A scoping review of the contribution of educational psychologists to special school settings in the UK and exploration of the barriers to greater involvement

Government publications, professional literature, and socio-political developments suggest that educational psychologists (EPs) have a role to play in supporting special schools and the children who learn in these settings. However, this does not appear to be the case, with great variation and reduced contact reported nationally. Therefore, this scoping review aimed to summarise promising areas of current practice and to investigate barriers to greater involvement. Twelve papers were reviewed and analysed using thematic synthesis. Nine descriptive themes were identified relating to current practice and presented at three levels: casework, person centred planning (individual level); student interventions, staff supervision, support for parents (group level); and training, collaborative research, curricular development, student participation (systemic level). Three analytic themes were identified relating to barriers: time and money, differing hopes and expectations for involvement, and misaligned theoretical perspectives. Potential implications for EP training and practice are highlighted.