Perspectives of England’s local authority educational psychologists on special educational needs and disabilities statutory processes

This nationwide mixed-methods study explored the local authority (LA) educational psychologists’ (EPs’) perspectives on their role within the statutory special educational needs and disabilities (SEND) process in England, at a time of significant SEND system reform. The research aimed to explore EPs’ perceptions of the current statutory SEND context, their role and contributions to education, health and care needs assessments (EHCNAs), and their aspirations for future involvement, using a positive psychology and strength-based approach. Data were collected in three stages: an online survey (n = 63), semi-structured interviews (n = 8) and focus groups (n = 7), followed by an appreciative inquiry focus group (n = 4). The findings highlighted a statutory SEND system under sustained pressure, with increasing EHCNA demand impacting EP capacity, wellbeing and opportunities for non-statutory work. EPs described contributing a range of psychological skills to EHCNAs, including psychological consultation, formulation, systemic thinking and specific skills to elicit the voice of children and young people (CYP). Importantly, the research offers insights into EPs’ perceived contribution to statutory SEND processes and implications for future EP involvement within a changing SEND landscape.