An Exploration of Educational Psychologists’ Perceptions of the Impact of Poverty on Children and Young People and their Role when Working with this Group.

Bancroft Prescott, Lisa (2025) An Exploration of Educational Psychologists’ Perceptions of the Impact of Poverty on Children and Young People and their Role when Working with this Group. Doctoral thesis, University of East Anglia.

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Abstract

Research supports that children from LSES do not achieve educational success in line with their peers from more affluent backgrounds. Children from a LSES face specific barriers such as health, cognition and language challenges. However, across the literature there is a lack of clarity about the best way to address the impact of poverty and support CYP from LSES. There are also questions raised about the true nature of the equality of access to resources for children from LSES and their families within the broader education system. There is a close relationship and crossover between CYP with SEND and CYP from LSES in schools in England. As a social group children also endure the highest rates of poverty and there is a lack of research specifically relating to how educational psychologists can or do ameliorate the negative impact of LSES on CYP. This research explored the experiences of ten qualified EPs practicing in England using online semi-structured interviews. Data was analysed using reflexive thematic analysis. Findings highlight that there are many ways that EPs play a role in ameliorating poverty, but that EPs perceive that inequality of access to resources still exists. The EP perceptions of the negative impact on CYP are discussed as well as, difficulties which EPs encountered personally and systemically when working with this group. Implications for EP practice and broader multiagency services are discussed. The results also raised several areas for further research.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	02 Oct 2025 14:11
Last Modified:	19 Nov 2025 09:07
URI:	https://ueaeprints.uea.ac.uk/id/eprint/100590
DOI:

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