A shortage of educational psychologists in England is undermining government plans for more inclusive mainstream education, according to a new report.
The study, published by the Education Policy Institute on Thursday (16th April), highlights wide disparities in access across the country.
Funded by the British Psychological Society, the report estimates that some areas have one educational psychologist for every 480 pupils, while others have one for every 9,400 – a gap of around 20 times.
Educational psychologists support children and young people up to age 25, working with schools and families to address learning, behavioural and emotional needs.
The report, which draws on eight years of data (from 2016/17 to 2023/24) and case studies from six local authorities, highlights there is no accurate national record of the workforce, with official figures missing around a third of practitioners working outside local authority services.
It estimates around 1,300 psychologists are not captured in official data, and outlines 1,400 additional full-time equivalent staff would be needed to bring under-resourced areas up to benchmark levels.
The analysis also showcases workforce pressures, with about 10% of educational psychologists leaving the profession each year. Government-funded training places currently stand at just over 200 annually.
James Zuccollo, director of school workforce at the Education Policy Institute (EPI), said: ‘This report highlights a stark reality: we cannot deliver the government’s goal of inclusive mainstream education while the educational psychologist workforce remains critically under-resourced.
‘The 1.8b billion ‘Experts at Hand’ programme provides a welcome framework, but its sufficiency is entirely dependent on a stable EP pipeline. Given the length of specialist training required, the government’s three-year delivery timeline is at risk without additional investment to reach adequate staffing levels.’
Dr Andrea Honess, chair of the British Psychological Society’s Division of Educational and Child Psychology, added: ‘Rising demand, combined with a workforce shortage, has created a combination of pressures that have left gaps in provision and many local authorities struggling to keep up.
‘We must ensure EPs have the capacity to apply their psychological expertise to work with children and families, as well as strategically in educational and community settings. This should start with a named link local authority educational psychologist for all schools, providing services free at the point of delivery.’
‘The government’s proposals set out in the Schools White Paper have the potential to reduce inconsistency, improve early support and strengthen confidence in the system for families and professionals alike,’ Honess continued. ‘Educational psychologists are ready to play a leading role in this next phase of SEND reform, but we can only be effective if there are enough of us in the system to provide the vital support required.’
Image: Annie Spratt/UnSplash
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