What is an Educational Psychologist?

An Educational Psychologist (often shortened to EP or Ed Psych) is a specialist who supports children and young people’s learning, emotional development, and wellbeing. They work closely with schools, families, and other professionals to understand what might be making education hard for a child and what can help.

Educational Psychologists usually become involved when a child is experiencing significant difficulties in school, whether that’s around behaviour, emotional regulation, social interaction, or learning.

We spoke to some Educational Psychologists about their roles. Here is what they told us:

Educational Psychologists use a mix of observation, assessment, consultation, and collaboration. Their work can include:

• Assessing a child’s strengths and needs through observation, conversation, and testing.
• Attending multi-agency meetings to help shape support plans.
• Working directly with young people, parents, and school staff.
• Supporting applications for EHCPs (Education, Health and Care Plans).
• Recommending strategies to reduce barriers to learning and wellbeing.

They often support whole-school approaches as well as individual students.

Educational Psychologists usually have:

• A psychology degree (or equivalent).
• A postgraduate qualification in Educational Psychology (Doctorate or Master’s).
• Registration with the Health and Care Professions Council (HCPC).
• Ongoing CPD in areas like neurodivergence, trauma, and inclusion.

Many also pursue specialist training in autism, ADHD, PDA, and sensory processing.

Educational Psychologists are often key in helping a school understand a PDA profile of autism. They can:

• Offer observations and assessments that highlight anxiety-driven avoidance.
• Recommend low-demand approaches and sensory strategies.
• Help schools write more personalised EHCPs or support plans.
• Advocate for a strengths-based view of the child.
• Suggest wider system changes to help meet that child’s needs.

Educational Psychologists who understand PDA may:

• Avoid high-pressure assessments and adapt testing to suit the child’s regulation and communication style.
• Use low-arousal communication, including visuals or non-direct questioning.
• Prioritise building trust before expecting engagement.
• Include the voice of the young person in flexible, creative ways.
• Help schools and families reframe behaviours and reduce the use of behaviourist strategies.
• Design support plans that focus on reducing anxiety, not just increasing compliance.

They may also support staff training and whole-school approaches to inclusion.

When we asked Educational Psychologists this question they told us that EPs play a crucial role in helping others understand why a child might be struggling. They said this can mean:

• Moving from blame to understanding.
• Receiving the right kind of support, early.
• Reducing exclusions, isolation, or emotional distress.

PDAers and their families often tell us how confusing and unsettling it can be to meet new professionals – especially when it’s not clear what their job is or what good support looks like. That’s why we asked professionals themselves to tell us, in their own words, what they do. You’ll find their honest, personal answers in the ‘What professionals do’ section of our site.

This is a growing resource, so if you don’t see the role you’re looking for yet, you could ask the person you’re working with to fill in this short form.

Please note: these insights come from individual professionals, not official organisations, so you might find some variation in how people describe their roles. If you’re wondering whether a service you’ve been offered is the right fit, our guides to finding helpful support can help.