‘A professional obligation’: exploring current practices of educational psychologists with gender diverse children and young people in the UK

Abstract

Aims: the current study aimed to answer three research questions exploring what Educational Psychologists (EPs) and trainee EPs (TEPs) are doing in their work with gender diverse children and young people (CYP), what informs their practice, and what should be included in guidance moving forwards to support their practice.

Method/Rationale: educational psychologists (EPs) are ideally situated to support schools and school staff in their work with gender diverse children and young people but lack professional guidance informing this work, risking a diversity of approaches. This study used a vignette in an online survey to explore the work of EPs and TEPs with gender diverse CYP. It examined what they currently do, what influences their practice, and what should be included in future guidance to better support their work.

Findings: qualitative data from 75 EP/TEPs, were analysed using thematic analysis. The themes highlighted the large disparities in current EP practice with gender diverse CYP and the sense of uncertainty many have in this work, though their actions were informed by similar ideas such as psychology, research, and legislation. Limitations: The use of a vignette and self-selection inherent in a broad survey of this nature might have yielded a somewhat unrepresentative sample of EPs.

Conclusions: the current study emphasises the considerable variation in practices adopted by EPs when working with gender diverse CYP and amplifies calls for professional guidance for EPs working with this community.

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