A Mixed-methods Exploration of the Implementation of Supervision in Educational Settings.

National data shows declining staff wellbeing (SEND Digest, 2025) and difficulties with staff retention (McLean et al., 2024), suggesting a need to further explore ways in which staff can be supported. Previous research suggests that supervision in schools has capacity building potential through by building on strengths and support (Bainbridge, 2020) and school-wide strategic support (Carroll et al., 2020) as well as overcoming challenges such as protecting time, staff shortages, finding a safe space and cost (Lawrence, 2020).
This research used a critical realist lens to explore the implementation of supervision within a local authority in the North of England, taking into consideration perceived enabling factors and barriers to implementation. A mixed methods design was used to explore the views of Special Educational Needs Coordinators (SENDCos), Designated Safeguarding Leads (DSLs) and Senior Leaders across mainstream and specialist primary and secondary schools within one local authority. Quantitative data was collected through an online survey which received 29 participant responses and qualitative data was collected through semi-structured interviews with 7 participants.
Reflexive Thematic Analysis (RTA, Braun & Clarke, 2021) was used to draw out themes across all interviews. Four key themes were identified across the data: Structure, Purpose, Enabling Factors and Barriers. Enabling Factors and Barriers were explored within the subthemes of Personal Factors, Relational Factors, Systemic Factors and Awareness. Key findings suggested that supervision is still an emerging practice within educational settings in this local authority and has perceived benefits when implemented consistently.
Using the Theoretical Domains Framework (Cane et al., 2012), the study explores naturally occurring implementation of supervision and identifies recommendations and considerations for local authorities, schools and Educational Psychologists. This research adds to the current literature around supervisory practices in schools and argues that supervision should be considered as a mechanism for supporting staff wellbeing and professional development.