NAPEP (National Association of Principal Educational Psychologists) recently published a visual of the Educational Psychology Role aligned with the ‘Currie Matrix’ which can be found here. This visual made me reflect on my 2.5 years as a Trainee Educational Psychologist (TEP). Often when people are asked what Educational Psychologists do, they will reference working with individual children. Although this is true, we do often complete individual direct assessment with children, we are able to do SO MUCH MORE. In practice, however, different forms of work, such as systemic work, often take a back seat. As a trainee EP, I reflect on this imbalance and advocate for a broader, more inclusive role.
Rethinking the Role of the Educational Psychologist: A Trainee’s Perspective
As a TEP, I’ve had the privilege of observing the diverse ways EPs can support children, families, and schools. The NAPEP visual offers a rich, multi-layered vision of our profession, one that spans consultation, intervention, training, research, and strategic leadership across individual, group, and systemic levels. Yet in practice, I’ve noticed a persistent tilt towards individual casework and assessment, often driven by statutory demands and resource constraints.
This emphasis on within-child formulations – where difficulties are located primarily within the child – can unintentionally reinforce ‘deficit’ narratives. While psychological assessment is a powerful tool, it should be part of a wider approach that considers the child within their familial, educational, and community contexts. The NAPEP document articulates this holistic vision, highlighting the importance of consultation, training, and strategic planning.
From Casework to Systemic Impact
What excites me most about the EP role is its potential for systemic change. The NAPEP visual outlines how EPs can:
• Lead whole-school interventions that promote emotional wellbeing and inclusion.
• Deliver training and coaching to staff, SENCOs, and senior leaders.
• Support parent engagement through psychoeducation and drop-in sessions.
• Contribute to multi-agency strategic planning, influencing policy and provision at local and national levels.
These activities not only extend our reach but also emphasises our role in disseminating psychological theory and research to empower educators and families to apply insights in everyday practice.
A Call to Rebalance
In my experience, systemic work is often aspirational and not something that has been a HUGE part of my role so far. Time and funding pressures mean EPs are pulled toward statutory assessments which may leave limited capacity for proactive, preventative work. Additionally, teaching staff and parents may not be aware of all these other things an EP is able to do! The NAPEP framework reminds us that psychology is most powerful when shared: when it informs environments, relationships, and systems. By investing in systemic approaches, we can support not just one child, but many.
