Aim/s: This research aimed to develop understanding of the needs of primary aged children of parents/carers in prison (CoPiP) in schools and contribute to the knowledge base on current school support in England. Method: A single case study design was employed. Semi-structured interviews were conducted with five members of staff (four teaching and one pastoral) in one English mainstream primary school and analysed using Reflexive Thematic Analysis. Findings: Participants perceived that some CoPiP experienced academic, attendance, and emotional or behavioural challenges, although such changes were not universal. Some children were also described as seeking connection and reassurance from adults in school. CoPiP were supported through curriculum adaptations, time with adults, and considering the wider family. Information sharing between staff within school was viewed as both a means of current support and an area requiring improvement. Finally, staff training was viewed as a way that support could be strengthened. Limitations: The study is limited by a small sample size and the researcher’s insider position. Conclusions: The heterogeneous needs of CoPiP highlight the importance of flexible, person-centred support. Findings emphasise the value of a graduated approach where an assess-plan-do-review approach is used to tailor support to individual needs, as well as the potential role of Educational Psychologists in fostering understanding and collaborative, ecosystemic practice to support outcomes such as attendance.
Aim: Care Experienced Individuals (CEI) often face an abrupt transition to adulthood, termed the ‘Care Cliff’ (Become Charity, 2022). Limited research exists on CEIs’ preparation for adulthood to inform Educational Psychology (EP) practice. This study aims to address this gap using the Lundy Model of Participation (2007) to explore how CEIs’ voices can influence EP practice. Thus, seeking to contribute to social change and positive outcomes for CEI in adulthood, mitigating the impact of the Care Cliff. Method: Six semi-structured interviews were conducted with CEI aged 19 to 22 years, recruited from two Local Authorities in England. Interpretative Phenomenological Analysis (IPA) methodology was utilised to illuminate CEIs’ voice and investigate shared meaning amongst experiences. Findings: Four Group Experiential Themes (GETs) were interpreted using IPA: The journey to adulthood; Agency and influence in decision-making processes; The role of supportive networks; and Developing skills for adulthood. These findings are supported by existing research, whilst providing original interpretations around CEIs’ identity development during their journey to adulthood, readiness for adulthood, and the impact of chronosystem events like the cost-of-living crisis. Limitations: Recruitment challenges affected sample homogeneity, and variations in support across LAs may have influenced CEIs’ experiences, limiting the transferability of findings. Conclusions: Findings highlight the value of person-centred frameworks, such as the Lundy Model of Participation, to explore CEI voice and inform tailored support for their preparation for adulthood. The influence of CEI voice upon EP practice is discussed.
Aims: This study explored the perceptions and experiences of females previously affiliated with UK gangs, with the aim of informing preventative work and approaches to support desistance. Method/ Rationale: Gang research has historically centred on males, with only a more recent and emergent understanding of girls’ pathways into, through and out of gangs developing. This study sought to contribute to this by amplifying the voices of women with lived experience. A qualitative approach was adopted, using semi-structured interviews with five women aged 24–29 who had joined gangs between the ages of 12 and 16 and had been disengaged for at least four years. Reflexive thematic analysis, conducted with an inductive and experiential orientation, explored experiences across three phases of gang affiliation: joining, relationships within gangs and leaving. Findings: Findings indicated that girls’ entry into gangs was shaped by unmet emotional needs, adverse home environments and the perceived social and financial opportunities associated with gang membership. Once involved, their experiences were characterised by coercion, grooming, gendered power dynamics and sexual exploitation, often exacerbated by limited understanding of healthy relationships. Leaving typically occurred following significant life events but was hindered by fear, threats and limited professional awareness. Holistic, trauma-informed and sustained support was crucial for successful transitions away from gang affiliation. Limitations: The study draws on a small sample size, given challenges with recruitment. Through pragmatic challenges with accessing participants who are currently or recently gang-affiliated, data was gathered retrospectively, with some experiences occurring over ten years ago. This is important, particularly considering how advances in technology and the COVID-19 pandemic may have influenced gang affiliation and county lines. Conclusions: This study highlights the interconnections between the impact of environmental, societal and personal factors on the women’s affiliation with gangs, gang relationships and leaving gang affiliation within the UK. It illuminates the need for bespoke intervention and preventative work for girls at risk or currently gang-affiliated, which is informed by the voices of females within the context of their personal and community influences.
Aim: This study explored the contemporary lived experiences of Black students[1] in a predominantly White secondary school (PWSS) in the UK. A key aim includes understanding the participants’ educational experiences and informing positive changes for Black students in similar educational environments. Method: Data from nine semi-structured interviews were analysed via Interpretative Phenomenological Analysis (IPA), underpinned by a social constructivist and transformative epistemology. Findings: Findings suggest that Black students experienced difficulties with their identity due to negative societal discourses around Blackness, affecting their sense of belonging. Racial injustice was routine, resulting in self-governing behaviours to avoid judgement from White staff and students. Emancipatory in nature, the findings outlined how PWSSs could embody cultural sensitivity, with specific external factors identified as facilitators of a positive educational experience, rendering Black students vulnerable should they dissipate. Limitations: The qualitative and therefore subjective nature of this research consists of a number of limitations. Whilst this was a small-scale study, the sample size of nine participants lies comfortably within parameters of IPA research. Further, it is notable that seven out of the nine participants were of Nigerian heritage which prompts questions on whether a more diverse Black participant sample would have yielded different results. Conclusions: Critical Race Theory, the Social Graces framework and the Ecological model enabled theoretical understanding of the findings whereby difference, systematic racism and power differentials led to environmental overwhelm, negatively impacting the participants’ experiences as Black students in a PWSS. Implications for schools and Educational Psychologists include the need to garner a greater understanding of ethnic difference. The Embodied Cultural Sensitivity Conceptual Framework is proposed to help professionals improve social, emotional and academic experiences for Black adolescents navigating race identity in PWSSs.
Aims: Research has found a great disparity between the number of pupils of primary age from a Global Majority background and the number of Global Majority characters they may encounter in books published in the UK (CLPE, 2024). This could impact on the extent to which they believe they are valued and belong at school, affecting their academic motivation and achievement. This study aims to find out what impact reading books which represent them has on the children who read them. Method/Rationale: In this participatory action research, eight teachers in a diverse primary school worked with a Trainee Educational Psychologist to increase their use of representative books in their classes. Inductive reflexive thematic analysis of focus groups with 18 children and interviews with eight teachers was carried out. Findings: Children were described as being able to make connections with the books in which they were represented which improved their engagement and motivation to read. There were also indications of benefits for children who were not represented in the books, as they had opportunities to learn about others through the texts. Limitations: The study was limited to one cycle of action research in one primary school over a short period of time. Data collection was remote due to Covid-19 restrictions. Conclusions: The use of representative texts in schools is an intervention which could be employed by schools to increase children’s sense of belonging, increase respect and reduce discrimination.
Aim: This study aims to reduce instances of restraint and seclusion by implementing training and procedural updates aligned with federal recommendations and evaluating their impact on the frequency of restraint and seclusion practices in a school district. Method/Rationale: The participants included one district in a midwestern state. The intervention was implemented in three phases, and records of restraint and seclusion for the entire district were measured throughout the study. A new restraint and seclusion training program was first implemented in only one elementary school. In the next phase, it was implemented in all elementary schools, and a systematic documentation process was utilised. In the final phase, the intervention was adopted in all schools in the district, and a peer review team was adopted at the district level. Maintenance was collected for an additional year following the intervention. Findings: The results indicate a decrease in instances of restraint and seclusion following the final implementation of training, systematic documentation, and a peer review team. The district also maintained low levels of restraint and seclusion in the maintenance phase. Limitations: Limitations of this study include the implementation of the intervention in only one district. There was no control group to compare results with; however, regarding the serious nature of what is being measured (restraint and seclusion), is it unethical to not provide intervention if it is effective. Conclusions: Ultimately, schools are responsible for the safety and well-being of both students and staff. Implementing effective training, policy, and systematic documentation has been shown to reduce instances of R&S over time.
Aim(s): Research suggests that trauma informed and attachment aware approaches in schools may promote academic achievement and reduce exclusions. Educational Psychologists (EPs) can be called upon to develop awareness of trauma and attachment at the whole school level. This paper will explore school staff’s experiences of implementing trauma informed and attachment aware practices, identifying facilitators and barriers to adopting these approaches. Method: This systematic literature review examines six qualitative papers that researched school staff experiences of trauma informed and attachment aware practice. These were critically appraised using the Critical Appraisal Skills Programme (CASP) tool before providing a narrative synthesis of the findings. Findings: A synthesis of the studies indicates shared experiences of adopting trauma informed and attachment aware practices including a shift in staff attitudes and school ethos, improved understanding of pupils’ experiences and their behaviour, and a focus on positive relationships. Facilitators and barriers include prior staff attitudes and school ethos and school leadership and policies. Limitations: Most participants in the studies reviewed appear supportive of the practices adopted, meaning response bias must be considered. Variance in terms used to describe similar approaches mean it is not possible to conclude that all relevant studies were discovered. Conclusions: Factors at the whole school level appear to facilitate trauma informed and attachment aware approaches, suggesting that such practices should be rooted in school culture and advocated by school leaders and EPs.
This research aimed to explore the perspectives of school staff (class teachers and special educational needs co-ordinators) who have supported children exposed to developmental trauma, and their experiences of implementing trauma-informed approaches following whole-school training. Seven members of school staff took part in semi-structured interviews which explored their professional role, their conceptualisation of developmental trauma, as well as their attitudes, behaviour and experiences in relation to implementing relational approaches. The data was analysed using Reflexive Thematic Analysis. A total of five major themes were developed: (1) development of practice; (2) managing the demands of the role; (3) understanding of theory; (4) the adult as the intervention; and (5) home factors. Participants described accounts of how they were able to harness their knowledge of developmental trauma to affect positive change, when they had ongoing support to do so. The research sought to understand the perspectives of school staff within one local authority who had received training on developmental trauma. As such, caution should be taken when applying the findings outside of the research context. The findings point to the potential positive impact of educational psychology involvement on the experiences of school staff working with children who have experienced trauma. The necessity of trauma-informed training for all school staff is clear. The implications of this research link to recommendations for school leadership teams and Educational Psychologists to consider with regards to supporting the effective implementation of relational approaches.
This research investigates the effectiveness of a multicomponent reading intervention using both quantitative and qualitative data. This study evaluates how Educational Psychologists (EPs) can address literacy difficulties through exosystemic interventions that support school practitioners. A mixed-methods approach assessed a multicomponent reading intervention with Year Two children (N=58, mean age: 6 years, 8 months) through reading measures and interviews with five intervention practitioners. Pre- and post-intervention reading assessments were analysed quantitatively, while reflexive thematic analysis examined qualitative data from staff, providing insights into factors influencing intervention delivery and effectiveness from practitioner perspectives. The intervention produced statistically significant improvements in word reading. Qualitative analysis identified four themes influencing successful implementation: (i) psychosocial interactive learning processes; (ii) enhanced self-determination of intervention facilitators; (iii) integrated approaches to teaching literacy; and (iv) structural integration of reading processes. These findings are contextualised within national education policy and highlight implications for EPs’ strategic role in addressing literacy difficulties. This was a small-scale study and intervention fidelity was, to some extent, challenging given that practitioners were responsible for delivery. This research provides valuable insights into the impact and effectiveness of a multicomponent reading intervention from both quantitative and qualitative perspectives, demonstrating how EPs can lead development, support implementation, and evaluate interventions to address reading difficulties comprehensively.
This study explored how ‘mental health’ is conceptualised by children aged 9-10 years, through analysis of their verbalised constructs. Recognising these perceptions is essential to enabling children, young people and professional practitioners to co-construct appropriate programmes focusing on mental health. In so doing, future learning will develop their knowledge and understanding of mental health whilst reducing associated misconceptions and eliminating stigma. Focus groups were chosen as they are compatible with qualitative research from a critical realism stance and can be used to gain an in-depth understanding of social issues such as mental health (Wilkinson, 1998). Three focus groups were carried out which consisted of both open questions and semi-structured questions about a ‘playground’ vignette. Reflexive thematic analysis revealed a disconnected understanding of the term mental health and the thoughts, feelings and behaviours that contribute to the concept. Initial understandings tended to be pathogenic and discriminatory, whilst later themes centred on values, connectedness and safety. This study did not gather information about the children’s family dynamics or personal experiences with mental health issues which could have influenced their responses. Some parents actively refused to allow their children to participate, with the school believing that these parents were not comfortable with their child talking about mental health. It is important to ensure that any programmes designed to promote good mental health are appropriately pitched and efficacious. To do this, children should be included in the design, implementation and evaluation of any mental health-based interventions and support.
This study investigates primary teachers’ understanding of MA and how they support children with mathematics anxiety (MA). The causes, prevalence, and negative impact of MA on children and young people’s (CYP’s) mathematics learning, performance, attitude, and mental health have been well investigated. It has been suggested that MA develops due to students’ prior negative experiences learning mathematics in the classroom and that teachers play significant roles in forming CYP’s MA. Eleven primary school teachers were recruited from four different schools in South-West England. Semi-structured interviews were used; eleven individual semi-structured interviews were conducted, and the data were analysed via reflexive thematic analysis. The findings revealed that these primary teachers’ awareness and understanding of MA were low, particularly in recognising how their own thoughts and feelings about learning and teaching maths may affect CYP’s experience of maths anxiety and maths learning. They also had limited strategies to support children with mathematics anxiety. The number of participants in this study was small, limited to South-west England, and not controlled for demographic factors such as gender, race, work experience, or age, making them unrepresentative of the entire primary teacher population. Increasing primary teachers’ awareness and deepening their understanding of MA and its potential impact on individual children is necessary, and teachers may need support in identifying children with MA and in using relevant strategies explicitly aimed at reducing MA and preventing its formation and development.
To explore how parents perceived an adapted parenting intervention, Parenting with Anxiety: Helping Anxious Parents Raise Confident Children, delivered by a Trainee Educational Psychologist. The research aimed to address a gap in the current literature on reducing the intergenerational transmission of anxiety through parenting interventions. It sought to provide Educational Psychologists with evidence regarding parent perceptions of the intervention and its potential to reduce child anxiety. Parents attended five sessions of a parenting intervention designed for individuals who identify as anxious. Using a cognitive behavioural approach, the intervention aimed to reduce anxiogenic parenting behaviours and support parents to challenge anxious thoughts and strengthen protective factors. In the sixth session, parents participated in a focus group to explore their perceptions of the intervention and suggest improvements. Reflexive thematic analysis was used to analyse the data. Generated themes suggested parents experienced a decrease in anxiogenic parenting behaviours, and an increase in ‘good and brave’ child behaviours, following the intervention. Parents valued the opportunity to connect with others, reflect on their parenting, and gain practical strategies. Suggested improvements included tailoring the content to individual needs and incorporating coaching to support implementation. The lack of a quantitative strand is considered in relation to its impact on statistical inference and the breadth of findings. While this paper does not explore the role of ethnicity or gender in shaping outcomes, it highlights these as important areas for future research. Findings suggested that the parents perceived the parenting intervention as beneficial for their child’s wellbeing. Parents reported an increased understanding of the intergenerational transmission of anxiety, and a decrease in anxiogenic parenting. Implications for Educational Psychologists are discussed considering these novel findings.
This study explored autistic girls’ lived experiences of emotional wellbeing in mainstream secondary schools. Despite heightened mental health risks for autistic individuals, particularly during adolescence, research on autistic girls remains scarce. They are often overlooked in school support models, which leads to mislabelling, delayed diagnoses, and adverse emotional outcomes. This study used Interpretative Phenomenological Analysis (IPA) to explore the experiences of four autistic adolescent girls in mainstream secondary schools. Each pupil participated in one semi-structured interview, discussing their experiences of emotional wellbeing in mainstream secondary school. The structured approach by Smith et al. (2022) was used to analyse data. Five group experiential themes were interpreted to influence emotional wellbeing: the mainstream environment, classroom dynamics, relationships, use of coping mechanisms, and perceptions of inclusion and belonging. Relationships were central, with peers providing support and acceptance, and positive teacher interactions fostering engagement and emotional stability. Sensory sensitivities and rigid school structures posed challenges to wellbeing. With only four participants, findings reflect this specific group and may not transfer to other contexts. Data collection relied on verbal interviews, requiring participants to have sufficient language proficiency, potentially limiting data depth. Future research should consider mixed methods and the use of visual or quantitative measures to improve accessibility and triangulate findings. Findings highlight the importance of inclusive environments that nurture relationships, support sensory needs, and promote acceptance for autistic girls’ wellbeing. Educational Psychologists play a role in enhancing staff understanding and promoting relational approaches to support autistic girls’ wellbeing.
The study explored the effectiveness of Self-Regulated Strategy Development in improving 9- to 10-year-old pupils’ narrative writing, metacognition and academic self-perceptions, and differences based on socioeconomic status. Teachers’ perceptions of social validity were also explored. Self-regulation is positively associated with academic achievement and develops significantly during the primary school age range. The impact of Self-Regulated Strategy Development on different pupil groups is unclear and given the widening attainment gap associated with disadvantage is relevant to explore. This study used a mixed methods design, with quantitative data gathered pre and post intervention from 59 pupil participants and qualitative data from three teacher participants post-intervention. Following intervention, significant improvements were found in pupils’ narrative writing and academic self-perceptions, but not metacognition. Further analysis revealed the intervention was less effective in improving academic self-perceptions for pupils eligible for free school meals. Qualitative data indicated the perceived social validity of the intervention. The design impacted the ability to evaluate causal relationships between the intervention and outcomes. The frequency of the intervention differed between schools which may have influenced effectiveness alongside the sensitivity of measures used. Self-Regulated Strategy Development delivered by teachers appeared to improve pupils’ narrative writing and academic self-perceptions, however, further analysis by free school meal status indicated the interventions effectiveness differed regarding academic self-perceptions. This is pertinent given academic self-perceptions predict academic performance. No significant changes were observed pre- and post-intervention regarding pupils’ metacognitive outcomes, in contrast to qualitative data from teachers indicating enhancements in this area. Teachers perceived the intervention to be socially valid and offered insights for future application.
Aim: Historically, medicine has ‘owned’ bibliotherapy and this research aims to be a catalyst to engage the UK education system in the approach. The current study explored the emotional benefits of a cognitive-behavioural approach (CBA) based bibliotherapy intervention by gathering the views of pupils and staff who partook in the intervention. Rationale: There is a challenging landscape regarding wellbeing for staff and children in schools at the current time, alongside increasing financial challenges towards offering effective, timely support. Developing a greater sense of belonging for both staff and children is vital in supporting mental wellbeing in our schools. Method: Six primary aged-pupils and two class teachers engaged in separate focus groups exploring the emotional benefits of a whole class, six-week bibliotherapy intervention in which teaching staff were the interventionists. Qualitative data was analysed using Reflexive Thematic Analysis and Content Analysis. Findings: Both children and staff enjoyed the intervention and found that it supported their understanding of themselves and others. The coping strategies taught were considered useful and applicable to a variety of situations. The time allowed for the intervention supported staff to feel relaxed and develop positive teacher-pupil relationships. Limitations: Methodological limitations regarding the sample size, interventionists and fidelity of implementation are discussed. Conclusion: This study found whole-class bibliotherapy improved individuals understanding and coping around emotional wellbeing, fostering school belonging through structured, teacher-led exploration of emotions, coping strategies and shared understanding. This study has implications for practitioners when considering beneficial, cost-effective universal interventions in a school setting.
Literature published before the Covid-19 pandemic highlighted that mental health inequalities are closely linked to the social determinants of health, specifically that mental health outcomes may be worse for some groups, including women from diverse ethnic backgrounds, due to existing societal inequalities. This narrative review sought to identify the effect of the Covid-19 pandemic on these inequalities, referred to as gendered ethnic mental health inequalities, within the United Kingdom (UK). A thematic approach was used to review the literature related to mental health, ethnicity and gender published between January 2020 and January 2023, to identify key themes. Three themes were identified relating to mental health, ethnicity and gender – general gendered ethnic mental health inequalities, specific parental ethnic mental health inequalities, and maternal ethnic mental health inequalities. The findings highlighted that the Covid-19 pandemic and its restrictions had an enhanced negative effect on existing gendered ethnic mental health inequalities. Although this narrative review includes background information from the decade before the Covid-19 pandemic and literature from the three years of the pandemic, it is acknowledged that these inequalities are deep-rooted and were in existence before this period. The study also only reviews literature published up until January 2023, and so does not assess the longer-term impact on mental health inequalities. Further investigations should now be undertaken to assess the longer-term effects of the Covid-19 pandemic on gendered ethnic mental health inequalities.
This study explores the experience of educational psychologists (EPs) working with culturally and linguistically diverse (CLD) children and young people (CYP) in Northern Ireland (NI). The aim is to use the learning to support EPs in: assessing and evaluating their own practice and cultural humility when supporting CLD groups, reflecting on cultural responsiveness in their work and how to develop this, and ultimately to provide better outcomes for CLD CYPs in their care. A research gap exists regarding culturally competent / cultural humility in educational psychology practice within the UK, particularly in NI. The findings may be relevant to other geographic regions which are becoming increasingly culturally and linguistically diverse. Data was collected via an online survey of EPs in NI (N=33), followed by semi structured interviews (N=4). Survey responses were analysed using descriptive and inferential statistics. Qualitative data was analysed using reflexive thematic analysis. EPs report relatively strong agreement with statements related to the importance and implications of cultural and linguistic considerations in practice, suggesting that EPs demonstrate an overall level of cultural competence and humility. EPs describe relatively low levels of confidence, competence, awareness, and knowledge in the work with CLD CYP and regarding their level of professional cultural competence. Key themes highlight an awareness of knowledge gaps, a need for guidance and resource, the necessity of cultural humility regarding conscious incompetence, and time pressures impacting aspects of current practice. EP adapt and adjust to increasingly culturally and linguistically diverse communities, EPs are aware of gaps in their knowledge, experience, confidence and will require time, training, resource, service level focus, opportunity, exposure, and motivation to encourage feelings of cultural competence and pride. The findings may not allow for quantitative generalisation or qualitative transferability due to small participant numbers in both strands; however, findings can be used as indicator of broader trends and perceptions.
Homophobic name-calling continues to be common in some schools and friendship groups and is often perceived as innocuous ‘banter’ among friends rather than homophobic bullying. Research suggests that homophobic-name-calling in adolescent friendship groups is used to police masculinity rather than sexuality and is used to enforce conformity to traditional gender norms. This paper seeks to further explore this phenomenon. This review is the first to quantitatively measure the relationship between masculinity and homophobic-name-calling in adolescents using a meta-analysis and narrative synthesis. The meta-analysis showed a statistically significant relationship between masculinity and homophobic-name-calling. Findings from the narrative synthesis indicate that several factors interact within this relationship, including peer groups and bullying. This is a comparatively small meta-analysis, due to the limited quantitative research in this field. Further, all but one of the studies included were conducted in the USA therefore it may be difficult to generalise findings. Findings from this meta-analysis and narrative synthesise suggest there are two functions of homophobic-name-calling; the first being banter within peer groups and the second as a direct form of homophobic bullying. Importantly, both functions of homophobic-name-calling are rooted in the policing of masculinity.
Recent survey data suggests that teacher wellbeing is deteriorating (Educational Institute for Scotland: EIS, 2023) with poor wellbeing associated with greater incidence of burn-out and intention to leave the profession (Reid & Soan, 2019) which has negative impacts for schools and pupils (Dreer, 2023; Kelchtermans, 2017; Simon & Johnson, 2015). Supervision is a recommended mechanism for supporting teacher mental health and wellbeing (Education Scotland, 2023; Lawrence, 2020). However, supervision is a relatively novel concept within education (Soni, 2018). A small, but growing body of research is looking to develop education-specific frameworks and models (Cairns et al., 2023; Currie, 2023). This research sought to contribute to this gap by using soft systems methodology (Checkland, 2001) to work with staff groups from one secondary school to design a model of supervision which would best suit their collective needs. Utilising a researcher-developed Customer, Actors, Transformation process, World view, Owners, and Environmental constraints: CATWOE checklist to highlight potential problem areas (Checkland, 2001) and discourse analysis to analyse focus group data, a wellbeing continuum model was developed. General recommendations for developing/implementing teacher supervision structures were generated, the most striking of which was to view supervision as only one component within a whole school approach to staff mental health and wellbeing (MHWB). In contrast to other studies (Cairns et al., 2023; Currie, 2023), this research does not suggest that Educational Psychologists should provide inter-professional supervision for education staff but should rather utilise their skill set to help schools develop and embed their own structures. The wellbeing continuum developed in this study is highly contextualized to High School A and is unlikely to be able to be applicable elsewhere without adaptation.
This study aimed to explore teachers’ views on the definition and use of peer supervision, its role in supporting professional development, and its impact on psychological wellbeing. An explanatory, sequential mixed-methods design (quan → QUAL) was adopted. Data were collected through a small-scale scoping questionnaire (N=68) and semi-structured interviews (N=6) to understand teachers’ experiences. Descriptive statistics, inferential statistical tests, and thematic analysis were used to analyse the data. Most teachers lacked access to peer supervision. Where it was adopted, peer supervision was found to support continuous professional development, problem-solving, and showed statistically significant differences in psychological wellbeing between teachers who had received supervision and those who had not. Confidence in self-reflection varied, with some preferring direct observation before peer supervision. Teachers appreciated the opportunity to share and validate difficult experiences in a safe, supportive environment, especially in unstructured, voluntary models without senior staff or external leaders. The voluntary sample may have reflected a possible knowledge bias in favour of teachers who have a greater familiarity with peer supervision. Furthermore, the cross-sectional approach adopted in the quantitative phase should be interpreted with limited explanatory power beyond the study period. Although these results provide a valuable snapshot of teachers’ experiences, caution should be exercised when attempting to generalise the results further. The findings of this study lay the foundations for further research driven by teachers in schools and calls for the development of a practice framework for peer supervision that could benefit a wider group of teachers within England.
