An exploration of the role of educational psychologists in supporting post-16 transitions for young people

The transition from secondary school to further education, training, employment, or other destinations marks a significant turning point for young people and can present socioemotional and academic challenges. In Scotland, educational psychologists (EPs) are well placed to support young people through this stage, but systemic barriers often limit their involvement. This qualitative study explored the role of EPs in post-16 transitions through a focus group with seven EPs from one Scottish local authority. Thematic analysis identified four themes: the limited role of EPs, barriers to effective support, successful post-16 transitions, and the evolving role of EPs. Findings indicate that while EPs can make a substantial contribution, involvement is often restricted by high caseloads, time pressures, and systemic constraints. Successful transitions were associated with early planning, pupil voice, and multi-agency collaboration. Participants recommended clearer role definition, training on person-centred planning, and greater family involvement to ensure EPs are more effectively integrated into post-16 transition planning.