Educational psychology research and resources
Since 2016, educational psychologists from Scotland have been participating in the National Action Enquiry Programmes for Educational Psychologists.
The profession has been supported by Education Scotland in partnership with the Association of Scottish Principal Educational Psychologists (ASPEP) and the Scottish Division of Educational Psychology (SDEP) to carry out research which will help to inform priorities for Scottish education.
The National Improvement Framework and Scottish Attainment Challenge emphasise the importance of being evidence-informed through data and research. This is supported by the Organisation for Economic Co-operation and Development (OECD) and the Education Endowment Foundation (EEF).
Educational psychologists are well placed to inform this research base for Scotland's children as research and development is one of their core functions.
This programme ensures research which is completed in Scottish schools is part of the evidence base used to inform local authority and national priorities.
Featured research
Since 2016, over forty research papers have been carried out and published. This research tends not to end with the publication and continues to be developed by educational psychologists within their own services.
All of the researchers are educational psychologists working in local authority educational psychology services.
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Transitions Matter – Creating Collaborative Early Years – Primary Transitions
This small scale research project conducted across East Ayrshire, Falkirk and Glasgow Educational Psychological Services trialled the use of Graffitti Walls as a way to empower children and families involved in these transitions to P1.
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The adaptive teacher - the importance of language (PDF)
This evidence-informed think piece explores the core principles of what it is to be an adaptive teacher, and the teaching strategies practitioners can use to implement the approach.
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Supporting Staff Wellbeing – whose responsibility? (PDF)
This paper explores what is meant by staff wellbeing, why it is important and how it can be supported at both the organisational and individual level.
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Autistic adults’ reflections of Scottish mainstream education (PDF)
This research captures the voices and experiences of autistic adults who have experienced mainstream schooling.
Research by category
Involving children and young people
- Transitions Matter chevron_right
- Increasing participation of care experienced children (PDF) chevron_right
- Using an electronic wellbeing tool to increase young people’s engagement and voice (PDF) chevron_right
- Factors Underpinning Numeracy Skill Development (PDF) chevron_right
- Involving children and young people in meetings (PDF) chevron_right
Learning and teaching
Health and wellbeing
Engaging parents
Numeracy
Literacy
Programme cohorts and further research
There have been four cohorts and all have used national priorities from the Scottish Attainment Challenge and National Improvement Framework as their focus.
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National Action Enquiry Programme for Educational Psychologists (2016-17)
Research, undertaken in Scottish schools related to health, wellbeing and numeracy.
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National Action Enquiry Programme Reports (2018-19)
Research, undertaken in Scottish schools on closing the poverty-related attainment gap and or achieving excellence and equity for all.
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National Action Enquiry Programme for Educational Psychologists (2020-22)
Research, undertaken in Scottish schools on the impact of COVID-19 on learners, staff and families.
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National Action Enquiry Programme for Educational Psychologists (2023-25)
Educational psychology at the heart of education reform.
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Closing the poverty-related attainment gap in numeracy and mental health
Research, undertaken in schools by Scottish educational psychologists in partnership with teachers, children and young people.
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National conference of educational psychology 2022
The aim of this conference was to share research and ideas around improving outcomes for children and young affected by poverty.
Disclaimer
The findings and recommendations from the research and development project are those of the authors and not necessarily those of Education Scotland.