An evaluation of a peer support model to support the wellbeing of Educational Psychologists (EPs) within one Scottish Local Authority (LA)

The impact of the changing context in education has been documented to have exacerbated wellbeing concerns within the Educational Psychology (EP) profession. The lasting effects of Covid-19, alongside rising numbers of pupils with additional support needs (ASN) and wider social and economic factors have led to a strain on EP services (McGovern et al., 2024; West Partnership, 2021). This has resulted in EPs experiencing stressful working conditions (Educational Institute of Scotland, 2023) and challenges in managing casework (McGovern et al., 2024). As highlighted in the Standards of Proficiency for Practitioner Psychologists (Health and Care Professions Council, 2023), the ability to manage wellbeing and seek support where appropriate is fundamental to safe and effective practice. This research aimed to evaluate engagement in a peer support model within one Scottish Educational Psychology Service (EPS), specifically in relation to wellbeing.