A unique kind of pressure: successful collaboration between educational psychologists and school staff in settings for learners with Severe, or Profound and Multiple Learning Difficulties: a grounded theory study

Background: In 2018, Public Health England reported a rise in the number of children and young people identified as having Profound Multiple Learning Disabilities (PMLD) or Severe Learning Difficulties (SLD), increasing by 16% and 17% respectively from 2010. Educational settings have reported that they are supporting pupils with increasingly complex learning needs and that this requires them to develop multi-agency approaches for the complexity of pupils they are teaching. Despite this, how educational psychologists (EP) and staff in SLD/PMLD settings successfully work together remains unexplored in the literature. Aims: This research aims to explore ‘successful’ collaborative working between EPs and staff within settings for learners with PMLD and SLD, and to identify and explain the factors that can facilitate this. Methods: This study utilised a qualitative approach by conducting four dyadic interviews with an EP and a member of staff from SLD and/or PMLD settings. Constructivist Grounded Theory methodology was used to inform both data gathering and analysis approaches to co-construct an understanding of successful collaboration. Findings: The research identifies seven theoretical categories which contribute to a model of successful collaboration between EPs and staff in SLD/PMLD settings: a foundation consisting of an understanding regarding boundaries, task alignment, and negotiation of flexibility between the EP- and staff member; the development of trust; equalised relational dynamics within the helping relationship; EP developing an understanding of the setting with regards to its unique context; emotional support and containment; inputs which provide resources and influence their work; and outputs which impact the surrounding context through feedback loops within the wider environment. The research reports a conceptual framework with a core theoretical basis within open system theory, with the addition of integrating both psychodynamic and organisational lenses to offer understanding regarding how the EP-staff pairs view and facilitate successful joint working in SLD/PMLD settings.