From Silence to Sound: Amplifying the lived experience of Black Educational Psychologists

Bennett-Grant, Y’etsha (2026) From Silence to Sound: Amplifying the lived experience of Black Educational Psychologists. Doctoral thesis, University of East Anglia.

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Abstract

There is a notable lack of UK-based research that centres and amplifies the voices of Black Educational Psychologists (EPs) in relation to their training and practice experiences. The present study explored how Black EPs make sense of their professional journeys through the lenses of race, culture and ethnicity. Semi-structured interviews were conducted with ten EPs who identified as Black, representing a range of experience levels and geographical locations. Data were analysed using Reflexive Thematic Analysis (RTA). Whilst each participant shared a distinct and nuanced experience, seven themes were developed from the analysis: ‘seen and not heard’, ‘white noise’, ‘in between worlds’, ‘the weight we carry’, ‘the colour in our practice’, ‘spaces that hold us’ and ‘the fire that won’t go out’. The analysis suggests that, across their professional journeys, Black EPs are required to hold an ongoing tension between maintaining an authentic professional identity and working within systems and structures that often silence, overlook or misinterpret their experiences. Despite this, participants described how they continue to draw on their lived experiences as a source of strength, using these insights to meaningfully shape and enrich their practice, and in turn, the wider profession. These findings hold clear relevance to the Educational Psychology profession and contribute to ongoing efforts to becoming a culturally responsive anti-racist practice. Key implications and areas for future research are outlined

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	01 Oct 2026 07:34
Last Modified:	01 Oct 2026 07:34
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104688
DOI:

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