Exploring the experiences of emotional literacy support assistants (ELSAs) providing support to children and young people during and outside of the COVID-19 lockdowns

Abstract

Social, emotional, and mental health (SEMH) needs continue to rise amongst children and young people (CYP), particularly since the COVID-19 pandemic. The Emotional Literacy Support Assistant (ELSA) intervention in schools aims to support CYP with SEMH difficulties to develop their emotional literacy skills. The current study addressed a gap in the literature by capturing ELSAs’ views of the supportive factors and barriers to their work during and outside of the COVID-19 lockdowns. Thirty-two ELSAs completed an anonymous online qualitative survey. Codebook thematic analysis identified five overarching themes: 1) supportive professional relationships, 2) understanding and communication, 3) resources in the role, 4) relationships with CYP and family, and 5) effects of COVID-19. Findings highlight individual level and systemic factors impacting ELSA implementation and the impact of COVID-19 lockdowns, furthering our understanding of how to develop and maintain effective and sustainable ELSA interventions. Limitations, recommendations for future research, and practice implications are discussed.

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ORCID for Henry Wood-Downie: orcid.org/0000-0003-4965-7778

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