The role of educational psychologists in supporting young adults with cerebral palsy: learning from the experts

Cerebral palsy (CP) is one of the most common childhood physical disability in the United Kingdom (UK), affecting 1 in 400 births. This study explored the experiences of young adults with CP and the support they received throughout their educational journeys. A qualitative design was employed through reflexive thematic and interpretative phenomenological analyses. Through purposive sampling, nine semi-structured interviews were conducted with young adults aged 18–25 years old with a diagnosis of CP, living in England. Key themes were identified and explored, including family support, social support, prejudice and stigma, accessibility, educational settings and independence. Findings suggest the influence of others on participants’ perception of their disability, as well as the impact of societal and political structures negatively affected their educational experiences. Consensus within individual interviews indicate that support from educational psychologists (EPs) has been sparse. Implications for this research include the role of EPs during times of key transition as well as providing psychoeducation for meaningful inclusion.