The role of educational psychologists in supporting post-16 transition: findings from the literature

Research output: Contribution to journalArticle

Abstract

The Children and Families Act (2014) has seen the extension of the role of educational psychologists (EPs) to cover the birth to 25 years age range. EPs have had to develop and extend their practice to meet the needs of post-16 young people with special educational needs and disabilities. Research on transition from compulsory education to further education, employment or training has highlighted significant variability in practice. A systematic review of contemporary literature was undertaken to explore the potential role and contributions of EPs in supporting post-school transition to further education, employment or training. Seven studies met inclusion criteria and data were reported using PRISMA guidelines. Although predominantly speculative, the data highlight a number of roles for EPs in supporting post-16 transition encompassing work at individual, group and systemic levels and incorporating core functions of educational psychology practice.

Bibliographical metadata

Original languageEnglish
JournalEducational Psychology in Practice
Early online date5 Jan 2018
DOIs
Publication statusPublished - 2018

Related information

Researchers

View all