Asylum-seeking and refugee children have a right to education in England so that they develop and thrive (UNICEF UK, 1990). At the time of writing (April 2026), there is no reference to asylum-seeking or refugee children in the SEN Code of Practice (Department for Education & Department for Health, 2015) or EP professional competencies (BPS, 2018; The Health and Care Professions Council, 2023), despite evidence that their needs can be significant and complex.
As a trainee EP, I find this area of practice particularly challenging but lacking in guidance. This study asks: how should EPs assess the needs of asylum-seeking and refugee children in England?
The research drew on expertise from within and beyond the EP profession to construct principles informing EP assessment practices of asylum-seeking and refugee children. It further explored factors influencing this area of practice. It is hoped that the learning and psychological needs of asylum-seeking and refugee children can be better understood and, in turn, improve outcomes.
This study sits across pragmatism, critical realism, and critical race theory. Using a modified Delphi method and reflexive thematic analysis, the research focuses on promoting social justice for asylum-seeking and refugee children through constructing a shared understanding to be applied by EPs in assessment practice. Seven participants engaged with Delphi surveys, culminating in principles for EP assessment of asylum-seeking and refugee children. Reflexive thematic analysis developed themes, illuminating underlying mechanisms understood to shape this area of EP practice. The themes are: systemic concerns; professional competency and boundaries; values and beliefs; and taking time.
The study impacts my practice and has implications for how systems and processes relating to the EP assessment of asylum-seeking and refugee children in England might be improved through training and development, multidisciplinary working, anti-oppressive practices and assessment over time.
