An exploration of educational psychologists’ occupational stress and well-being experiences in England: implications for practice

ABSTRACT

This mixed-methods study examined educational psychologists’ (EP) experiences of occupational stress, well-being, and implications for their professional practice. Phase 1 involved an online survey of 300 EPs in England using the Professional Quality of Life Scale (ProQOL) and the Short Warwick and Edinburgh Mental Well-Being Scale (SWEMWBS). The findings revealed 78% reported low or moderate compassion satisfaction, defined as the positive emotional fulfilment derived from helping others and making a positive difference; 72% reported moderate or high levels of burnout; and 73 % reported moderate or high levels of secondary traumatic stress. 99% of the participants’ well-being scores fell within the low or medium category. Semi-structured interviews in Phase 2 with 12 EPs revealed risk of burnout, workforce retention challenges, and intensified feelings of autonomy loss and helplessness since the COVID-19 pandemic. Protective factors included connection with colleagues, recognition, shared values, and meaningful impact opportunities. Implications for practice are discussed.

KEYWORDS:

• Educational psychologists
• occupational stress
• burnout
• compassion fatigue
• well-being

Disclosure statement

No potential conflict of interest was reported by the author(s).