Educational psychologists warn of growing pressure on children's services
Growing backlogs in Education, Health and Care Needs Assessments (EHCNAs) are making it difficult for educational psychologists to prioritize early intervention because they are weighed down by statutory assessments.
A new study from the University of East London reveals that educational psychologists in England are grappling with an overwhelming workload due to growing backlogs in Education, Health and Care Needs Assessments (EHCNAs). Nearly two-thirds of the 78 educational psychologists surveyed reported that their local authority was dealing with more than 220 outstanding cases.
The demanding workload and statutory SEND demands are limiting these professionals' ability to deliver early intervention and preventive support for children and young people. Approximately 65% of respondents said that the growing demands of SEND work were hindering their capacity to provide essential services. Additionally, 57% of the educational psychologists surveyed reported that their local authorities relied on locums, associates, or agency staff to manage the assessment backlogs.
This increased use of temporary staff raises concerns about inconsistent practices and potential gaps in direct engagement with the child or young person being assessed. While the study highlights the significant pressures faced by educational psychologists, it also points to reasons for optimism. The researchers envision a more collaborative and less adversarial SEND system, with a greater emphasis on early intervention and support within schools.
Proposed reforms, such as the Experts at Hand model, could help make psychological expertise more accessible to children, young people, and families, ultimately creating a more inclusive and sustainable system for the future.
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