An Exploration into the Role of Educational Psychologists in Supporting Children and Young People, Parents and Schools to Respond to Self-harm

Felstead, Kayleigh (2026) An Exploration into the Role of Educational Psychologists in Supporting Children and Young People, Parents and Schools to Respond to Self-harm. Doctoral thesis, University of East Anglia.

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Abstract

Given the growing concern regarding the mental health of children and young people, there has been increased recognition within government proposals of the role of schools in supporting CYP mental health. A specific area of concern where school staff report feeling reduced levels of confidence and expertise relates to self-harm. Considering schools have well established relationships with EPs and often draw on them for support, it is important to consider how EPs could support schools in this area. More generally, the EP role in CYP mental health is one which has been debated within the profession and has evolved over time, making it difficult to conceptualise and define. Given these difficulties, the present study aimed to understand the EP role in supporting CYP, parents and schools to manage self-harm, helping to define their role in this area. It also sought to explore how well-equipped EPs feel to carry out this work, through consideration of the key barriers and facilitators. Semi-structured interviews were completed with seven qualified EPs working in the UK to explore their perspectives. Reflexive thematic analysis was used to identify key themes within the data. This highlighted the role that EPs currently play in supporting CYP, parents and schools to manage self-harm, including the unique skills and perspectives that they bring. However, it also highlighted that the EP role is constrained by a number of barriers, including their positioning and role boundaries, limited training, difficulties associated with multiagency working, structural constraints within service delivery models and uncertainty surrounding the definition of self-harm. The findings also highlighted a number of factors which support EP practice, which are considered in terms of implications for EP practice, organisations and training providers. Limitations and directions for future research are also explored.

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 13:55
Last Modified:	01 Oct 2026 13:55
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104707
DOI:

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