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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]