| Summary: | Research shows that the educational achievement of Children in Care (CiC) is considerably lower when compared to their peers; this highlights a need for further research to explore what factors influence educational achievement in CiC. To date, there has been little research that focuses on the contribution Educational Psychologists (EPs) have made in supporting CiC in education. The present study explores this topic by employing a 'two-phase sequential, exploratory' mixed methods design. Phase One (qualitative phase) sought to gain an understanding of EPs' perceptions of supporting CiC in education. A small sample (n=9) of EPs were interviewed and the interview data has been analysed using Thematic Analysis. Three main themes emerged: Impact of complex systems, EPs' perceptions of CiC's needs and EPs' perceptions of their role. These themes informed the second Phase (quantitative Phase) of the study; which explored what EPs need to enhance their practice in supporting CiC in education and the key factors which enable them to do this. A questionnaire was developed based on the themes generated from Phase One, and this was sent to a larger sample of EPs in two Local Authorities based in rural and city boroughs. Data from Phase One and Two was triangulated to highlight the important factors which help EPs to support CiC in education. The findings of the research were discussed in the relation to Systemic, Humanistic and Psychodynamic theories and existing research and it is proposed that the results might help inform how EPs, within the context of a Psychology Service, can improve the support received by CiC in education.
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