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Children and young people (CYP) can experience a variety of challenges which impact on their attendance at school. Whilst the number of CYP experiencing these challenges make up a relatively small proportion of pupils, persistent absence from school has been linked to a number of poor outcomes in relation to education, wellbeing, confidence and achievement in adult life. As such, regular participation in learning is seen as key to reducing risks and improving outcomes for CYP. A variety of alternative provisions exist to support CYP experiencing challenges to attending school, including a growing number of virtual learning provisions. Despite an increase in these provisions, there is limited published research exploring their effectiveness in supporting young people, particularly those with physical or mental health issues. An embedded single case study design (Yin, 2009) employing mixed methods was adopted to explore the effectiveness of Innovate; a virtual learning provision employed within several local authorities in England, which supports young people experiencing challenges to attending school. Data were gathered from Innovate's archival records (a fully anonymised database) and through semi-structured interviews with four young people with medical illness, two parents, four Innovate teachers, and one Local Authority customer. Exploratory interviews were also carried out with two Innovate Managers. The archival data were analysed using descriptive and inferential statistics. The interviews were audio-recorded and transcribed by the researcher before being analysed using thematic analysis (Braun & Clarke, 2006). Quantitative findings did not suggest the provision was more effective for some young people than others. Findings suggested that where young people attended live lessons, they contributed very well, and behaviour was very good. Qualitative findings suggested that overall, there were a greater number of facilitative factors to the effectiveness of Innovate for young people, than there were barriers. These supported the propositions that virtual learning can; provide a safe and secure learning environment, enable a more personalised and flexible learning experience, and enable young people to have more control over their learning. In line with previous literature, findings also suggested that issues relating to information and communication technologies (ICT) and connectivity can at times inhibit the effectiveness of online provision, although these were usually quickly resolved. The findings are discussed in relation to psychological theory and childrens' rights as highlighted in the United Nations Convention on the Rights of the Child (UNCRC). Implications for educational psychology practice are considered, as well as suggestions for future research.

Background: 'Emotionally-based school non-attendance' (EBSNA) refers to children and young people (CYP) who are at risk of attendance difficulties due to anxiety. EBSNA is complex, multifaceted and underpinned by an interaction of factors at individual, family and school levels. EBSNA is more likely to occur when stress exceeds support and early identification is essential to effective systemic responses. Educational Psychologists can work collaboratively with stakeholders to reduce the potential negative impact of EBSNA and facilitate access to a full and positive experience of education. Methods/participants: Paper One is an investigative literature review exploring how systemic school-based approaches support CYP with attendance difficulties. Systematic searching of research databases identified 12 papers published between 2000-2020 using the PRISMA framework, these were evaluated for methodological quality and appropriateness of focus. Paper Two used participatory action research guided by the organisational change model RADIO to facilitate a multiagency research stakeholder group in co-producing and piloting an early identification of needs tool (EINT) designed to meet local need. Content analysis was used to synthesise review meetings, survey, interview and focus group data. Analysis/findings: Synthesis of the identified papers in Paper One highlights how CYP with EBSNA can be supported using systemic and collaborative approaches, including the benefits of professional development programmes, early identification, intervention and tracking systems, high quality relationships and positive school environment. Paper Two reflects on the action research process with the stakeholder group and the evaluation of the EINT. The modified EINT is gradually being implemented across local schools and services. The research which informed dissemination strategies included: sharing the research findings and EINT with local stakeholders and professional and academic communities. Conclusion/ implications: Paper One highlights the potential for schools in using systemic approaches to increase student attendance and engagement. Supporting schools in developing infrastructure to facilitate these approaches is discussed. Paper Two illustrates the strengths of a collaborative multi-agency approach in addressing local needs relating to EBSNA. Paper Three discusses evidence-based practice and outlines dissemination strategies relating to papers One and Two and their potential impact at multiple levels.

Background Teachers facilitate children's learning using a range of approaches in their practice. These may be related to cognitive aspects of learning such as intelligence as well as more holistic approaches such as social dimensions. Many teachers have adapted approaches/practice to facilitate children's access to learning in response to the COVID-19 pandemic. Related theories such as implicit intelligence theory 'Growth Mindset' (Dweck, 2006) and social, cultural theories of development such as Vygotsky (1934) are considered. Methods and participants Paper One is a systematic literature review exploring teacher's beliefs regarding intelligence and mindset and the potential impact on their practice. Paper Two, utilised online interviews and a focus group with 3 teachers to explore how an Early Years setting within a UK primary school has adapted their practice to meet the learning needs of children during the pandemic. Analysis and findings For Paper One, narrative synthesis of the final 8 papers, identified a number of factors influencing teachers' beliefs and practices regarding intelligence/mindset including potential limitations of the measures used, teachers understanding of the concepts and training and systemic support. Paper Two, discusses how Early Years staff have adapted their practice during the pandemic, including use of holistic approaches that consider children's social as well as cognitive learning needs. Facilitators and barriers are discussed. Conclusion and implications Paper One discusses implementation relevant to teachers and schools, educational psychologists and future research. Paper Two considers implications for early years/primary school settings and future research. Paper Three explores how findings from Paper One and Paper Two will be disseminated to participants, stakeholders and wider education field and evaluates the impact of these.

Background: Alternative provision (AP) for permanently excluded YPs of compulsory school age typically takes the form of pupil referral units (PRUs). PRUs ultimately aim to support and prepare YPs for a timely and successful reintegration to mainstream provision. Documented reintegration failures highlight a need for research that targets AP outcomes and informs reintegration practice. Methods/Participants: A systematic literature review (SLR) synthesises the existing research evidence regarding the reintegration experiences of YPs. Eight studies, including one international study, were critically appraised and synthesised following PRISMA guidelines. An empirical investigation, adopting an exploratory multiple case study methodology investigates stakeholders' reintegration experiences within the local context through individual interviews. Preliminary interview data and reintegration documentation were additionally gathered. Analysis/Findings: The SLR identified three global themes: outcomes of reintegration; factors that support reintegration (facilitators); factors that limit reintegration success (barriers). The findings were configured into a chronological reintegration journey model. Paper Two provides a detailed overview of both case studies, with constant comparative thematic analysis findings presented. The findings lead to a discussion of the overarching commonalities and differences of the case studies and a reintegration model that builds upon the findings of Paper One. Conclusion/implications: Paper One considers implications for reintegration practice and provides recommendations for future research. Paper two considers the use of a reintegration practice framework in supporting practitioners involved within the reintegration journeys of YPs. Recommendations of approaches for addressing reintegration facilitators and barriers, considering the role of educational psychologists, are discussed with implications for future research. Paper Three discusses evidence-based practice in relation to the role of practitioner psychologists. Plans for dissemination of findings, and professional practice implications, are discussed.

Background: There has been a growing national focus on the mental health of children and young people (CYP). Despite increasing incidence rates of mental health difficulties, only a small proportion of adolescents will access support. It is proposed that schools have the potential to provide an integral, universal access point to deliver services that endeavour to support the assessment and identification of mental health difficulties and promote positive wellbeing. There is a key role for Educational Psychologists (EPs) in supporting school-based mental health approaches. Methods/participants: Paper One is a systematic literature review (SLR) that sought to explore school-based barriers and facilitators to mental health help-seeking. Twelve eligible studies were identified and critically appraised. Paper Two is an empirical study, employing an exploratory design around the implementation of a novel student-led mental health strategy. Individual and paired depth interviews were carried out with five participants, including students, school staff and the school's link Education Psychologist (EP). The interviews were thematically analysed. Analysis/findings: The findings of the SLR identified a range of barriers and facilitators to adolescent mental health help-seeking, highlighting important implications for improving the propensity to seek help. The empirical investigation identified factors impacting on the implementation of a student-led mental health strategy and future considerations for the replication of similar initiatives. Reflections on the findings with relevance to the EP role are presented. Conclusion/implications: Strategies to promote help-seeking behaviours in adolescents are outlined, along with implications for future research and practice. Following an empirical investigation of a student-led mental health strategy, an ecological model of implementation is proposed, along with recommendations for future replication. Finally, Paper Three includes a dissemination strategy for sharing the findings highlighted in Papers One and Two with the research site, within the local and organsiational contexts and the EP community.

Background: There is a significant paucity of research exploring the views of children and young people with selective mutism (SM), particularly in relation to school and education. Methods/ participants: The first paper describes a systematic literature review of the role which schools hold in supporting children and young people with SM. The second paper describes a mixed-methods research project in which a questionnaire exploring the educational views and needs of selectively mute children was designed (with input from children with SM), deployed, and analysed. Analysis/findings: Findings from the systematic literature review suggest that schools hold a tripartite role in relation to supporting children with SM, which incorporates understanding and identifying the condition, planning and collaborating with parents and professionals, and providing targeted individual support. This was reflected in the empirical study, where typically, the experience of selectively mute children in school was negatively impacted by a lack of understanding and awareness on behalf of staff. In turn, this resulted in school professionals inadvertently reinforcing pupils' SM and increasing their anxiety in relation to communication. The empirical study also explored and adopted creative approaches for collecting data from selectively mute participants, with findings informed by both qualitative and quantitative analysis. Conclusion/ implications: The most significant barrier in meeting the needs of selectively mute children in school is staff awareness. Limited understanding of the condition results in delayed identification and impaired support, which in turn contributes to reduced outcomes. Disseminated activities were planned to enhance school professionals' understanding of SM and facilitate change at a whole-school level.

Background: There is a growing evidence base for the effectiveness of Video Interaction Guidance (VIG) and as such, increasing numbers of practitioners, including Educational Psychologists (EPs) are using VIG in their practice. The research investigating the use of VIG in education settings is exploratory and there are a number of challenges regarding its application, evaluation and outcomes. VIG as a model of delivery to schools and early years settings is explored through a practice-based case study of one Educational Psychology Service (EPS). Methods/participants: A systematic scoping review was undertaken to collate and synthesise the existing literature describing the use of VIG in education settings to date. An empirical study within an EPS was also conducted, in which seven participants took part in individual semi-structured interviews. Interviews were thematically analysed and focused on the development of a VIG framework within the EPS, considering the factors that influenced the process and delivery of the approach. Analysis/findings: The scoping review identified 14 studies which detailed how VIG has been applied with various clients, focusing on staff development, pupil's skills, and relationships across education settings. The empirical paper identified a range of factors that influenced the development of a VIG delivery model at the service level. Themes included motivational factors, setting up an infrastructure to support delivery, VIG in EP practice, and sustaining factors. Conclusion/implications: More research is needed to provide clarity on the application of VIG in education settings and future researchers may wish to develop a framework which supports its systematic evaluation. A dissemination strategy for sharing findings with participants from the empirical study and the wider EP community is proposed.

The dominance within educational settings of a traditional, binary model of gender is associated with negative outcomes for children and people (CYP), particularly for those who have bodies, gender identities and experiences that fall outside of the norm. The overarching purpose of this thesis is to improve educational practice for CYP who belong to sex and gender minority groups, specifically transgender or gender diverse (TGD) students and intersex CYP. The first paper describes a systematic literature review of contemporary practice for supporting TGD students using a framework synthesis approach. The review retrieved 13 studies (across 16 papers), which were considered best evidence of educational practice for supporting TGD students. Analysis led to the development of a new conceptual framework outlining gender-inclusive educational practice across six strands (leadership, climate, curricular and extra-curricular inclusion, collaborative approach, professional development, policy). The framework developed is recommended as a tool for school leaders to prompt reflection on current gender inclusive practices and discussion around implementing holistic change. The second paper reports an empirical study involving semi-structured interviews with two intersex adults, to understand about their retrospective, lived educational experiences and ascertain their views on improving educational practice around intersex issues. Themes identified as relevant to the educational experiences of intersex participants were impact of diagnosis, information sharing, journey of identity acceptance, knowledge and understanding, protective factors, and well-being. Recommendations are made regarding how schools and educational professionals may be able to support intersex CYP during their education. Finally, the third paper considers the dissemination of evidence to professional practice. Concepts of evidence-based practice, practice-based evidence and effective dissemination of research are outlined. A specific summary is provided of the implications of the research (Papers 1 and 2), concluding with a strategy for promoting and evaluating the dissemination of the current research.

Loneliness in childhood is particularly relevant in light of the Covid-19 pandemic, and subsequent school closures, reductions in social contact, and increased social isolation. Increased understanding in the conceptualisation of loneliness and the experience across the lifespan, indicate a need for a review of the reliability and validity of loneliness scales, and greater understanding of childhood loneliness directly. A systematic literature review (SLR) sought to investigate the robustness of development procedures in the three most used loneliness measures with youth. Subsequent studies exploring psychometric properties of these scales, published between 1978 and 2019, were identified using a PRISMA framework and an additional bespoke framework was used to explore subsequent reliability and validity with youth. With the absence of child view in development procedures of each measure, interviews with primary aged children were carried out to explore their experiences and understanding of loneliness first-hand. The SLR identified key stages of measure development absent in the generation of each loneliness measure. Subsequent papers demonstrating psychometric properties with youth, highlighted inconsistent item and response categories, reliability and validity. The qualitative exploration of child views highlighted that childhood experiences align somewhat with the existing literature, whilst key themes relating to solutions and play are absent. Implications for future practice are discussed, including the need for further review of loneliness measurement in youth, and exploration of child views. Implications for practitioners, intervention, and researchers are discussed. A dissemination strategy to increase the impact of this research is outlined, considering central stakeholders.

Critical incidents (CIs) affect all areas of life including school communities with negative impacts upon children and young people being reported. Research indicates that CI response is a strand of educational psychologist (EP) work that many educational psychology services (EPSs) are now offering across the UK and USA (Posada, 2006). By their very nature, CIs are sudden and unexpected therefore, this thesis examines how EPs may be involved with CI response and the ways in which an online resource could assist with preparedness and immediate response. A systematic literature review (SLR) of the different types of support which EPs offer to schools following a CI was undertaken. An empirical study explored the possibility of creating an online web-based resource for EPs and school leaders when responding to a CI in their school community. This involved the adoption of action research principles with a task and finish group of five qualified EPs from the North West of England. Eleven papers were identified within the SLR, detailing ways in which EPs respond to CIs within school communities. Findings revealed some similarities amongst practice with some key differences, particularly around EPs' decisions to engage in direct work and influencing factors including capacity, training and service delivery response. Empirical research led to the development of a web-based resource for EPs and senior leaders to use in the event of a CI. Project management factors were found to successfully facilitate this including conceptual, human and technical skills. Implications for theory are considered including the proposal of a Model of CI Response, explaining why some EPs engage in direct work and others do not. Implications for EPs, school leaders and the DfE are discussed, alongside possibilities for future research. Paper three considers the role of evidence-based practice for EPs and effective dissemination methods. Implications for professional practice in the field are outlined including the benefits of collaborative working, the need for EPs to become more digitalised and perceived barriers and facilitators to EP project work. A plan for dissemination details how the research will be shared in order to raise awareness, understanding and lead to action.

The experiences of gender-diverse children and young people (CYP) have come into sharp focus recently with a proliferation of research evidencing poorer educational outcomes for this group compared to cisgender peers. Yet, a systematic review of the literature, including positive, affirming experiences is yet to be conducted. Further key gaps within the literature include a paucity of research exploring the impact of intersectionality for this group, whilst the role played by educational psychologists (EPs) in supporting CYP with intersecting gender and neurodiversity remains unexplored. Paper 1, a systematic literature review (SLR) provides an overview of the research relating to the lived high school experiences of gender-diverse young people. Web and database searches identified 12 studies representing direct, first-hand experiences of high school. Data were analysed using thematic synthesis. The findings indicate that gender-diverse youth experience a range of negative and affirming experiences throughout high school linked to key themes including cisnormativity, language, identity, relationships and transphobia. Findings are discussed in relation to inclusive schooling practices as well as offering implications for professional practice. Paper 2, an empirical investigation, explores the experiences and practices of five EPs with applied knowledge of working with autistic, gender-diverse CYP. Semi-structured interviews were conducted and a reflexive thematic analysis carried out to develop themes. Findings highlight distinct areas of practice and challenges faced by EPs including the uncertainty and complexity of work in this emerging area. The nature of direct work with CYP and support for inclusive schooling practices are also explored. 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. Paper 3 provides a discussion of the concept of evidence-based practice in relation to the role of the EP alongside consideration of effective methods for research dissemination. The implications of the research presented in Paper 1 and Paper 2 are also identified and a dissemination strategy for sharing findings with key stakeholders is outlined.

Parental substance misuse affects approximately two million families in the UK. Of these, the individual stories and experiences of the families are rarely heard. These stories can contribute towards a rich picture of the lived experiences of those affected by substance misuse. This could help in developing a guiding framework for understanding the impact that substance misuse can have upon family life. In Paper 1, a meta-ethnographic evaluative systematic literature review (SLR) sought to identify features of the lived experiences of children growing up in families with parental substance misuse. Seven qualitative papers, published between 2003 and 2019 were identified based upon methodological quality, appropriateness and relevance to the research question. The SLR identified themes around the significant emotional consequences associated with addiction, living within chaotic households and positive and negative accounts of adult support. In Paper 2, an empirical investigation used semi-structured interviews to elicit the stories of four adult participants who have been affected by substance misuse in different ways. Interpretive Phenomenological Analysis (IPA) was used to analyse their accounts and draw comparisons across the stories to build an understanding of how parental substance misuse impacts upon family life. The investigation highlighted the concepts of unacknowledged difficulties, agency, cascading chaos across the lifespan, putting others before yourself and defining and creating the mother figure. Reflections around children's services professionals' roles in identifying and supporting these children and their families are discussed. In Paper 3, links to theory and practice and implications for future research are considered both locally and nationally. A dissemination strategy for sharing findings with relevant stakeholders, including the academic community, charities and children's services professionals is proposed.

Methods/ participants: Paper one is a systematic literature review of eight studies' effectiveness at intervening at the parent level to support emotional regulation in children with autism. Paper two is exploratory, six school teachers were interviewed and data analysed thematically with the aim to answer the following research questions; 1. How is emotional regulation operationalised in mainstream primary schools? 2. How do schools adapt their emotional regulation practices to support autistic pupils? Analysis/ findings: The findings from paper one, though tentative given the number of studies, suggest that parents benefit from participating in interventions aimed at supporting their child's emotional regulation. Parents also report improvements in their child's behaviour following the intervention. However, child outcomes were mixed, with children themselves not always noticing an improvement in their emotional regulation. Paper two, showed that although there is an increase of prioritisation of emotional regulation in schools, there is considerable variability in how it is operationalised and measurement outcomes are limited. A whole school embedded curriculum appeared to be the most chosen method and often perceived to be effective. However, teachers were aware that adaptations to interventions and tools may be needed for individual children, with or without autism. Collaboration with parents and the child themselves, served as a key contributor for many. Conclusion/ implications: Further research into emotional regulation is needed, especially for children with autism. However, the findings suggest that children with autism can learn to develop positive emotional regulation skills through the support and intervention of their key social partners.

Immigration worldwide is at an all-time high resulting in significant changes in school populations internationally. Schools have a key role in the resettlement of International New Arrivals (INA) and the perspectives of INA pupils can play an important part in the development of provision which effectively meets their needs. The first paper is a systematic literature review exploring the secondary school experiences of INAs. Using the PRISMA framework, 35 potentially relevant studies were identified of which 10 met the inclusion criteria. A thematic synthesis of the studies identified the following key themes: sense of belonging, acquisition of the English language and lack of acceptance. Findings also highlight similar perceptions across different INA groups relating to the importance of social inclusion of pupils into schools. Implications for school practice are considered. The second paper is an exploratory qualitative study exploring the experiences of three male adolescent INAs as they transferred into secondary school in one local authority in the UK. Two interviews using interpreters were carried out with each participant and analysed using thematic analysis. Key themes generated from the data included navigating the learning context, the school transition experience and developing a sense of belonging. Findings also reflected the role of INA pupils as active agents in shaping their own experiences in school. Implications for school practice and future research are considered. The third paper outlines the dissemination of evidence to professional practice within the context of educational psychology. An overview of the literature on evidence-based practice, practice-based evidence and effective research dissemination is given. This is followed by a summary of the research implications from Paper One and Two and concludes with a strategy for dissemination.

Growth mindset is a concept which is gaining in popularity in schools and the media, largely inspired by the work of Carol Dweck. The idea that intelligence is not fixed, but malleable and that it is possible to inspire children and young people to achieve their best, is attractive to parents and educators alike. A body of evidence exists for the positive effects of a growth mindset in areas of activity as diverse as sporting prowess and economic achievements. Schools worldwide are increasingly adopting growth mindset to support their pupils either through bespoke interventions or through whole-school, cultural approaches. A systematic literature review was completed to find out about practice in primary schools, to address the question: How is the growth mindset concept informing interventions in primary schools? A PRISMA framework was used to structure the review, with studies being screened to make sure they met with agreed inclusion criteria. A weight of evidence framework was employed to improve the judgement around the quality and relevance of the selected studies. Studies were assessed using a pre-existing framework to see if they were of suitable quality. The included studies gave positive support for the use of growth mindset but the research field lacked rigour in its description and evaluation of interventions. A piece of exploratory, qualitative research was conducted to determine the nature of a whole-school growth mindset initiative in a British primary school. The study employed focus groups and semi-structured interviews and involved the children from a year 5 class as co-researchers in a collaborative, participatory research design. The data from interviews, questionnaires and focus groups was transcribed and thematic analysis applied. The research findings gave support for growth mindset and demonstrated insight into the learning pertaining to the group of children who acted as co-researchers. A final section to the project involved a discussion around evidence-based practice and practice-based evidence and the difficulties of conducting research in a complex, real-world situation, which is constantly changing. The implications for policy and practice are considered, together with thoughts on how the concept of collaboration between education practitioners and researchers, who are university-based, can be developed. A strategy for the promotion and public evaluation of the research was presented, to include a multi-strand approach of dissemination through journal and magazine articles, discussion workshops for primary school teachers and presentations to conferences, with the children being enabled to participate in this process, especially in disseminating information to other school communities.

Background: Mainstream education can be difficult for autistic children given the social communication difficulties, inflexible thinking and sensory sensitivities associated with autism. Educators can still find providing a safe, inclusive and supportive environment for autistic students challenging. Subsequently autistic children are at a risk of experiencing school related anxiety and school avoidance. This has led some parents to decide to home educate which is the focus of the first paper. However, this is not a viable option for all families and so the second paper focuses on the supportive factors that have helped autistic girls successfully return, re-engage and maintain their attendance in mainstream education. Methods/participants: The first paper describes a systematic literature review (SLR) of papers exploring the experiences of parents who decide to home educate their autistic children. Ten papers published between 2011-2019 were identified using the PRISMA framework and evaluated for methodological quality and relevance of focus. The second paper, an empirical investigation, reports a case study design utilising semi-structured interviews with three autistic girls, their parents and key adults across three different secondary schools. The final paper focuses on dissemination. Analysis/findings: The SLR identified a range of reasons that led parents to home educate and revealed that this educative option can have good academic and social outcomes for autistic children. The empirical investigation identified a relational approach was at the core of autistic girls re-engaging with formal education. Conclusions/implications Although not all parents may be able to home educate, this review indicates that parents with appropriate emotional, financial and social supports have found home educating their autistic children empowering. Factors that supported autistic girls to overcome school avoidance included positive relationships with key adults, friendship, psychoeducation and good autism practice including safe spaces and a flexible approach. Implications for schools and educational psychology practice are considered.

Background: The relationship between early attachment experiences and longer-term outcomes continues to attract interest. Support to enhance attunement in relationships is often offered through early intervention, including the use of Video Interaction Guidance (VIG). There is a growing evidence-base for VIG's effectiveness, but its longer-term outcomes are unclear. This thesis explores current research and practice in relation to VIG's longer-term outcomes. Methods/ participants: Paper one describes a systematic literature review (SLR) which investigates VIG's effectiveness, particularly in the longer-term. The search was structured using PRISMA; it evaluated studies' methodological quality, appropriateness and relevance of focus, as well as reported outcomes. Paper two reports a two-part empirical study. Findings from the SLR were discussed in a focus group of 11 VIG practitioners from a range of roles. Key concepts were then identified through thematic analysis and used to devise a questionnaire. This was completed by 26 VIG-trained Educational Psychologists (EPs); responses were categorised using content analysis. Analysis/ findings: The SLR identified nine studies, of which six included follow-up measures. 22 different outcome measures were used across nine studies, highlighting the need for more homogeneity in the conceptualisation and measurement of outcomes. Findings from paper two suggest there are opportunities for developing practice, training and research in relation to the maintenance and monitoring of VIG's longer-term outcomes. Conclusion/ implications: Opportunities for the development of VIG training, practice and research are discussed, including applications within the context of educational psychology. In paper two, a model of VIG delivery is proposed, which incorporates findings relating to maintenance effects. Complexities relating to the conceptualisation and measurement of longer-term outcomes are discussed. A dissemination strategy is presented in paper three.

The role of the educational psychologist (EP) in relation to child protection and safeguarding is debated and difficult to define. A proposed extension of the child protection system through a contextual safeguarding approach offers an opportunity to reconsider the EP role with a focus on supporting schools to develop practice frameworks that can guide professionals in recognising and responding to extra-familial harm. Through a Critical Interpretive Synthesis reported at paper one, a systematic literature review examined the EP role in relation to child protection and safeguarding as it has been conceptualised over time within the research base. Twenty-four papers (published between 1988 and 2019) across multiple areas of child protection and safeguarding work were included. Reported through paper two, an empirical investigation looked at the ways in which EPs, experienced in complex safeguarding, apply psychology in their practice. Three semi-structured interviews and a follow-up workshop, reported at paper three, were undertaken to explore the EP role in addressing extra-familial harm, and how it might be developed in schools through a contextual safeguarding approach. Analysis presented through the systematic literature review suggests that changing legislative and socio-political climates have resulted in a shift within the research base from 'thinking about doing' towards 'thinking about thinking', where a safeguarding agenda is prioritised and there is less focus on child protection. The empirical investigation suggests that an extension of the child protection system to include responses to extra-familial harm mean the EP is ideally positioned to support schools in developing frameworks for practice. Links to theory and practice, and implications for future research are considered along with the application of psychology to local contexts and service development processes. Finally, following an exploration of the concepts of evidence-based practice and practice-based evidence and their implications for practitioner psychologists, a dissemination strategy for sharing findings with participants and the wider EP community is proposed.