A Mixed-Methods Exploration into the Educational Psychologist’s role in supporting children post Acquired Brain Injury.

One of the most common neuropsychological conditions that educational psychologists (EPs) come across in their practice is Acquired Brain Injury (ABI) (Misheva, 2020; Mackay, 2005). Despite education being highlighted within the literature as a key area in the recovery and rehabilitation of child brain injury (Slomine & Locascio, 2009), students with an ABI continue to be under-served and under-identified within the school system (Glang et al, 2008). Recent guidance (N-ABLES, 2021), aimed at better meeting the needs of children with an ABI, includes acknowledgement of the EP within the education team as someone who can provide support. To explore how EPs support children with an ABI, and to better meet the needs of these children, Misheva (2020) suggested that future research should be conducted in this area. This research aimed to do just this through two research aims:
1. What are EP experiences and practices of working with CYP with an ABI?
2. What is considered as good practice in EP work supporting children with an ABI?
This research adopted a mixed-methods design and was carried out in two phases. Phase 1 consisted of a national survey exploring the views and experiences of qualified EPs in the UK, investigating their work with children with an ABI and the perceived barriers to providing support. Phase 2 consisted of two focus groups with EPs to identify examples of good practice when supporting children with an ABI in further depth. Key outcomes, in addition to applications for practice and suggestions for future research are discussed.