Educational psychology and mental health in schools: A new or an old role?

In this chapter, we argue that educational psychologists (EPs) have always played a role in supporting the mental health and wellbeing of children and young people in schools although there have been variations in how this has been conceptualised and recognised by others. In the 1990s, for example, children’s mental health was primarily seen as being the remit of specialist child and adolescent mental health services (CAMHS), whereas EPs were positioned within education, with a role primarily focused on the assessment of special educational needs and disability (SEND). More encouragingly, recent policy initiatives promoting mental health in schools have provided a context for a clearer recognition of the many and varied forms of educational psychology practice which support children’s mental health, both new and old. To begin with, the chapter will review the terms and definitions used to describe mental health and wellbeing, before considering the prevalence of various kinds of mental health need. After framing wider policy developments relating to the provision of mental health support for children and young people, we examine specifically how EPs make a unique contribution to this agenda through working with schools and educational settings.