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Loneliness in childhood and adolescence is currently measured using questionnaires and checklists. The most used questionnaires for youth are psychometrically limited, partly due to the absence of the young person's voice from the measurement development process. Given this gap in the literature, the current study explored primary-school aged children's understanding and experiences of loneliness, providing new information about the experience of loneliness in childhood to better inform conceptualisation and measurement of loneliness in children. Interviews took place during the COVID pandemic and were conducted with six Year 4 and 5 children (aged 8-10 years) and analysed using hybrid thematic analysis. Findings fit with existing conceptualisations of social and emotional loneliness and provide novel perspectives on solutions, the importance of play, and children's perceptions of the adult experience. Directions for future research, and the impact after COVID are discussed.

There is a growth in the use of robotic telepresence technology, allowing users to remotely access an environment, to support the inclusion/attendance of school pupils experiencing physical/emotional difficulties in the UK. Educational psychologists (EPs) are likely to encounter robotic telepresence technology due to their role in supporting pupil inclusion. Despite the Department for Education exploring this technology as a form of alternative provision, there is a lack of research exploring perceptions around robotic telepresence technology. The current review explores perspectives of users. Database searches were conducted between July 2021 and September 2021, identifying studies published within the last ten years. Eleven papers met the inclusion criteria. The review identified four inductive themes: potential for robotic telepresence technology to promote inclusion; potential for robotic telepresence technology to facilitate engagement; technical design factors influencing utility; and acceptability of robotic telepresence technology to users. Findings are discussed alongside implications for educational psychologists/future research.

The Video Interaction Guidance (VIG) literature has seen rapid growth in recent years. Expanding on its use with families, educational psychologists (EPs) are one of many professions that have trained in VIG. A relationship-based intervention which focuses on strengths and communication, VIG in schools seems appropriate, although the research-base is developing. This scoping review explores how VIG has been applied in education settings. By employing a systematic search of key databases and grey literature, 14 papers met the inclusion criteria. Findings showed that VIG has been applied in education settings with various clients and with a focus on staff development, pupils' skills, and relationships. VIG can be used alongside another intervention or assessment, although the VIG related outcomes can be challenging to measure. EPs are well placed to support schools to invest in evidence-based interventions; therefore, implications for practice and recommendations for further research are suggested.

Aim: There is a growing evidence-base for the effectiveness of Video Interaction Guidance (VIG) in enhancing communication within relationships. However, its longer-term outcomes are unclear. This paper explores practitioners' views and experiences in relation to VIG's longer-term outcomes. Method: Findings from studies that evaluate VIG's effectiveness were discussed in a focus group of 11 VIG practitioners in the context of their views and experiences. Key concepts were identified through thematic analysis and used to devise a questionnaire, which was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis. Findings: Practitioners propose several factors that might contribute to maintenance or decay of outcomes. Findings suggest there is variation in practice relating to longer-term outcomes. Opportunities for development are discussed in relation to research, training and practice. Limitations: The main phase of this research focused on VIG practice in educational psychology, potentially limiting transferability to other contexts. Conclusions: A model is proposed for the delivery of VIG, based on EP practitioners' suggestions for enhancing maintenance of outcomes beyond the end of the intervention. Implications for training and research are also discussed.

Transitioning to adulthood presents particular difficulties for young people on the autistic spectrum. This review looks at the views of key stakeholders regarding the transition to adulthood and associated support, within the UK. Four databases were searched and of the 564 initial results, nine papers met the inclusion criteria. A framework synthesis approach was taken, using the biopsychosocial ecological model (Kranzler et al., 2020) (School Psychology, 35, 2020 and 419) to map the experiences of individuals on the autistic spectrum, their families and professionals. Data analysis was conducted deductively with findings highlighting the challenging experiences young people and their families face and systemic barriers to accessing and providing support. Facilitative factors are identified, indicating a need for more inter-agency collaboration, inclusivity and individualisation of support. There was substantial interaction between the systems surrounding the child, indicating a complex and multi-faceted impact on experience. Further support is provided for the applicability of ecosystemic models to the study of autism. Key policy suggestions and gaps in the research base are considered.

Schools are expected to hold an increasingly central role in co-ordinating support for children with mental health needs. However, the role that schools hold in supporting pupils with selective mutism (SM) is complex. Through a Critical Interpretive Synthesis (CIS), this review explores the multidimensional role which educational settings hold in supporting children with SM. Key databases were searched (PsycInfo, British Education Index, Education Resources Information Center, British Library EThOS and Google Scholar) and a conceptual map, informed by experienced practitioners, guided additional purposive searching with a focus on conceptual saturation. A total of twenty-four papers were identified following a further process of appraisal. Reciprocal Translational Analysis (RTA) found that schools hold a tripartite role in supporting children with SM: this incorporated developing a shared understanding of the disorder, engaging in effective (and often multi-professional) planning, and offering direct support through adapting provision and facilitating individual intervention. Through realising this role, schools and educational settings might transform the support currently available for children and young people with SM. Implications for practice, policy and future research also emerged. This included a clear need for enhanced teacher understanding of SM, arguably at the level of initial teacher training (ITT).

Aims: The current review provides an overview of the international research relating to the lived high school (ages 11-16) experiences of gender-diverse young people. Method: Web and database searches were conducted between October 2019 and January 2020 to identify 12 studies which included direct, first-hand testimonial experiences relating to high school. Data were analysed using thematic synthesis. Findings: The findings indicate that gender-diverse youth experience a range of both negative and affirming experiences throughout high school linked to key themes including cisnormativity, language, identity, relationships and transphobia. Limitations: Not all database searches proved productive, therefore hand searches, reference harvesting and grey literature searches were also conducted. However, given the variability in terminology within this field, there is the possibility that not all relevant literature may have been captured through this process. Conclusions: Findings are discussed in relation to inclusive practices which schools may adopt to support their gender-diverse students. Strategies include: the avoidance of accommodating approaches to inclusion; adopting rights respecting principles; embedding safe and supportive spaces for self-determination; and providing further training for educators. The paper also discusses implications for professional practice.

Aims: Research into the nature of educational psychologist (EP) practice when supporting autistic, gender-diverse children and young people (CYP) is within its infancy. This study explores the experiences and practices of five EPs with applied knowledge of work in this emerging area. Method: Semi-structured interviews were conducted and a reflexive thematic analysis carried out to develop themes. Findings: Findings highlight distinct areas of practice and challenges faced by participants. In particular, this study highlights the uncertainty and complexity of work in this area with a specific focus upon the intersectionality of autism and gender diversity. The nature of direct work with CYP and support for inclusive schooling practices are also explored alongside current gaps in educational psychology practice in this area. Limitations: Given the aim of this study to provide an exploratory entry point into the practices of EPs working with this population of young people, the researchers did not aim for representativeness. Therefore, subjective participant experiences cannot be assumed to reflect those of all EPs with applied knowledge in this area. Conclusions: Implications for research and practice are discussed including the development of resources and guidance within educational psychology services to support practitioners in their work in this area. A discussion of the need for EPs to utilise their knowledge of intersectionality when working with the uncertainty of dual identity casework is provided alongside reflections about the nature of EP work in supporting schools to further develop their inclusive practices.

This small-scale research project explored the perceived impact which selective mutism (SM) training, delivered by an educational psychologist (EP), had on school practitioners' understanding of the condition and their subsequent professional practice. Three teachers were interviewed and a thematic analysis elicited four superordinate themes. Participants recognised that they had little previous knowledge of SM and many misconceptions; they also identified key ways in which their understanding of SM, and their practice as school professionals, had developed. In addition, staff highlighted central challenges which nevertheless remained, one of which involved working with parents. This research highlights the limited knowledge which teachers have of SM, whilst demonstrating how staff training and school development might contribute to improved outcomes for children with the condition. Implications for teacher training programmes and future research are considered.

Emotionally based school non-attendance (EBSNA) needs are complex, with a distinctive combination of risk factors affecting each individual. This study presents an exploration of the perceived facilitators to successful returns to school for two primary-aged children who had previously experienced anxiety around school attendance. The perspectives of parents, school staff, and educational psychologists were gathered using semi-structured interviews to identify effective support. A reflexive thematic analysis was conducted to generate themes. Findings demonstrate that the support in each case was highly individualised. Key facilitators considered to achieve this included: effective home-school communication; taking a functional approach; engaging other professional support; cultivating positive relationships; and practitioners regularly reflecting on their practice. The significant overlap between themes supports an interactionist, ecological model of early identification and intervention for EBSNA difficulties. Implications for practitioners include the need to ensure a reflective, individualised approach, and the importance of facilitating the home-school relationship.

Research into the school experiences of autistic adolescents tends to utilise predominantly male samples, effectively neglecting the views of autistic girls. This study explores the perspectives of three autistic girls attending a mainstream secondary school recognised for its good autism practice. Semi-structured interviews were conducted with the girls, their mothers and a therapeutic member of staff at the school. Findings highlight the unique experiences of secondary school and common challenges including anxiety resulting from sensory issues and inconsistencies in staff understanding of individual need. Implications for practice include ensuring effective sharing of information about individual needs and specialised support for developing social skills, to enable autistic girls to navigate the complexity of female friendships during adolescence.

Video Interaction Guidance (VIG) is a relationship-based, strengths focused intervention based on theories of intersubjectivity and attachment. Originally developed within family work, the evidence investigating the application of VIG within different relationships and settings is growing. Educational psychologists (EPs) are amongst practitioners who are electing to train in VIG and apply it in practice. This study sought to investigate how a VIG model of delivery has been developed within one educational psychology service (EPS). A case study design was implemented in which seven members of the EP team, all of whom are VIG trained, were interviewed and the data were thematically analysed. Findings illustrate the participants' perceptions of factors and the infrastructure that have influenced the development of a VIG model of delivery at the service level, and which factors have sustained it over time. Implications for EP services, EP practice, and future research are considered. [ABSTRACT FROM AUTHOR]

School can be challenging for autistic girls who are at risk of internalised anxiety which can ultimately lead to school avoidance. Low attendance is acknowledged as negatively impacting educational attainment and exacerbating mental health difficulties. Semi-structured interviews were conducted with three autistic girls aged 13–15 years from different high schools, their parent(s) and key adult. Thematic analysis identified the first phase of re-engagement is developing a trusting student–key adult relationship. This provides the foundation for social and emotional intervention. Challenges were also acknowledged and possible improvements reflected upon. These results will aid educators and researchers aiming to support the successful inclusion of autistic girls at risk of experiencing emotionally based school avoidance in mainstream high schools. [ABSTRACT FROM AUTHOR]

Schools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions. [ABSTRACT FROM AUTHOR]

Emotionally based school non-attendance (EBSNA) difficulties negatively impact children and young people (CYP) and their families at many levels. EBSNA is complex, often involving individual and contextual risk factors which may require a school-wide or multi-agency response. This action research study in one UK local authority explored how collaborative working with stakeholders, guided by the RADIO model, facilitated the co-production of an early identification of needs tool (EINT) for identifying potential emotion-based attendance difficulties. A research stakeholder group (RSG n = 9) from local educational services worked jointly to develop the tool. The process of developing, piloting, and evaluating the EINT with local schools, services and families is described. Content analysis of ongoing planning and review meetings, an evaluative focus group, and interview data highlighted the opportunities and challenges of working collaboratively. The EINT was positively evaluated and perceived to facilitate home-school discussions and support a contextually relevant EBSNA approach. [ABSTRACT FROM AUTHOR]

Extended school nonattendance has been identified across previous literature as problematic for autistic pupils and prevalence rates are considerably higher for this cohort than their neurotypical peers. The neurodiversity paradigm calls for a shift towards qualitative and participatory research methodologies, which was identified as a suitable approach for the current study to understand autistic young people's lived experiences. This participatory inquiry adopted a flexible and reflective approach with two autistic adolescents who had extended school nonattendance and aimed to explore how Kas and Z experienced this and described effective support to meet their needs. Adolescents' perspectives were supported by three parental viewpoints. The participatory design allowed participants to identify key themes of effective support: a nuanced relationship with time; internal processes of control and motivation; relationships and safe environments; perspectives around their diagnosis of autism. A thematic map was developed to highlight the interaction between adolescents' perspectives and parental viewpoints and the superordinate, researcher‐identified theme of Understanding and Acceptance of Individual Lived Experience of Autism. The methodology and themes suggest considerations for professionals to develop practice to support autistic pupils who experience extended school nonattendance. Implications for future research are discussed. [ABSTRACT FROM AUTHOR]

The AV1 robotic device has a growing evidence base, both internationally and in the UK, for supporting pupils with physical/emotional health needs. The device allows pupils to access their school lessons remotely through telepresence technology. Previous papers have highlighted the growing relevance to the education field, although, to date, there is no published UK academic research. In consideration of this, the purpose of the present paper was to explore the views of school staff who have trialled the AV1 device in the UK. Semi-structured interviews were held with 10 staff members from different school settings before data were analysed thematically. Key themes related to potential for impact, opportunities/challenges, and wider socio-economic considerations. Implications are considered in relation to (1) future research and professional practice, and (2) the introduction of a proposed implementation framework to support practitioners when trialling the AV1. [ABSTRACT FROM AUTHOR]

According to Government guidance in the UK, improving attendance is everyone's business. This article sets out the work of one local authority to develop their own multi‐agency approach to reduce rates of emotionally based school non‐attendance. The Research and Development in Organisations model provided a structure for the action research process, which consisted of cycles of action and reflection, including awareness raising, reflections on current practice, and the integration of stakeholder views, resulting in an organisational culture shift and the production of professional guidance materials. Content analysis suggests that the development of a localised approach required time, with multi‐agency collaboration to promote shared ownership of the products and processes across all stakeholders and to enhance uptake of positive changes to practice. Factors that facilitated the process included response to local need, multi‐agency collaboration and positive feedback, while diminished capacity and misconceptions about roles and responsibilities in monitoring and improving attendance were barriers to change. The findings provide further evidence for the role of multi‐agency working in the development of strategic support for school attendance difficulties to promote organisational change. Future research should evaluate the effectiveness of these approaches to better inform future support at an organisational level. [ABSTRACT FROM AUTHOR]