Recognising and managing pupils with mental health difficulties: teachers' views and experiences on working with educational psychologists in schools

Abstract

The role and future directions of the educational psychology services are being re‐examined and there is a drive to build a more integrated system of services for children and young people that incorporates education, health and social care. This qualitative study examines teacher’s perspectives on their professional involvement with educational psychology services. The results indicate that while it was clear that educational psychologists are highly valued by teachers, there are a number of issues that teachers believe constrain service provision. We suggest that greater cross‐system consultation is needed in order to more closely examine how the roles of professionals working in education, health and social care services impact on each other.

Keywords:

• educational psychologists
• children
• adolescents
• mental health
• schools
• teachers

Acknowledgements

The data presented and discussed in this paper form part of a larger study exploring teachers’ experiences in the identification and management of pupils with mental health difficulties. This research was supported by the National Association of Schoolmasters and Union of Women Teachers (NASUWT). However, the views expressed herein are those of the authors and do not necessarily represent the views of the Union. Thanks are due to all the school staff who gave their time and assistance to this study. Many thanks also to Cecilia Burns from the Research and Development Department of Barnet, Enfield and Haringey Mental Health Trust for her assistance throughout this project and to Rampaul Chamba, who conducted the interviews. We wish to extend a special thanks to Patrick Roach (NASUWT Senior Assistant Secretary: Policy and Communications), who supported this project from the very beginning – without his assistance and knowledge this study would not have been completed.