Release time: 2026-08-02 12:34
Educational psychology research making a difference across Wales
From wellbeing and neurodiversity to tackling misogyny in schools, Manel Tippett, senior policy advisor for Wales, reports back from the recent Cardiff DEdPsy Conference.
On 2 July, I attended the annual Doctorate in Educational Psychology (DEdPsy) Conference at Cardiff University.
It was organised by Hayley Jeans, Co-Programme Director of the Doctorate in Educational Psychology (DEdPsy), along with DEdPsy professional tutor, Dr Rosanna Stenner, and colleagues from the programme team.
As the only provider of accredited doctoral educational psychology training in Wales, Cardiff University plays a significant role in developing and sustaining the Welsh educational psychology workforce. Each year, around 12 trainees join the three-year programme, after gaining an initial degree in psychology and working with children and young people for at least one year.
The conference showcased to an audience of over 100 educational psychologists, researchers and Welsh government officials, the breadth and impact of educational psychology research, celebrating how evidence-informed practice can shape meaningful outcomes for children, young people, families and communities.
Across keynote presentations and poster sessions, delegates heard examples of innovative work taking place in schools and local authorities across Wales, highlighting the far-reaching influence of educational psychology.
Research that shapes practice
The keynote presentations demonstrated how psychological theory and research are being translated into practical approaches that support children and young people.
The day began with an exploration of the Cynefin Project, which works alongside schools to better understand and respond to pupils' wellbeing needs. Rather than focusing solely on individual interventions, the project encourages consideration of the wider school system when designing services and support.
A key theme was the importance of involving all stakeholders in the process, including senior leadership teams, governors, allied health professionals, school staff, families and, importantly, pupils themselves. This collaborative approach helps ensure that services are shaped by the people they are designed to support.
The second keynote focused on the Solution Circle Approach being used in a specialist school in Flintshire, North Wales. Staff working in specialist settings often face significant emotional and practical demands as they support children and families through complex experiences.
The Solution Circle Approach was presented as an effective framework for psychologically safe problem-solving, helping staff identify practical next steps while fostering collaboration. The approach also appeared to contribute positively to staff wellbeing by increasing motivation, reducing emotional strain and strengthening team relationships.
Next, delegates heard about the use of the Portsmouth Neurodiversity Profiling Tool in Carmarthenshire. Designed for children and young people aged 0 to 19, the tool helps identify strengths and areas of need without requiring a formal diagnosis. By adopting a strengths-based, needs-led approach, practitioners can put support in place more quickly.
The presentation highlighted how the tool helps schools develop a richer understanding of an individual's context and encourages greater flexibility, choice and exploration when planning support.
The final keynote, Supporting Communication and Interaction Needs, showcased three initiatives that increased staff confidence to improve inclusive interactions between adult and child in mainstream schools; structured professional learning within Learning Resource Base (LRB) classes for children with ALN to give them the tools to meet children's individual needs; and developed guidance on Social and Communication Intervention Space, in partnership with school staff across Newport, to address the variation in schools.
These examples of translating research into practical action reinforces the important role educational psychologists play in creating inclusive and responsive educational environments.
Emerging research and new perspectives
Alongside the keynote presentations, the conference foyer was filled with posters showcasing current doctoral research, along with research recently undertaken by educational psychologists across Wales. Together, they reflected the diversity of issues being explored by trainee and educational psychologists and their potential implications for practice.
Among the many thought-provoking projects on display, two particularly stood out.
The first, "It's Hard Not to Blur the Lines": Educational Psychologists' Experiences of Being Both a Parent and a Practising Psychologist, explored the experiences of educational psychologists who also have parenting or caring responsibilities. The study examined both the benefits and challenges of occupying these overlapping roles.
Findings suggested opportunities for more tailored reflection and supervision, including the potential development of specialist supervision models that allow practitioners to consider how personal and professional experiences may influence one another.
The second poster, "You're Not Born to Hate Women, Are You?": An Exploration of Secondary School Boys' Perceptions of Misogyny, addressed an issue of growing concern across schools in Wales and the wider UK.
The research explored how boys understand and recognise misogyny in their everyday lives. Findings suggested that many participants viewed misogyny primarily as extreme behaviour, struggled to identify more subtle forms of misogyny in daily interactions and often regarded it as a matter of personal opinion rather than something reflected in their own or their peers' behaviour.
The study argued for greater emphasis on relational approaches and anti-misogyny education within the curriculum, alongside clearer guidance for schools on tackling misogyny and its impacts.
Looking ahead
The conference offered an inspiring reminder of the breadth of educational psychology research currently taking place across Wales. From wellbeing and neurodiversity to workforce development and social issues affecting young people, the projects on display demonstrated the profession's commitment to understanding complex challenges and developing practical solutions.
Most importantly, the event highlighted how educational psychology continues to bridge the gap between research and practice, ensuring that evidence-informed approaches can make a tangible difference to the lives of children, young people, families and school communities.
"The annual DEdPsy conference held at Cardiff University was established to showcase the breadth, creativity and efficacy of educational psychology (EP) research and practice happening throughout Wales.
"Now in our third year, the conference continues to go from strength to strength, with delegates feeding back that it provides both an opportunity for EPs and trainee EPs in Wales to share and listen to the work of others, whilst also enabling discussion and collaboration between practitioners who have shared interests.
"This years' conference again left me feeling inspired by the innovative solutions developed by EPs and trainee EPs to meet and further explore the needs within our communities." - Hayley Jeans, Co-Programme Director of the Doctorate in Educational Psychology
