An exploration of the influences on work with minority cultural and linguistic communities within the practice of educational psychology in the United Kingdom

Abstract

Aim(s):This review aims to explore influences on educational psychology (EP) practice in the United Kingdom (UK) with children, young people (CYP) and families from minority cultural and linguistic (C&L) backgrounds, as presented in the literature (2006–2020).Method/Rationale:Educational psychologists (EPs) have a professional imperative to promote inclusion and equity, and work for the benefit of all service users. This includes CYP from minority C&L backgrounds who still experience disproportionality in special educational needs and exclusion statistics, and may lag behind their white British peers’ educational outcomes. This literature review identified 11 England-based and peer reviewed studies that explored EP practice with CYP and families from minority C&L backgrounds, or the views of EPs and service users of EP practice. Garrard’s (2016) Matrix Method was employed to analyse the studies, using a conceptual framework of influences refined in consultation with practising EPs.Findings:Significant influences identified included the practitioner’s understanding of others’ and their own cultural values; access to services through language; policies, systems and practices of the educational setting, educational psychology service (EPS) and local authority; national agendas and discourses.Limitations:Garrard’s (2016) Matrix Method is relatively new and open to methodological interpretation, potentially impacting reliability and validity of findings.Conclusions:This review identified a need for EPs to develop cultural self-awareness, facilitate participation through language and inclusive policies and practices, and to challenge ‘one size fits all’ approaches. It suggests a role for the EP as scientist-practitioner-advocate in this development.