Tag Archives: Published article

‘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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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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What do measures of gender identity tell us about gender identity over time? (2024)

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Authors: Ellena Fisher, Sarah Wright and Cora Sargeant
Published: 2024
Publication: British Journal of Developmental Psychology

Gender identity is a multifaceted concept and is represented by a wide range of measures and constructs including both self-report and researcher observations of preferences and behaviours. However, despite their similar theoretical underpinning, gender identity measures are rarely found to correlate with one another, and contrasting patterns and trajectories are often found for each construct (Egan & Perry, Developmental Psychology, 37, 2001, 451). Therefore, this systematic review aimed to present a review of the longitudinal research evidence surrounding gender identity development in the absence of formal intervention. Using a systematic search strategy, 21 studies were identified. Narrative synthesis was used to synthesize the data collected in these studies and trajectories were explored for (1) self-identification measures of gender identity, (2) clothing preferences, (3) peer preferences, and (4) object/activity preferences. Overall, the results of this systematic review are consistent with wider research suggesting that distinct developmental patterns can be observed when using different constructs and measures of gender identity.

Fisher, E., Wright, S., & Sargeant, C. (2024) What do measures of gender identity tell us about gender identity over time? British Journal of Developmental Psychology, https://doi.org/10.1111/bjdp.12491

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Using Digital Stories for assessments and transition planning for autistic pre-school children (2021)

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Authors: Henry Wood-Downie, Verity Ward, Kathryn Ivil, Hanna Kovshoff and Sarah Parsons
Published: 2021
Publication: Educational and Child Psychology

Aims: ‘I am…’ Digital Stories are short videos designed to provide a holistic, strengths-based representation of the child through enabling them to contribute their perspectives to transition planning. Digital Stories have potential during periods in which professionals are unable to physically visit settings or spend time getting to know a child. This paper describes the use of Digital Stories in two contexts: (1) being shown at the beginning of person-centred planning meetings focusing on the transition to primary school; and (2) as a tool to support educational psychologists conducting Education, Health, and Care Needs Assessments for preschool children during Covid-19. Method: Data was collected via seven semi-structured interviews, 15 feedback forms, and videos of four meetings. Participants comprised six parents/carers, five nursery practitioners, three school staff members, and six educational psychologists. Thematic analysis resulted in five main themes: thinking differently; a wider conversation; more than words; seeing what they see; and potential barriers to making Digital Stories. Limitations: Children were not able to make their own Digital Stories, which could have influenced their representation within the videos, transition meetings and assessments. However, children’s body worn camera footage was included, enabling a perspective on their interactions and preferences that was closer to the child’s worldview than other observational methods. Conclusions: Digital Stories have a variety of benefits to practice, including being useful to educational psychologists during assessments, and have the potential to facilitate successful transitions from nursery to primary school.

Wood-Downie, H., Ward, V., Ivil, K., Kovshoff, H. & Parsons, S. (2021) Using Digital Stories for assessments and transition planning for autistic pre-school children. Educational and Child Psychology, 38(3), https://doi.org/10.53841/bpsecp.2021.38.3.62

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A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2022)

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Authors: Gemma Muncer, Philip A. Higham, Corentin J. Gosling, Samuele Cortese, Henry Wood-Downie and Julie A. Hadwin
Published: 2022
Publication: Educational Psychology Review

Poor math and numeracy skills are associated with a range of adverse outcomes, including reduced employability and poorer physical and mental health. Research has increasingly focused on understanding factors associated with the improvement of math skills in school. This systematic literature review and meta-analysis investigated the association between metacognition and math performance in adolescence (11–16-year-olds). A systematic search of electronic databases and grey literature (to 04.01.2020) highlighted 31 studies. The quantitative synthesis of 74 effect sizes from 29 of these studies (30 independent populations) indicated a significantly positive correlation between metacognition and math performance in adolescence (r = .37, 95% CI = [.29, .44], p < .001). There was significant heterogeneity between studies. Consideration of online (versus offline) measures of metacognition and more complex (versus simple) measures of math performance, and their combination, was associated with larger effect sizes; however, heterogeneity remained high for all analyses.

Muncer, G., Higham, P.A., Gosling, C.J. Cortese, S., Wood-Downie, H. & Hadwin, J. A. (2022) A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence. Educational Psychology Review, 34, 301–334. https://doi.org/10.1007/s10648-021-09620-x

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A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults (2023)

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Authors: Hannah Edwards, Sarah Wright, Cora Sargeant, Samuele Cortese and Henry Wood-Downie
Published: 2023
Publication: Journal of Child Psychology and Psychiatry

Background: Evidence that autism often manifests differently between males and females is growing, particularly in terms of social interaction and communication, but it is unclear if there are sex differences in restricted and repetitive behaviours and interests (RRBIs) when rigorously focusing on the narrow construct level (i.e., stereotyped behaviour, restricted interests, insistence on sameness, and/or sensory experiences). Methods: We conducted a systematic review and four random effects meta-analyses investigating sex differences in narrow construct measures of RRBIs in autistic children, adolescents, and adults (Prospero registration ID: CRD42021254221). Study quality was appraised using the Newcastle-Ottawa Quality Assessment Scale. Results: Forty-six studies were narratively synthesised and 25 of these were included in four random effects meta-analyses. Results found that autistic males had significantly higher levels of stereotyped behaviours (SMD = 0.21, 95% confidence interval (CI) [0.09, 0.33], p < .001) and restricted interests (SMD = 0.18, 95% CI [0.07, 0.29], p < .001) compared to autistic females. In contrast, there were no significant sex differences for sensory experiences (SMD = −0.09, 95% CI [−0.27, 0.09], p = .32) and insistence on sameness (SMD = 0.01, 95% CI [−0.03, 0.05], p = .68). The findings from the narrative synthesis were generally consistent with those from the meta-analyses and also found qualitative sex differences in the way RRBIs manifest. Conclusions: Our findings show significant differences in narrowly defined RRBIs in males and females. Practitioners need to be aware of such differences, which could be contributing to the under-recognition of autism in females and may not be captured by current diagnostic instruments.

Edwards, H., Wright, S., Sargeant, C., Cortese, S. & Wood-Downie, H. (2023) Research Review: A systematic review and meta-analysis of sex differences in narrow constructs of restricted and repetitive behaviours and interests in autistic children, adolescents, and adults. J Child Psychol Psychiatr, 65: 4-17. https://doi.org/10.1111/jcpp.13855

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Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences (2023)

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Authors: Rebecca Jones, Jana Kreppner, Fiona Marsh and Brettany Hartwell
Published: 2023
Publication: Emotional and Behavioural Difficulties

Traditional in-school approaches focus on using consequences for managing pupil behaviour. Within published literature, concerns have been raised about the effectiveness and negative impact of punitive approaches. This systematic synthesis explores the perspectives of children and young people (CYP) in secondary schools on in-school punitive behaviour management policies and practices. Papers are evaluated using an adapted version of the Critical Appraisal Skills Programme (2019) and study findings are analysed using thematic synthesis. The findings highlight CYP’s thoughts on the fairness and consistency of punitive consequences, the impact of these on academic development and emotional wellbeing, and the limited long-term effectiveness of such approaches. CYP explain their need to feel listened to, understood and supported with their behaviour and emotions. Implications of these views for school staff, educational professionals and education policy makers are outlined.

Jones, R., Kreppner, J., Marsh, F. & Hartwell, B. (2023) Punitive behaviour management policies and practices in secondary schools: A systematic review of children and young people’s perceptions and experiences, Emotional and Behavioural Difficulties, 28:2-3, 182-197, DOI: 10.1080/13632752.2023.2255403

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Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023)

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Authors: Eleanor Beck, Cora Sargeant and Sarah Wright
Published: 2023
Publication: International Journal of Gender, Science and Technology

There is an underrepresentation of women working in Science, Technology, Engineering and Mathematics (STEM) industries. Initiatives to encourage greater diversity in STEM have been less successful in computer science. This research investigates whether identification with gender stereotypes (defined as the extent to which one identifies with stereotypical masculine or feminine traits) and other factors predict enrolment interest in computer science and whether stereotypical cues impact on these relationships. British secondary school students were shown either a stereotypical or a non-stereotypical computer science classroom and completed measures assessing their identification with gender stereotypes, enrolment interest, belonging, stereotype threat, self-efficacy and utility value. Femininity significantly predicted lower enrolment interest and this relationship appeared to be mediated by stereotype threat. This study extends previous research by showing that young peoples’ identification with gender stereotypes predicts enrolment interest to some degree. We highlight the need to challenge persistent stereotypes regarding who best ‘fits’ computer science.

Beck, E., Sargeant, C. & Wright, S. (2023) Exploring the impact of gender identity and stereotypes on secondary pupils’ computer science enrolment interest (2023). International Journal of Gender, Science and Technology, 15(1), 48–71.

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“If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023)

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Authors: Cleo Timney, Sarah Wright, and Cora Sargeant
Published: 2023
Publication: Journal of Homosexuality

Like all young people (YP), those who are gender and sexuality diverse (GSD) spend their youth exploring and discovering their identities; but unlike their peers, they must consider whether, how, and when to disclose their GSD identity to others in a dynamic process of visibility management (VM). At school, GSD YP actively test social reactions, interpret attitudes, and assess safety, ultimately seeking belonging as their authentic selves. Our systematic review explored findings from 16 qualitative studies capturing GSD YPs experiences of managing visibility in schools internationally. Data were thematically synthesized, and seven themes were constructed. The process of visibility management is fluid, a negotiation with social norms that GSD YP’s very existence transgresses. YP search for, and through activism actively shape, accepting environments in which they can safely be their authentic selves. GSD YP are actively asking school staff for help in creating open communities where all YP can find a place to belong, to fight to be visible. We offer some suggestions for how we might begin.

Timney, C., Wright, S. & Sargeant, C. (2023) “If You’re Not Yourself, Who are You Going to be?” an Exploration of Gender and Sexuality Diverse Pupils Experiences of Visibility Management in School: A Systematic Literature Review (2023). Journal of Homosexuality, DOI: 10.1080/00918369.2023.2246616

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Precision Teaching for maths: An academic critique (2023)

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Authors: Nicole Harris and Sarah Wright
Published: 2023
Publication: DECP Debate

This critique briefly summarises the evolution of the Precision Teaching (PT) approach, exploring what PT is, who it can be used with and its theoretical underpinnings. The results of a systematic literature search exploring the question ‘Is Precision Teaching effective at improving maths skills in school aged children and
young people?’ are then discussed. Based on the five publications reviewed, the interventions that involved PT generally showed greater performance gains than the control or comparison group. Given the highly specific conditions of these interventions however, it is not possible to generalise the intervention effects beyond these studies. It must therefore be concluded that based on these five papers, it is not possible to say whether PT is an effective way to support maths skills. The implications for professional practice suggest a need to establish an evidence base, built around formalised and structured evaluations of PT, that use a control or comparison group. It is suggested that more teachers be involved in this process rather than it being the role of academics. This would enable teachers and Educational Psychologists to speak with more certainty of the efficacy of PT at improving maths skills in school aged children and young people.

This is a pre-publication version of the following article:

Harris, N. & Wright, S. (2023) Precision Teaching for maths: An academic critique (2023). DECP Debate, 186, 6-17. DOI: 10.53841/bpsdeb.2023.1.186.6

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How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. (2023)

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Authors: Sukhjagat Brar and Cora Sargeant
Published: 2023
Publication: DECP Debate

This paper draws on Positive Psychology (Seligman, 2010) and attention to the Finnish context to explore ways of improving teacher wellbeing among primary schools in England.

This is a pre-publication version of the following article:

Brar, S. & Sargeant, C. (2023) How to tackle poor teacher wellbeing for primary school teachers in England? Strategies to enhance teacher wellbeing and work conditions in teaching practice. DECP Debate, 185, 7-14. DOI: 10.53841/bpsdeb.2023.1.185.7

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Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique (2023)

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Authors: Jenny Gu and Sarah Wright
Published: 2023
Publication: DECP Debate

Educators are increasingly seeking innovative interventions to improve children’s reading skills through enhancing their reading enjoyment, motivation, and frequency. One such approach is through canine-assisted reading interventions in schools, which involve children reading aloud to therapy dogs and their handlers. The popularity of this approach is growing, with the development and delivery of numerous programmes and organisations worldwide. Given increasing interest in canine-assisted reading programmes in schools, there is a need to subject these interventions to scientific scrutiny, to evaluate the extent to which they are grounded in psychological theory, determine their efficacy for improving reading outcomes, and inform their implementation. In this critique, an overview of the theoretical underpinnings of reading aloud to dogs is first presented. Intervention effects are explained in terms of attachment theory, attentional control theory, and self-determination theory. The current critique also includes the first systematic review examining the effects of school-based canine-assisted interventions, compared to control conditions, on children’s reading outcomes. Findings from nine controlled studies are discussed. Currently, there is mixed and limited evidence for the efficacy of school-based canine-assisted reading interventions, compared to control conditions, on children’s reading skills, attainment, and attitude. Implications for practice and intervention implementation are considered.

This is a pre-publication version of the following article:

Gu, J. & Wright, S. (2023) Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique DECP Debate, 185, 22-41. DOI: 10.53841/bpsdeb.2023.1.185.22

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Teachers’ beliefs: How they shape the support offered to trans-spectrum young people (2023)

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Authors: Beckett Markland, Cora Sargeant and Sarah Wright
Published: 2023
Publication: Teaching and Teacher Education

Focus groups and an individual interview were carried out with 15 secondary school teachers in South East England, exploring their beliefs regarding gender identity and how this influences the support offered to trans-spectrum young people. Through a process of reflexive thematic analysis, six themes were developed, indicating that lack of confidence, fears of community resistance and implicitly held views of gender identity underscored a hesitancy in teachers’ practice. However, teachers expressed a strong desire to develop their knowledge and through reflection within their focus group or interview, began to construct ideas of how to be inclusive in their work.

Click here to visit the web page from which this edition of the journal can be downloaded (open access).

Markland, B., Sargeant, C., & Wright, S. (2023) Teachers’ beliefs: How they shape the support offered to trans-spectrum young people. Teaching and Teacher Education, 124. DOI: https://doi.org/10.1016/j.tate.2023.104019

What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review (2022)

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Authors: : Beckett Markland, Cora Sargeant and Sarah Wright
Published: 2022
Publication: Psychology of Sexualities Review

Research indicates there is a gap between teachers’ positive beliefs about LGBTQ+ inclusive education and how they demonstrate this in practice. Teachers often feel limited in their capacity to implement inclusive practices, constrained by dominant heteronormative narratives in schools. Through a three-stage thematic synthesis approach, a review was conducted to explore: what can teachers do to challenge heteronormativity? The developed themes indicate that teachers can work strategically within their community context, integrate non-normative representations throughout the curriculum, role model inclusivity and acts of social justice, and facilitate a co-constructive learning environment. These themes are discussed in the context of facilitators and barriers around LGBTQ+ inclusive education, leading to a discussion of implications relevant to educators across a range of settings.

This is a pre-publication version of the following article:

Markland, B., Sargeant, C. & Wright, S. (2022) What can Teachers do to Challenge Heteronormativity? A Systematic Literature Review. Psychology of Sexualities Review, 13(1), 43-68.

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How the implementation of a secondary school nurture group relates to whole-school approaches and ethos: a case study (2022)

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Authors: Karen O’Farrell, Larissa Cunningham, Brettany Hartwell and Jana Kreppner
Published: 2022
Publication: The International Journal of Nurture in Education

Nurture Groups (NGs) have been widely implemented with vulnerable young people in mainstream primary schools to support the development of secure relationships and so promote a sense of wellbeing and readiness for learning. Success of the intervention within the primary school environment has led to increasing interest in the applicability of NGs to secondary schools. Within this single-school case study, the experiences and perceptions of NG and non-NG pupils and school staff were explored through individual semi-structured interviews and focus groups. Thematic analysis of the data produced three main themes and nine subthemes, developed across the three stakeholder groups. Findings suggested that the successful implementation of secondary NGs is related to whole-school approaches and ethos. Secondary NGs can provide extensive support for vulnerable pupils and support a positive approach to whole-school wellbeing. Recommendations for developing secondary NG practice include: embedding NG practice into whole-school culture, adopting a more flexible approach to how NGs are organised and how they operate, and considering the particular needs of Year 11 pupils

Click here to visit the web page from which this edition of the journal can be downloaded (open access).

O’Farrell, K., Cunningham, L., Hartwell, B. & Kreppner, J. (2022) How the implementation of a secondary school nurture group relates to whole-school approaches and ethos: a case study. The International Journal of Nurture in Education, 8, 48-66.

Flipped learning in secondary school mathematics- is it worth the flip? (2021)

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Authors: Hannah Edwards and Sarah Wright
Published: 2021
Publication: DECP Debate

There is a growing argument that the traditional method of teaching maths is ineffective at developing fluent and adaptive mathematical skills (Boaler et al., 2015; Weiss & Pasley, 2004), resulting in disengaged and dissatisfied students (Boaler et al., 2015; Brown et al., 2008; Clark, 2015; Nardi & Steward, 2003). Flipped learning provides an alternative pedagogy, whereby digital instructional content is digested by students before lessons, freeing-up in-class time for more engagement with teachers and peers on real-life maths problems, promoting higher-level thinking skills (Bergmann & Sams, 2012). In this critique, theories underpinning flipped learning are described and a systematic search of the evidence-base exploring the effectiveness of flipped learning as a maths pedagogy for students aged 11-16 years is conducted and reviewed. Implications for using flipped learning in educational practice are discussed, including implications following the COVID-19 pandemic. With education experiencing unprecedented challenges since 2020 due to national lockdowns, increased student and teacher self-isolation, and reduced time in the classroom, the potential of flipped learning is considered as an alternative or additional supplement to traditional maths teaching.

This is a pre-publication version of the following article:

Edwards, H. & Wright, S. (2021) Flipped learning in secondary school mathematics- is it worth the flip? DECP Debate, 179, 7-15.

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Tree of Life: A Tool for Therapeutic Growth? (2021)

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Author: Husna Kasmani
Published: 2021
Publication: Educational Psychology Research and Practice

This paper presents a review of the Tree of Life (ToL) — a strengths-based tool rooted in narrative therapy — as an intervention for children and young people (CYP). Originally developed to support vulnerable young people in Zimbabwe, ToL is now used to support children and adults in many countries and contexts across the world. This paper discusses key aspects of the tool, evaluates the evidence base of ToL with young people, shares the views of CYP and parents, and suggests implications for schools and educational psychology practice in the UK.

Kasmani, H. 2021. Tree of Life: A Tool for Therapeutic Growth? Educational Psychology Research and Practice. 7 (1), pp. 1-9. https://doi.org/10.15123/uel.899yx

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Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People (2021)

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Authors: Rosa Gibby-Leversuch, Brettany K. Hartwell and Sarah Wright 
Published: 2021
Publication: Educational Psychology Research and Practice

This study explores the views of young people (YP), with and without self-reported dyslexia or literacy difficulties, focussing on the impact of labels. Qualitative data were gathered through an online survey and individual interviews. The study highlights how the presence or absence of a label can impact people’s perceptions. Dyslexia was perceived as biological in origin; therefore, YP with the label were seen as not to blame for their difficulties. However, more negative judgements were made about YP without the label but with the same difficulties. Participants viewed the label as important for gaining support, yet highlighted the potential for discrimination in terms of access to diagnosis and resources. What was important to participants with dyslexia was not necessarily the label but the support that they received and how they were viewed by others. Implications for school professionals are discussed in terms of ensuring that YP feel empowered by the way they are described.

Gibby-Leversuch, R., Hartwell, B. K. and Wright, S. 2021. Dyslexia or Literacy Difficulties: What Difference Does a Label Make? Exploring the Perceptions and Experiences of Young People. Educational Psychology Research and Practice. 7 (1), pp. 1-15. https://doi.org/10.15123/uel.899yq

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Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors (2021)

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Authors: Joanne Bennett, Hannah Edwards, Charlotte Finnegan, Rebecca Jones, Caroline Carpenter and Cora Sargeant
Published: 2021
Publication: Educational Psychology in Practice

Supporting school communities following a critical incident (CI) is a stressful, yet established, part of an educational psychologist’s (EP’s) role. The authors aim to explore whether emotional intelligence (EI), the number of CIs worked, and coping strategies predict EPs’ CI self-efficacy, and to gather EPs’ views on CI training. Ninety-five EPs working for UK local authorities completed an online survey that measured their self-efficacy towards CIs, their EI, and coping strategies. Information about how CIs are allocated, supervision, training received, and suggestions for future training were obtained. EI, approach coping strategies, and avoidant coping strategies were all predictors of CI self-efficacy. Results showed that 76.5% of EPs considered they needed more CI training and expressed they would benefit from knowledge- and experiential-based training. Implications are discussed, using a training framework informed by sources of self-efficacy, emphasising the need to be consciously aware of the EI and coping strategies that EPs already possess.

Bennett, J., Edwards, H., Finnegan, C., Jones, R., Carpenter, C. & Sargeant, C. (2021) Educational psychologists’ involvement in critical incidents: self-efficacy and influencing factors. Educational Psychology in Practice, DOI: 10.1080/02667363.2021.2000371

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The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support (2021)

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Author: Hayley Pinkard
Published: 2021
Publication: European Journal of Special Educational Needs

This paper reports a small-scale qualitative research project, carried out in the south of England. Ten children (aged ten-eleven) with a range of SEN, from mainstream primary schools, took part in individual semi-structured interviews about their TA support. Child-friendly interviews utilised toy props and a creative ‘Ideal TA’ activity to aid communication and engagement. Data were analysed using thematic analysis. Participants’ perspectives highlighted the ways in which their TAs had been deployed, which they perceived to enable helpful scaffolding of learning, but also caused a significant degree of separation from teachers. The nurturing characteristics of TAs were appreciated, and the positive impacts of TA support on pupils’ social inclusion and emotional well-being were emphasised.

This is an Accepted Manuscript of an article published by Taylor & Francis in the European Journal of Special Educational Needs on 20/04/21, available online:

Pinkard, H. (2021) The perspectives and experiences of children with special educational needs in mainstream primary schools regarding their individual teaching assistant support. European Journal of Special Educational Needs, 36(2), 248-264. https://doi.org/10.1080/08856257.2021.1901375 

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Mental health beyond the school gate: Young people’s perspectives of mental health support online, and in home, school and community contexts (2020)

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Authors: Natalie Jago, Sarah Wright, Brettany K. Hartwell and Rachel Green
Published: 2020
Publication: Educational and Child Psychology

Aims: This study sought to develop a greater understanding of what young people identify as essential components of mental health support.
Rationale: Children and young people’s mental health has been identified as an area of concern and highlighted by the government as a priority area for improvement. In the United Kingdom (UK), increased importance has been placed on capturing their views. However, research suggests this group is not always asked for their views by decision-makers leading to a discrepancy between what is provided and what children and young people want from support. Incorporating the views and perspectives of children and young people in the design of appropriate support approaches is an important way to give them a voice in issues that affect them, as well as ensuring provision is suitable.
Method: A two-round Delphi method was used whereby a panel of young people aged 16-25 who had previously experienced a mental health difficulty rated a series of statements. A consensus level of 75% across the panel was set to include/exclude statements in a final framework of recommendations. To gain feedback on the feasibility and utility of the framework, interviews with adult stakeholders were carried out.
Findings: The competencies identified were used to form a framework of recommendations for practice. The importance of relationships, the need for trust and confidentiality, and the need for further mental health awareness and training were key themes identified.
Conclusions: This study provides a helpful insight into what young people value from mental health support. Implications of the research include a need for further awareness raising of children and young people’s views regarding mental health and larger scale participatory research to expand upon the findings of the current study.

Jago, N., Wright, S., Hartwell, B. K. & Green, R. (2020) Mental Health Beyond the School Gate: Young People’s Perspectives of Mental Health Support Online, and in Home, School and Community Contexts. Educational and Child Psychology, 37(3), 69-85.

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A systematic review and meta‐analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents (2020)

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Authors: Henry Wood-Downie, Bonnie Wong, Hanna Kovshoff, Samuele Cortese and Julie Hadwin
Published: 2020
Publication: Child Psychology and Psychiatry

Background: Evidence increasingly suggests that ASD manifests differently in females than males. Previous reviews investigating sex/gender differences in social interaction and social communication have focused at the level of broad constructs (e.g. comparing algorithm scores from pre‐existing diagnostic instruments) and have typically reported no significant differences between males and females. However, a number of individual studies have found sex/gender differences in narrow construct domains.
Method: We conducted a systematic review and random effects model meta‐analyses (in January 2019 and updated January 2020) that investigated sex/gender differences in narrow construct measures of social communication and interaction in autistic and nonautistic children and adolescents, and adults. Study quality was appraised using the Appraisal Tool for Cross‐Sectional Studies (AXIS, BMJ Open, 6, 2016, 1).
Results: Across 16 studies (including 2,730 participants), the analysis found that female (vs. male) individuals with ASD had significantly better social interaction and social communication skills (SMD = 0.39, p < .001), which was reflective of a similar sex/gender profile in nonautistic individuals (SMD = 0.35, p < .001). Nonautistic males had significantly better social interaction and communication than males with ASD (SMD = 0.77, p < .001). Nonautistic females also had significantly better social interaction and communication than females with ASD (SMD = 0.72, p <.001). Nonautistic males had better social interaction and communication than females with ASD, though this difference was not significant (SMD = 0.30, p = .07).
Conclusions: This systematic review and meta‐analysis highlighted important sex/gender differences in social interaction and communication for individuals with ASD, likely not captured by pre‐existing diagnostic instruments, which potentially contribute to the under recognition of autism in females, and may need to be reflected in the diagnostic process.

Wood-Downie, H., Wong, B., Kovshoff, H., Cortese, S. & Hadwin, J. A. (2020) Research Review: A systematic review and meta‐analysis of sex/gender differences in social interaction and communication in autistic and nonautistic children and adolescents. Journal of Child Psychology and Psychiatry. DOI: 10.1111/jcpp.13337

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Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support (2020)

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Authors: Bonnie Wong, Danielle Cripps, Hayley White, Laura Young, Hanna Kovshoff, Hayley Pinkard and Colin Woodcock
Published: 2020
Publication: Educational Psychology in Practice

This study explores primary school aged children’s perspectives and experiences of their Emotional Literacy Support Assistant (ELSA) support. Thematic analysis was employed to analyse qualitative data from semi-structured interviews with 12 Key Stage 2 participants, who had had a minimum of one month’s ongoing ELSA support. Four core themes were identified: positive relationships, unique qualities, facilitates skill development, and positive impact. The findings suggest the importance of a positive therapeutic relationship with an ELSA, and that children value ELSAs teaching specific individualised coping strategies in particular. The findings may also be pertinent to practitioners outside of ELSA related work, highlighting the importance of listening to children of all ages and employing alternative methods, such as drawing, to support them in sharing their views. Since the evidence base for ELSA support is limited, this study contributes children’s views to this area, and should be used to inform future research.

Wong, B., Cripps, D., White, H., Young, L., Kovshoff, H., Pinkard, H. & Woodcock, C. (2020) Primary school children’s perspectives and experiences of Emotional Literacy Support Assistant (ELSA) support. Educational Psychology in Practice. DOI: 10.1080/02667363.2020.1781064

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What beliefs influence children and young people’s attitudes towards the transgender population? (2020)

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Authors: Jenna Read, Cora Sargeant and Sarah Wright
Published: 2020
Publication: Educational and Child Psychology

Aims: This review aims to identify and explore the specific beliefs that influence children and young people’s (CYP’s) attitudes towards the transgender population.
Method: A systematic review of the literature was undertaken and a total of 14 studies were included in the review. The review included studies from the United States, Europe, and Asia. Each study was appraised using Gough’s (2007) Weight of Evidence Framework and awarded a quality assurance rating of low, medium, or high quality.
Findings: The review identified three sets of beliefs that appear to influence CYP’s attitudes towards the transgender population: Heteronormativity, conservatism and gender essentialism. Gender differences in beliefs were found to influence attitudes towards the transgender population as a whole and towards Male-to-Female (MtF) individuals and Female-to-Male (FtM) individuals.
Limitations: The key limitation within this review is that the mechanisms through which beliefs influence CYP attitudes are hypothetical. Further insight using qualitative approaches would deepen the understanding of the underpinnings of attitudes towards the transgender population, particularly transprejudice. A variety of measures were used across the included studies which limits the comparability
of the finding and conclusions drawn
Conclusions: This review identified three sets of beliefs that influence attitudes towards the transgender population. These beliefs represent a traditional, binary model of gender that contrasts with the experiences of gender-diverse populations. A more inclusive model of gender is proposed whereby acceptance, diversity and belonging are promoted.

Read, J., Sargeant, C. & Wright, S. (2020) What beliefs influence children and young people’s attitudes towards the transgender population? Educational and Child Psychology, (37)1, 11-36.

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Teaching Early Reading Skills to Children with Severe Intellectual Disabilities Using Headsprout Early Reading (2019)

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Authors: Emma Herring, Corinna Grindle and Hanna Kovshoff
Published: 2019
Publication: Journal of Applied Research in Intellectual Disabilities

Background: Beginning reading skills are often taught using phonics. Research has demonstrated the effectiveness of phonics with typically developing students, but less research has evaluated this method with students with intellectual disabilities.
Method: This paper evaluated the computerized phonics‐based intervention Headsprout Early Reading® with eight students aged 7–19 years with severe intellectual disability. Six children were verbal, two were non‐verbal. Four students completed Headsprout as it was designed for typically developing children, and four students accessed two adapted version of the intervention. Additional table‐top teaching was used to support the intervention for some participants.
Results: Verbal students improved in initial sound fluency, nonsense word reading, and word recognition, but did not show improvements in phonemic segmentation, regardless of whether or not they accessed the original or adapted intervention.
Conclusions: The findings suggest that Headsprout Early Reading can be used to support the development of reading skills for students with intellectual disability.

Herring, E., Grindle, C. & Kovshoff, H. (2019) Teaching Early Reading Skills to Children with Severe Intellectual Disabilities Using Headsprout Early Reading. Journal of Applied Research in Intellectual Disabilities. DOI: 10.1111/jar.12603

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To What Extent Is the Thrive Intervention Grounded in Research and Theory? (2019)

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Authors: Rosa Gibby-Leversuch, Jasmine Field and Tim Cooke
Published: 2019
Publication: Educational Psychology Research and Practice

The Thrive approach is an assessment and planning based intervention that aims to develop children’s social and emotional wellbeing. Despite the increased popularity of Thrive, there is limited research that has investigated its effectiveness. After reviewing the assessment, training and intervention elements of Thrive and the evidence base for the underpinning assumptions, this article considers the evaluative research. Thrive is rooted in attachment theory and assumes that infant development is vulnerable to disruption by poor attachment experiences and that these disruptions can be ameliorated in later life through the development of secure relationships with school staff. The article concludes that, while Thrive is based on attachment theory, which itself is well supported by evidence, how Thrive applies and interprets this theory is less well supported. There is currently limited evidence of the impact of Thrive on children’s development. Other issues and implications of this critique are also discussed.

Gibby-Leversuch, R., Field, J., & Cooke, T. (2019). To what extent is the thrive intervention grounded in research and theory? Educational psychology research and practice, 5(2), 1–8. Available at: https://repository.uel.ac.uk/item/8873x

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