The National Action Enquiry Programme for Educational Psychologists (EPs) has evolved, in consultation with EPs. It reflects the current context of our society and the needs of the profession and education system.

The purpose of this programme is to ensure approaches to inclusion for children and young people, including those with additional support needs (ASN) and their families are informed by evidence from educational psychology. Submissions can be in the form of think pieces or a research paper.

Think pieces

The function of a think piece is to serve as a stimulus for raising awareness and addressing systemic changes in relation to current issues arising. The think pieces from this programme will be themed around current issues within the education context or the current reforms and reviews, with a focus on the psychology around these issues and themes. These will be short-term pieces of work, taking around 3 to 6 months to complete.   

Research

One of the 5 core functions of EPs in Scotland is research. Therefore EPs will be able to work alongside link editors from the National Action Enquiry Programme for EPs to develop and support this research role.

The topics of research will be bespoke to each submission but must be relevant and accessible to the educational psychology profession, educationalists including class teachers, early years practitioners, school senior leaders and partners such as youth workers. 

This research can be carried out across different Educational Psychology Services in Scotland or be based within one Educational Psychology Service. These will be longer term pieces of work, taking around 12 to 24 months to complete. 

Why this is needed 

The need for an evidence informed approach is promoted and supported by OECD reports, Education Endowment Fund and other national education documents and guidance. Educational psychologists are well placed to inform this research base to benefit Scotland’s children and young people, as they work at all levels of system. They work with individual children, families, schools and local authorities. 

The initial call for proposals was in July 2023 and this was sent out via the Association of Scottish Principal Educational Psychologists (ASPEP) and Scottish Division of Educational Psychology (SDEP).

Impact so far

The following think and research pieces have been submitted by the 2023 to 2025 cohort of the National Action Enquiry Programme for Educational Psychologists.

The psychology of school attendance

The Scottish Division of Educational Psychology have a working group looking at  The psychology of school attendance and emotional based school avoidance (PDF). A small subgroup came together to develop this think piece. It draws out relevant, thought-provoking questions from practitioners heavily involved in this area and using research to inform their actions.

Autistic adults reflections of Scottish mainstream education

Autistic adults reflections of Scottish mainstream education (PDF) captures the voices and experiences of autistic adults who have experienced mainstream schooling. It aims to put the voices of neurodivergent adults at the centre and involve them in the design and implementation of an approach being taken forward in Renfrewshire.

Meaningfully involving children and young people in meetings

The United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024 has been enacted to embed children’s rights into Scots law, particularly emphasizing their involvement in decision-making, as outlined in Article 12 (UNICEF, 1989).  What is the purpose of a meeting anyway? (PDF) looks at how to effectively involve children and young people in individual child planning meetings. It poses challenging questions for the reader to consider current practice and offers practical solutions and tools.

Supporting staff wellbeing

Good staff wellbeing is important for practitioners as individuals, for the education system and for the children and young people who they teach and support (Education Support, 2021). Supporting staff wellbeing (PDF) explores what is meant by staff wellbeing, why it is important and how it can be supported at both the organisational and individual level.

The adaptive teacher

Adaptive teaching is a twofold approach in which prior to teaching, teachers identify potential barriers to learning through effective planning, and then during teaching, continually adjust their teaching based on ongoing assessment and feedback, responding to pupils’ learning needs in real time. The adaptive teacher (PDF) explores the core principles of what it is to be an adaptive teacher and the teaching strategies practitioners can use to implement the approach.

Transitions Matter – Creating Collaborative Early Years – Primary Transitions

The transition from ELC to primary is a significant event in the lives of children and their families, with lasting impacts (OECD, 2017). 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. This research paper explores the findings and offers practical insights and guidance for practitioners seeking to implement a collaborative transitions in their own settings. View SWAY version or download file (Word).