Self-reflection as a pathway to cultural competence in Educational Psychology: Developing a reflective practice tool

Cultural competence is an essential component of equitable Educational Psychology (EP) practice. Yet, there remains limited research exploring how trainee and early-career EPs develop and reflect on their cultural responsiveness. This study aimed to explore how Year 2 Trainee Educational Psychologists (TEPs), Educational Psychologists in Training (EPiTs) and newly qualified EPs make sense of cultural competence in relation to their developing professional identities and how they engage with this in practice. Twenty-two participants took part in a qualitative survey and reflexive thematic analysis (Braun & Clarke, 2006, 2019, 2022) was used to identify key themes. Findings highlighted that cultural competence is understood as a dynamic, lifelong process, underpinned by personal reflection and shaped by the professional contexts in which individuals operate. Themes were mapped across the core functions of EP practice, with participants identifying the need for culturally responsive approaches across all areas of EP practice. In response, a tool was developed to support EPs in critically engaging with their cultural lens, implicit biases and professional practice. The article concludes by outlining the limitations of the current study and offering directions for further research, including consultation with diverse communities and formal evaluation of the tool’s implementation and impact.