Critical incidents in schools. Staff wellbeing and perceptions of psychological support

Abstract

AimsAcross the United Kingdom (UK), schools are required to respond to and support students, families and staff following a traumatic event and Educational Psychology (EP) Services often provide support to schools. This study explored school staff wellbeing in the context of critical incidents in schools along with their views and perspectives of psychological support.MethodsAn explanatory sequential mixed methods design was utilised consisting of two phases. In phase one, quantitative data was collected through an online questionnaire which gathered information on staff wellbeing, the impact of the event and EP support. For phase two, interviews explored staff perspectives on the support provided by the EPs.FindingsAnalysis found a significant positive relationship between wellbeing and EP support. Themes provide insight into the impact of the support provided by the EPs, including barriers and negative perceptions of the support as well as benefits.LimitationsIt is likely that there is a selection bias operating in teachers who chose to take part in the research. Additionally, the number of teachers taking part was not as high as might have been hoped for.ConclusionsA number of implications and conclusions are set out. In particular, effective articulation of what support will look like and being clear what is offered by an EP service is a crucial element of the support provided.