Educational psychologist shortage under scrutiny
Kate Fallon
Tuesday, May 29, 2018
Demand for educational psychologists in schools is high but funding pressures limit recruitment.
The Department for Education's recent decision to launch an evaluation of the educational psychologist (EP) workforce in England is much needed.
EPs play a critical role in schools, but their capacity to provide a full range of support is seriously undermined by extensive cuts and staff shortages, with at least 250 EP posts within the public sector currently vacant in England.
Educational psychology attracts many bright and motivated psychology graduates - on average there are six applicants for every funded EP doctoral training place - and more than 99 per cent of trainee EPs complete their course. However, most local authorities face challenges in recruiting enough EPs to meet the increasing demand for their services.
This is down to three key factors:
1. More statutory duties and less school funding
The Children and Families Act 2014 means that EPs now work with more children and young people than ever - colleges are increasingly drawing on EP support as provision has been extended to those aged 19-25.
The transition to education, health and care (EHC) plans for children with special educational needs and disabilities (SEND) has put more pressure on resources - between 2012 and 2017 the number of SEN statements/EHC plans increased by 57,000. EPs are needed to contribute to initial assessments and then to provide support and review all those children and young people who have EHC plans.
As school budgets have reduced the money that they allocate for SEND support is reducing and more EHC assessments are being sought to access funding from councils.
2. Greater recognition of mental health in schools
There is a growing understanding of the importance of good mental health within schools and the role of schools and others in making an educational contribution towards this. From major incident support, such as dealing with the aftermath of terrorist attacks, to building parenting skills, supporting and training staff, and providing one on one therapeutic support, individual schools recognise the unique position held by educational psychologists because of their understanding of the education system and specialist knowledge of child development.
But increased demand and the government's plans for more of a focus on mental health in schools is not being matched with adequate resourcing.
3. ‘Trading' of school services
The ‘trading' of services means that many EP services which were traditionally "free at the point of delivery" are no longer available to schools. Instead they have to buy-in EP time. Increasingly, pressures on school budgets means that they are not buying the EP time that their pupils need for early intervention.
One member told me that a planned visit to work with two children was cancelled by the academy's principal in a bid to save money.
There has also been an increase in permanent exclusions from schools. Between 2012/13 and 2015/16, permanent exclusions rose by 44 per cent in secondary schools and 72 per cent in primary schools. Many of these children have SEND/behavioural difficulties which would have been helped by early EP advice.
Workforce impact
As a result of these pressures many EPs choose not to work full-time for local authorities, with a small but increasing number becoming self-employed or working in private practice. The demand for part time working is further exacerbated by the fact that one-third of the EP profession in England is female and aged under 45. We know that many of them will take maternity leave and perhaps return to work on reduced hours. Without shifting the balance towards more gender parity in childcare, this is a challenge which will remain.
So, what is the solution? The DfE seems minded to consider a regional commissioning model for training providers to provide an even distribution of EPs around the country. This is not the answer. The DfE currently funds 160 places per annual intake (raised by just 10 last year), now distributed across 13 universities (see graphics). This is clearly not enough.
The government is increasingly recognising the contribution that EPs make in schools to the lives of children and young people. But, if we want more talented practitioners who remain working within local authorities, we need to look at workload pressures, and the government needs to invest for the future by funding more educational psychology training places.
FURTHER READING
Research into Educational Psychology Services in England, DfE tender document, May 2018
Review of Clinical and Educational Psychology Training Arrangements Report, Health Education England and National College for Teaching and Leadership, March 2016
Educational Psychology Workforce Survey, Department for Education, April 2014