A new report published by the Education Policy Institute (EPI) examines the impact of the national phonics screening check (PSC) on early reading development in primary schools across England. The res...

Twelve-year-old Hannah missed most of her primary education but has been receiving support to get her back to school.

Join us for a virtual session exploring Lego Based Therapy – a dynamic, collaborative play therapy/social developmental programme designed to aid, teach and promote social communication and social co...

Called rage-baiting, making people angry with social media posts can be a business.

New School Leaders Scotland president Pauline Walker tells Emma Seith about why Highers aren’t everything, how to deal with vaping and mobile phones and why she would never swap being a headteacher fo...

AimsThere has been relatively little research into social justice in educational psychology in the UK. A qualitative exploration of Educational Psychologists (EPs’) views of social justice in educational psychology practice in England was undertaken, aiming to comprehend how EPs understand and define the term in relation to their role; and what EPs can do to work towards social justice, noting perceived barriers to working towards social justice in EP practice.Method11 EPs employed in four West Midlands Local Authorities (LAs) took part in semi-structured interviews, analysed using Reflexive Thematic Analysis.LimitationsThis was a small-scale exploratory case study design. It was likely to have recruited participants who were already attuned to social justice agendas. Thus, responses were relatively uniform in their orientation. The study also did not capture the voices of EPs working outside of local authority settings, or privately, or outside of the West Midlands who also may have significant contributions to how best to facilitate social justice work.ConclusionsThe final psychological framework presented may inform EP reflection, to develop and further refine cycles of EPs’ own social justice praxis.

Understand and explore how children and young people's energy can be depleted and replenished through their daily activities. How we can identify emotional barriers to school attendance, possible patt...