suggests that mental health needs typically emerge in Primary school aged children yet are more likely to be noticed in the teenage years. This suggests that despite the majority of mental health needs emerging in the primary years, identification is delayed until high school age. Educational Psychologists commonly work within schools and are well placed to support schools to address mental health and wellbeing concerns. Despite EPs being cited in government guidance as key professionals in mental health support, their specific role remains unclear (NHS Wales, 2023; NICE, 2022). This study aims to explore Educational Psychologists (EPs) Perspectives of Effective Mental Health (MH) and Emotional Wellbeing (EWB) support in relation to children and young people (CYP’S) in Wales, with particular focus on CYP’s in primary and secondary education. The research question related to the current perspectives of EPs in regard to effective mental health and wellbeing in CYP’S, including perceived barriers, facilitators, and how EPs perceive their role. This study analysed data from three EPS across three different Local Authorities (LAs) in Wales. The participants took part in individual, semi-structured interviews online. Interviews were transcribed and analysed using Reflexive Thematic Analysis (RTA). The findings suggest that the participants in this study perceive themselves as appropriate and active professionals in supporting the mental health and emotional wellbeing of children and young people within their respective Welsh contexts. Facilitators identified for this included working in collaboration with the systems around the child, with emphasis on the importance of school staff. In contrast, barriers identified included the changes made to the ALN Code for Wales (Welsh Government, 2021) the impact of Covid and pressures faced by schools.

Item Type:	Thesis (DEdPsy)
Date Type:	Completion
Status:	Unpublished
Schools:	Schools > Psychology
Date of First Compliant Deposit:	17 September 2025
Last Modified:	17 Sep 2025 15:17
URI:	https://orca.cardiff.ac.uk/id/eprint/181145

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