Author Archives: Colin Woodcock

“Out of Sync and Overlooked” – Relationship between Social Jetlag and Anxiety in Adolescents: Systematic Review and Meta-Analysis (2026)

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Authors: Hannah Ravenhall, Alessio Bellato, Sarah L. Chellappa and Matthew Garner
Published: 2026
Publication: Sleep Medicine Reviews

Anxiety is the most prevalent mental health difficulty in adolescence, a period characterised by a shift towards an eveningness chronotype that is not aligned with societal demands (i.e., school start times). Experiencing “social jetlag” (SJL), a discrepancy in weekday-weekend sleep timing, is proposed to be associated with increased anxiety. A PRISMA-compliant systematic review and meta-analysis was conducted to investigate the relationship between SJL and anxiety in adolescents (age range: 12-18 years). Systematic searches were conducted in PsycINFO, Web of Science, Embase, PubMed, MEDLINE, and ProQuest Dissertations & Theses Global on 14th November 2024 to retrieve empirical studies analysing the relationship between SJL and anxiety in 12-18-year-olds. A multi-level random-effect meta-analysis was conducted in R to estimate the magnitude of the association between SJL and anxiety. After screening 2,138 records, 18 studies were included in the systematic review, with 12 included in the meta-analysis (235,526 participants in total) and six in a narrative review. A small association was found between increased SJL and more severe anxiety (Fisher’s z = 0.0614, 95% CI [0.0268, 0.0961], p = 0.0011). These findings highlight the importance of addressing behavioural strategies targeting healthy regular sleep as a tool to improve mental health in adolescence.

Ravenhall, H., Bellato, A., Chellappa, S. L. and Garner, M. (2026) “Out of Sync and Overlooked” – Relationship between Social Jetlag and Anxiety in Adolescents: Systematic Review and Meta-Analysis. Sleep Medicine Reviews. https://doi.org/10.1016/j.smrv.2026.102345

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“Where the h*ck are we going to get a real dragon from?” A mixed methods study investigating gender differences of playtime behaviours of autistic children in mainstream primary school (2026)

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Authors: Hannah Kemp, Rebecca J. Ward and Henry Wood-Downie
Published: 2026
Publication: Journal of Research in Special Educational Needs

Play is a human right and a vital part of development, highlighting the importance of school playtime. Play is considered an area of fundamental difference for autistic children, which may present differently in autistic boys and girls. Previous research has rarely explored what children want from their playtime or examined whether this aligns with their actual play behaviours, while also accounting for potential gender differences. Accordingly, this mixed-methods study investigates what autistic boys and girls want from their playtime, examines whether this reflects their actual play behaviours, and explores gender differences in these behaviours and experiences. Findings suggest participants wanted agency over what they played with, access to plenty of resources, specific conditions for play, and the presence of others. Autistic boys tended to want peers to play a game with, whereas autistic girls preferred a small group of classmates to play alongside. Observational data tentatively suggest autistic girls spent most of their time in solitary play or joint engagement, while autistic boys were more likely to engage in games or solitary play. Interestingly, differences between observed playtime behaviour and participants’ descriptions of their ideal playtime were identified. A clearer understanding of these gendered patterns can help schools design varied play spaces and opportunities that reflect autistic children’s diverse preferences, supporting agency, inclusion, and wellbeing.

Kemp, H., Ward, R. J. and Wood-Downie, H. (2026) “Where the h*ck are we going to get a real dragon from?” A mixed methods study investigating gender differences of playtime behaviours of autistic children in mainstream primary school. Journal of Research in Special Educational Needs, 26 (2) https://doi.org/10.1111/1471-3802.70085

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“They said they felt normal”: nurture group practitioners’ views on the impact of nurture group provision on autistic pupils (2026)

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Authors: Bethan Jones, Dennis Golm and Henry Wood-Downie
Published: 2026
Publication: International Journal of Nurture in Education

Nurture groups are school-based, attachment-focused interventions for children and young people with social, emotional or mental health (SEMH) needs who may have experienced adversity. Autistic children often present with SEMH needs and experience adversity; therefore nurture groups may be an effective intervention for them, though research in this area is limited. Accordingly, this mixed-method study explored nurture group practitioners’ perceptions of their impact on autistic children. Twenty-seven practitioners completed a questionnaire comprising a mix of closed, Likert scale and open-ended questions. Qualitative data were analysed using abductive thematic analysis, leading to the development of three overarching themes: ‘safe space’, ‘skill development’ and ‘person-centred’. Nurture group practitioners generally perceived the impact of nurture group provision on autistic pupils to be positive, though quantitative analysis suggested that the impact was significantly less positive once children returned to their mainstream class. These findings informed several implications, such as the importance of practitioners considering how nurture principles can be implemented within the classroom.

Jones, B. M., Golm, D. and Wood-Downie, H. (2026) “They said they felt normal”: Nurture Group practitioners’ views on the impact of Nurture Group provision on autistic pupils. International Journal of Nurture in Education. 11, 9-34  https://www.nurtureuk.org/wp-content/uploads/2026/04/International-Journal-of-Nurture-in-Education-2025-26_1They-said-they-felt-normal.pdf

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Re-examining the Cass Review: A critical commentary on gender diversity research (2026)

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Authors: Cora Sargeant, Dan O’Hare, Beckett Markland and Sarah Wright
Published: 2026
Publication: Educational and Child Psychology

Aims. Educational Psychologists are faced with the challenge of supporting gender diverse children and young people, whose identities are debated frequently and openly (Swiss National Advisory Commission on Biomedical Ethics, 2024). This commentary paper aims to review the science of gender diversity to give Educational Psychologists a stronger scientific foundation for providing support to this community.
Rationale. Since the publication of the Cass review of gender identity services for children and young people (Cass, 2024), which criticised mainstream approaches to their care, gender diverse children and young people have come to face unprecedented social, political, and medical challenges. Educational Psychologists will encounter the consequences of unmet need as gender diverse children and young people living openly face discrimination, marginalisation, isolation, and a health system struggling to support them (Abreu et al 2018; Ballard & Welch, 2017; Bradlow et al., 2017; Cass, 2024; Griner et al., 2020; Lawrence et al., 2023; Myers et al., 2020).
Findings. This commentary paper offers a critique of the Cass review and brings together the wider literature to understand gender diverse people’s shared history and language, to understand transition and its effects, and to identify actions Educational Psychologists can take to improve the lives of the gender diverse children and young people with whom they work.
Conclusions. Gender diverse children and young people are and always will be members of the school communities Educational Psychologists are committed to serving. Educational Psychologists have the skills and are well placed to support this community.

Sargeant, C., O’Hare, D., Markland, B. and Wright, S. (2026) Re-examining the Cass Review: A critical commentary on gender diversity research. Educational and Child Psychology 43(1), 109-129. DOI: https://doi.org/10.53841/bpsecp.2026.43.1.109

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An Ecosystemic Perspective on Trauma, Risk and Resilience in Autistic Children and Young People Attending Mainstream Schools (2025)

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Authors: Katy Bignold and Henry Wood-Downie
Published: 2025
Publication: Educational Psychology Research and Practice

This essay explores how use of an ecological systems model of resilience (Ungar & Theron, 2020) can help schools to minimise the risks and mitigate the impact of trauma in autistic children and young people. Autistic children and young people are at higher risk of experiencing adversity and trauma than the general population and may encounter, experience and process trauma differently to their neurotypical peers. Given the rising number of autistic children attending mainstream schools, it is vital that education professionals understand how schools can support through reducing risk and increasing resilience. The essay discusses risk and resilience with reference to the research literature. Neurodiversity-affirming practices and trauma-informed relational approaches are identified as improving children’s quality of life, helping them achieve personally important goals, and promoting connection and belonging, which is important for resilience. Interventions and approaches to help autistic children develop emotional regulation, self-efficacy skills, self-understanding and self-esteem will also contribute to resilience when delivered from a neurodiversity-affirming perspective. Limitations in the current literature are acknowledged. Further research is urgently needed to explore the views and experiences of autistic people, and to evaluate school-based, trauma-informed, relational and neurodiversity-affirming approaches to building resilience in autistic children and young people. Research in both of these areas will be vital to inform the development of policy and practice at all levels of the ecosystem and improve outcomes for autistic children and young people.

Bignold, K. and Wood-Downie, H. (2025). An Ecosystemic Perspective on Trauma, Risk and Resilience in Autistic Children and Young People Attending Mainstream Schools. Educational Psychology Research and Practice. 11(2). https://doi.org/10.15123/61d7-jm30

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BPS visit confirms ongoing accreditation for the Southampton EP training course.

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Following a two day review in February, in which the visiting team spoke with senior management, course tutors, trainees, placement providers and service users, the BPS has confirmed ongoing accreditation for the Doctorate in Educational Psychology at Southampton University.

The report highlights several key strengths, including exceptional leadership, a strong culture of collegiality, and a commitment to trainee wellbeing and inclusivity. The Southampton course is praised for its ethical focus, high-quality administrative support, and diverse placement opportunities which prepare students for professional practice. In total, seven areas of commendation are identified with no recommendations for further enhancement.

View the full report here.

Understanding anxiety in autistic adolescents: The predictive role of interoceptive beliefs and insight (2026)

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Authors: Lauren Craik, Lisa Quadt, Matt Garner and Gaby Pfeifer
Published: 2026
Publication: Research in Autism

It is well-established that anxiety and sensory differences are common among autistic adolescents. Interoception has been increasingly studied in relation to anxiety, with alexithymia also considered due to its role in emotional processing and its higher prevalence in autistic populations. This study examined the relationships between interoception, alexithymia, and anxiety in 37 autistic adolescents. Participants completed questionnaires assessing autism traits, anxiety, alexithymia, and interoceptive beliefs, along with cardiac interoception tasks measuring interoceptive accuracy and insight. Correlation, regression, and moderated mediation analyses were conducted. Interoceptive beliefs reflecting autonomic reactivity (BPQ-ANSR) significantly predicted anxiety and remained the only interoceptive variable associated with anxiety in regression models. Interoceptive insight and heartbeat counting accuracy were both associated with alexithymia, although alexithymia did not predict anxiety and did not mediate the interoception–anxiety relationship. Moderated mediation analyses showed that autism traits amplified the direct effect of interoceptive beliefs on anxiety. These findings highlight the importance of considering subjective interoceptive beliefs, particularly those perceived as distressing, rather than focusing solely on objective accuracy. They further suggest that interoceptive-affective mismatches may initially manifest as alexithymia during adolescence, potentially serving as a precursor to later anxiety.

Lay summary

Autistic adolescents that reported greater attention to feelings from their autonomic nervous system (the system that controls processes in the body such as heart rate, blood pressure, digestion, and breathing), but not generally from their bodies, also reported being more anxious. The other factors explored, namely participants’ accuracy at detecting their internal bodily signals and their reported difficulty identifying and understanding their emotions (alexithymia), were not associated with anxiety. However, adolescents who were more accurate at detecting their heartbeats, or more aware of their bodily signals, tended to report greater difficulty identifying and describing their emotions. While alexithymia was not linked to anxiety in this age group, these difficulties may play a role in emotional development and could contribute to anxiety later in life. We also found that autistic traits strengthened the link between distressing bodily sensations and anxiety.

Craik, L., Quadt, L., Garner, M. and Pfeifer, G. (2026). Understanding anxiety in autistic adolescents: The predictive role of interoceptive beliefs and insight. Research in Autism. 132 (2026) 202860. https://doi.org/10.1016/j.reia.2026.202860

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Exploring autistic females’ experiences of diagnosis in adolescence: What difficulties are faced during the post-diagnosis period and what support could be provided? (2025)

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Authors: Carla Tromans and Henry Wood-Downie
Published: 2025
Publication: Educational Psychology Research and Practice

Autism is increasingly recognised as under-diagnosed in females due to different symptom presentations. As a result, many females are not diagnosed until adolescence, a period that can be particularly challenging for autistic individuals. A new diagnosis may further challenge emotional wellbeing. Therefore, this narrative review explores the experiences of autistic girls diagnosed during adolescence, focusing on understanding the difficulties they face post-diagnosis. The research suggests that these difficulties occur at multiple levels: individual struggles with self-identity exist within a wider context of unhelpful treatment from others; stereotypical perceptions; and societal structures, policies and resources that do not provide adequate support. The review situates these difficulties within an ecological framework, highlighting how external factors influence individual experiences. Possible support strategies are explored within this framework. It is argued that wider change is needed to government policy, practices, and funding to prioritise development of societal infrastructures to better support autistic females.

Tromans, C. and Wood-Downie, H. 2025. Exploring autistic females’ experiences of diagnosis in adolescence: What difficulties are faced during the post-diagnosis period and what support could be provided? Educational Psychology Research and Practice. 11 (1), pp. 1-13. https://doi.org/10.15123/uel.8z3zv

 

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The effectiveness of Nurture Groups at supporting social and emotional outcomes: a systematic review (2025)

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Authors: Bethan Jones, Henry Wood-Downie and Dennis Golm
Published: 2025
Publication: Children and Youth Services Review

Background Nurture Groups are a school-based attachment-focused intervention for young people with social and emotional, or mental health needs who may have experienced adversity. The aim of the current review was to systematically evaluate the evidence for Nurture group provision to improve social and emotional outcomes in children and young people across primary and secondary school settings.
Methods Studies were included if they had been published in a peer-reviewed journal, participants were children and young people of school age, the study design was quantitative, evaluating the effectiveness of a Nurture Group intervention and had at least one outcome measure related to social and emotional outcomes. Screening was conducted by the first author and a voluntary research assistant. Conflicts were resolved via discussion. A systematic search across six databases identified 14 studies for inclusion.
Results Findings suggest that Nurture Group provision is, overall, effective at improving pupils’ social and emotional outcomes. However, improvements were not found consistently across both sections of the Boxall Profile, the primary tool used to measure progress within Nurture Groups. Differential effects were also found in relation to some pupil-level characteristics, namely age, baseline score, and gender.
Discussion The findings highlighted the need to conduct further research to examine such factors, as well as to explore the possible mechanisms for change underlying Nurture Group provision.

Jones, B., Wood-Downie, H. & Golm, D. (2025). The effectiveness of Nurture Groups at supporting social and emotional outcomes: a systematic review. Children and Youth Services Review, 173. https://doi.org/10.1016/j.childyouth.2025.108278

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Ghosts within the educational machine: Are hidden young carers going with their needs unmet? (2024)

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Authors: Luisa Iacomelli and Cora Sargeant
Published: 2024
Publication: DECP Debate

Supporting children’s emotional wellbeing and mental health is a top priority for the Department of Education (DfE). Young carers (YCs) are a particularly vulnerable group in the community who are at increased risk of poor emotional wellbeing and absenteeism (Becker & Sempik, 2019; Kaiser & Schulze, 2015; Robison et al., 2020). In the UK, there is a statutory duty to identify these children, assess their needs and appropriately support them (DfE, 2014; Pickup, 2021). Several factors make it increasingly difficult to recognise YCs; these children are hidden, akin to ‘ghosts’ in the education system, with needs that become magnified by their invisibility. Research in the field highlights that intervention could be similarly effective for YCs and for children experiencing Emotionally Based School Non-Attendance (EBSNA), with successful intervention focusing on providing emotional support, tailored support plans, building trusting adult relationships and a sense of belonging at school (Chian, 2022; Seddon, 2024; Woolfson et al., 2006). Several implications are explored, and various recommendations are made for educational psychologists’ involvement, such as working on both a systemic and individual level to advocate for the YC. Gaining the voice of YCs is crucial to knowing how best to support them, and subsequently evoking change within educational policy.

Iacomelli, L. & Sargeant, C. (2024). Ghosts within the educational machine: Are hidden young carers going with their needs unmet?. DECP Debate, 189, 6-13. https://explore.bps.org.uk/content/bpsdeb/1/189/6

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TEP Talks episode 21: English as an Additional Language in the context of UK primary schools

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Trainee educational psychologists Katy, Rebecca, Victoria, Nichola and Chloe respond to a question from a headteacher with several children who have joined the school from Hong Kong. The headteacher feels they are struggling academically but is unsure whether this is because they are not yet proficient in English or because they have additional learning needs – particularly as they can hold conversations in English.

Show notes

TEP Talks ep 21 References

Programme outline

Browse all episodes of TEP Talks

 

 

Adolescent Masculinity and Homophobic-Name-Calling: A Systematic Review and Meta-Analysis (2025)

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Authors: Ffion Davies, Cora Sargeant & Sarah Wright
Published: 2025
Publication: Educational and Child Psychology

Aims. Homophobic name-calling continues to be common in some schools and friendship groups and is often perceived as innocuous ‘banter’ among friends rather than homophobic bullying. Research suggests that homophobic-name-calling in adolescent friendship groups is used to police masculinity rather than sexuality and is used to enforce conformity to traditional gender norms. This paper seeks to further explore this phenomenon.
Method. This review is the first to quantitatively measure the relationship between masculinity and homophobic-name-calling in adolescents using a meta-analysis and narrative synthesis.
Findings. The meta-analysis showed a statistically significant relationship between masculinity and homophobic-name-calling. Findings from the narrative synthesis indicate that several factors interact within this relationship, including peer groups and bullying.
Limitations. This is a comparatively small meta-analysis, due to the limited quantitative research in this field. Further, all but one of the studies included were conducted in the USA therefore it may be difficult to generalise findings.
Conclusions. Findings from this meta-analysis and narrative synthesise suggest there are two functions of homophobic-name-calling; the first being banter within peer groups and the second as a direct form of homophobic bullying. Importantly, both functions of homophobic-name-calling are rooted in the policing of masculinity.

Davies, F., Wright, S. & Sargeant, C. (2025). Adolescent Masculinity and Homophobic-Name-Calling: A Systematic Review and Meta-Analysis Educational and Child Psychology, 42(2), 102-119. https://doi.org/10.53841/bpsecp.2025.42.2.102

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Times Tables Rock Stars: An Academic Critique (2024)

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Authors: Julia Thomson and Sarah Wright
Published: 2024
Publication: DECP Debate

Times Tables Rock Stars has become a popular digital intervention used in schools across the world. Through a mobile phone and tablet app schools can set homework and competitions in their school to encourage children to practice their times tables both during and outside of school. The app uses colourful characters and gamified incentives, such as the opportunity to earn coins, to engage pupils and keep them motivated in their times tables practice. In England Times Tables Rock Stars is marketed to primary schools in the context of the now statutory multiplication tables check (MTC) for pupils at the end of year four. Schools who sign up are able to access specific support in relation to the MTC, including a game within the app which mirrors the format of the MTC test. However, as yet there have not been any formal research studies exploring the effectiveness of Times Tables Rock Stars. Therefore, the following critique explores other research into similar digital interventions to start to address the question of whether Times Tables Rock Stars could be a useful intervention for increasing pupils’ multiplication tables fluency.

Thomson. J. & Wright, S. (2024). Times Tables Rock Stars: An Academic Critique. DECP Debate, 189, 14-25. https://doi.org/10.53841/bpsdeb.2024.1.189.14

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How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review (2025)

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Authors: Nicole M. Harris, Brettany Hartwell, Louisa Thomas and Marcus Grace
Published: 2025
Publication: Child and Adolescent Mental Health

Background. Nature sustains lives, enhances well-being and benefits human populations in many ways. In a world dominated by human technology, the task of effectively reconnecting to and caring for nature is both urgent and vital. Evidence shows that many children and young people (CYP) feel increasingly disconnected from nature Schools and other settings could play a crucial role in promoting time spent in nature, potentially fostering nature connectedness (NC) and improving behaviours for learning (BFL).
Method. A systematic literature review was conducted to explore how NC can be developed in CYP through nature-based interventions and investigate their impact on BFL. Studies from settings working with CYP aged 0 to 29 were included, utilising quantitative, qualitative, and mixed-methods approaches.
Results. A total of 22 studies from 2009–2023 were identified from ERIC, PsycINFO, and Web of Science. Most were quantitative studies (n = 13) from the global north (n = 19), involving primary or secondary school-aged CYP. A variety of nature-based interventions were assessed, including hiking, surfing, gardening, and art-in-nature activities.
Conclusions. The review highlights numerous ways to develop NC in CYP, with many associated benefits for BFL. Areas of impact include social skills, self-regulation, attention, motivation, independence, and problem-solving. Effective activities included walking and reflecting in nature, sensory connections, and creative activities. Many of the interventions reviewed were not carried out by schools, nor did they take place on their grounds, perhaps due to limited access to green space and nature on their school site. This highlights a significant gap in the literature. Given the large range of interventions, ages of participants, and quality of the included studies, it is not possible to draw specific conclusions about the type of activities that may work best for specific age groups or types of setting.

Harris, N. M., Hartwell, B., Thomas, L. & Grace, M. (2025). How can nature connectedness and behaviours for learning be deliberately developed in children, adolescents and young adults? A systematic literature review Child and Adolescent Mental Health, 30(2). https://doi.org/10.1111/camh.12774

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Voices Unheard: How School Shapes Mental Health for Gender and Neurodiverse Youth (2025)

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Authors: Abigail Vines, Cora Sargeant and Sarah Wright
Published: 2025
Publication: Neurodiversity

Gender-diverse youth report significantly poorer mental health outcomes than other youth populations. Neurodiverse youth also report poorer mental health outcomes than their neurotypical peers. Research shows that school experience impacts these outcomes. However, this research has yet to explore how belonging to both populations affects mental health, particularly in school. Thus, this study sought to explore people’s experiences of being neuro- and gender diverse in school, and how these experiences impacted their mental health. This study also looked at what schools could do to support the mental health of this population. Interviews/focus groups were conducted with 12 people aged between 16 and 19 attending sixth forms, colleges, and universities across England. This age range was selected so that participants could reflect on their recent experiences of school. Reflexive thematic analysis developed four themes. Participants acknowledged that their school experiences were turbulent, because of the way others treated them, due to their identities. Participants did not feel understood and in turn, did not receive enough consistent and appropriate support, which negatively impacted mental health. However, participants also noted that understanding teachers, bespoke support, and representation all improved their mental health at school. Implications for educational professionals are also discussed.

Vines, A., Sargeant, C. & Wright, S. (2025). Voices Unheard: How School Shapes Mental Health for Gender and Neurodiverse Youth Neurodiversity, 3. https://doi.org/10.1177/27546330251346881

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‘They’ll Know Loads More About Me’. Facilitating Self-Expression Through Digital Storytelling to Support Educational Transitions (2025)

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Authors: Sophie Brinsmead, Carys Deeley, Jessica Millington, Laura Pardoe, Hanna Kovshoff and Henry Wood-Downie
Published: 2025
Publication: European Journal of Education

The views of children with special educational needs and disabilities are frequently left out of educational decision-making processes. In recent years, researchers have sought to employ creative methods to facilitate children’s voices in areas of importance.One such area is transitions between educational settings, a significant time that has the potential for positive outcomes. One creative method of exploring children’s views of transitions is Digital Stories, a strength-based video methodology. The aim of this research was to explore ways that Digital Stories can be used to facilitate children’s voices at a time of transition. Interviews were conducted with three children and two members of staff at a pupil inclusion centre after they had co-created Digital Stories. The research provided a new contribution to the literature on Digital Stories by exploring children’s views of the process. Codebook thematic analysis resulted in four main themes: child as expert, self-expression, positive reflections and looking forward. Overall, children and staff were positive about the process of creating Digital Stories to support transition to new educational settings. Limitations, directions for future research and implications for professionals are discussed.

Brinsmead, S., Deeley, C., Millington, J., Pardoe, L., Kovshoff, H. & Wood-Downie, H. (2025). ‘They’ll Know Loads More About Me’. Facilitating Self-Expression Through Digital Storytelling to Support Educational Transitions European Journal of Education, 60(2). https://doi.org/10.1111/ejed.70058

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‘A Professional Obligation’ Exploring Current Practices of Educational Psychologists with gender diverse children and young people in the UK (2025)

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Authors: Gracie New-Brown, Sarah Wright and Cora Sargeant
Published: 2025
Publication: Educational and Child Psychology

Aims: The current study aimed to answer three research questions exploring what EP and trainee EPs (TEPs) are doing in their work with gender diverse CYP, what informs their practice, and what should be included in guidance moving forwards to support their practice. Method/Rationale: Educational psychologists (EPs) are ideally situated to support schools and school staff in their work with gender diverse children and young people but lack professional guidance informing this work, risking a diversity of approaches. Using a vignette as part of an online survey, the current study aimed to explore what EP and trainee EPs (TEPs) are doing in their work with gender diverse CYP, what informs their practice, and what should be included in guidance moving forwards to support their practice. Findings: Qualitative data from 75 EP/TEPs, were analysed using thematic analysis. The themes highlighted the large disparities in current EP practice with gender diverse CYP and the sense of uncertainty many have in this work, though their actions were informed by similar ideas such as psychology, research, and legislation. Limitations: The use of a vignette and self-selection inherent in a broad survey of this nature might have yielded a somewhat unrepresentative sample of EPs. Conclusions: The current study emphasises the considerable variation in practices adopted by EPs when working with gender diverse CYP and amplifies calls for professional guidance for EPs working with this community.

New-Brown, G., Wright, S., & Sargeant, C. (2025). ‘A professional obligation’: Exploring current practices of educational psychologists with gender diverse children and young people in the UK. Educational and Child Psychology, 42(1): 29-45. https://explore.bps.org.uk/content/bpsecp/42/1/29

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An Exploration of Intersectionality and School Belonging in the Permanent Exclusion of Black Caribbean Boys in Schools in England: Implications for Educational Psychologists (2024)

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Authors: Anna Burnett and Henry Wood-Downie
Published: 2024
Publication: Educational and Child Psychology

Aims: Disproportionately high exclusion rates of Black Caribbean Boys (BCBs) in England are considered from a school belonging perspective, particularly as mediated through teacher relations. The vulnerabilities of this group are considered, with intersectionality suggested as a critical concept. Method/Rationale: BCBs are permanently excluded from schools in England at a rate three times higher than the general population. Permanent exclusion has been linked to a range of negative personal and socio-economic consequences, highlighting the need to address this disparity. School belonging mediates negative peer and parental influences and may be linked to school exclusion for some groups. Literature is reviewed considering belonging, linking belonginess threats to both pro-social and anti-social behaviour. The multi-dimensional nature of school belonging is noted. School belonging literature is reviewed, establishing the vital importance of teacher relationships. Evidence regarding BCB’s relationships with their teachers, often characterised by low expectations, differential treatment and racial bias, is considered. Findings: It is argued that these negative relational influences constitute belonginess threats for BCBs. It is hypothesised that these, along with increased belongingness sensitivity amongst some BCBs, can drive increased anti-social behaviour, in some cases leading to school exclusion. Limitations: This is a theoretical paper and further empirical research is needed into what constitutes school belonging for BCBs, whose lives are often impacted by various intersecting inequalities. Conclusions: Initiatives aiming to increase school belonging amongst BCBs, by improving their relationships with teachers, are suggested as a way of decreasing exclusions. A role for Educational Psychologists in supporting schools with evidence-based approaches to enhancing school belonging for this group is suggested.

Burnett, A., & Wood-Downie, H. (2024). An Exploration of Intersectionality and School Belonging in the Permanent Exclusion of Black Caribbean Boys in Schools in England: Implications for Educational Psychologists. Educational and Child Psychology, 41(2), 17-29.https://doi.org/10.53841/bpsecp.2024.41.2.17

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Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings (2023)

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Authors: Gracie New-Brown, Cora Sargeant and Sarah Wright
Published: 2023
Publication: International Journal of Transgender Health

Purpose. This review aimed to explore and synthesize the perspectives and experiences of school-based psychological professionals providing support to gender diverse CYP across the world, to foreground the voices of those with relevant experience and support future practice. Methods. A systematic review of five databases (PsychINFO, CINAHL, ERIC, SCOPUS and PROQUEST dissertations and theses) was performed between September and November 2022. Articles were included if they contained qualitative, primary research data representing the voice of at least one school-based psychological professional with experience working with gender diverse children and young people. Articles were excluded if they did not contain primary research data, were quantitative, related to non-school based psychologists or focussed on participant views in the absence of direct experience working with gender diverse pupils. Articles were thematically summarized and organized into a data extraction table. Results. Eighteen studies were identified for review, including 11 studies based in the USA, five in the UK, one in Australia and one in Cyprus. The voices of school-based professionals, including school counselors, school psychologists, trainee and qualified educational psychologists, were represented. The themes created highlighted the importance of the environment in which psychologists were working, the reliance on their own views and values to guide their work in the absence of clear guidance, the role psychologists saw they had to advocate for gender diverse CYP, as well as barriers and systems they were fighting against. Conclusion. The review highlighted the need for psychologists to advocate for gender diverse children and young people, in an often non-inclusive environment where there was a need to work systemically with schools. Future research is needed to explore young people’s experiences of the support that they are receiving and would like to receive.

New-Brown, G., Sargeant, C., & Wright, S. (2023). Navigating the landscape: Roles, perspectives, and experiences of psychologists supporting gender diverse children and young people in school settings. International Journal of Transgender Health, 25(1), 102–122. https://doi.org/10.1080/26895269.2023.2291712

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What is the effectiveness of the Talk Boost intervention on children’s language development?

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Assignment type: Academic Critique
Author: Emma Woozley
Submitted: October 2023

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To cite this work, please use the following:

Woozley, E. (2024, 5 December). What is the effectiveness of the Talk Boost intervention on children’s language development? University of Southampton Educational Psychology research blog.https://blog.soton.ac.uk/edpsych/2024/12/05/what-is-the-effectiveness-of-the-talk-boost-intervention-on-childrens-language-development

Supporting behaviour and emotions in school: an exploration into school staff perspectives on the journey from punitive approaches to relational-based approaches (2024)

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Authors: Rebecca Jones, Jana Kreppner, Fiona Marsh and Brettany Hartwell
Published: 2024
Publication: Emotional and Behavioural Difficulties

There are conflicting theories about the best ways to support behaviour in schools. This paper captures the perspectives of UK primary school staff regarding the advantages and disadvantages of different behaviour support approaches, in addition to exploring the facilitators and barriers to adopting relational-based approaches. Virtual semi-structured interviews were conducted with 15 school staff across three mainstream primary schools. A reflexive thematic analysis identified nine themes. Participants commented on the approaches’ flexibility, familiarity, positive long-term behaviour change and emotional wellbeing and relationships. Key facilitators to adopting relational-based approaches included: whole-school training and understanding; quality and type of training; and working together and feeling supported. Key barriers included: changing perspectives; ease of implementation and familiarity; scarcity of resources; and persevering in the face of difficulties. Themes are discussed in light of psychological research and implications for educational practitioners and future research are considered.

Jones, R., Kreppner, J., Marsh, F., & Hartwell, B. (2024) Supporting behaviour and emotions in school: an exploration into school staff perspectives on the journey from punitive approaches to relational-based approaches. Emotional and Behavioural Difficulties, 29(1–2), 82–98. https://doi.org/10.1080/13632752.2024.2354021

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What role should schools play in the prevention of disordered eating in children and young people? (2024)

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Authors: Emma Woozley and Cora Sargeant
Published: 2024
Publication: DECP Debate

Whilst clinical eating disorders are relatively uncommon in children and young people, a much larger proportion are thought to experience subclinical difficulties with eating, termed ‘disordered eating’. Given that the issue is so widespread and many young people experiencing disordered eating do not meet the criteria for specialist eating disorder services, schools have a responsibility to work systemically to reduce the prevalence of these difficulties. Educators may be able to use some of the risk factors for disordered eating, including body dissatisfaction, parental pressure to lose weight, peer influence and internalisation of food rules, to inform preventative strategies. These strategies may include, but not be limited to, implementing curriculum changes such as teaching about body image and nutrition education in developmentally appropriate ways, as well as considering whole-school policy changes such as specifying weight-related victimisation in the school’s anti-bullying policy and deliberating the school’s involvement in national child weighing schemes. Taken together, schools have the potential to play a critical role in reducing disordered eating in children and young people. Educational psychologists are well-positioned to raise educators’ awareness of disordered eating and support senior leadership teams implement these preventative strategies in an evidence-informed way as well as considering the role disordered eating might play in their own casework.

Woozley, E. & Sargent, C.. (2024). What role should schools play in the prevention of disordered eating in children and young people? DECP Debate, 188, 9-17. DOI: https://doi.org/10.53841/bpsdeb.2024.1.188.9

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