From Policy to Practice: How the Schools White Paper Could Impact Educational Psychology and SEND Support

In this blog, you will learn:

• An Assistant Educational Psychologists perspective on the newly published Schools White Paper.
• What policy changes or funding in SEND and educational psychology could mean in practice, according to an Assistant Educational Psychologist.
• Ways to improve the recruitment and retention of Educational Psychologists.
• How to find and apply for the best Educational Psychologist jobs.

Following the release of the long-awaited Schools White Paper in February, educational psychology will play a key role in shaping the future of SEND provision and driving change in schools.

The government is planning for earlier, more preventive support for children with SEND and a renewed emphasis on shared accountability across education, health and care services.

Amongst its key initiatives, the schools white paper announced an investment of more than £40 million over 3 years to grow the educational psychology and speech and language therapy workforce. This includes training more than 200 additional Educational Psychologists per year in 2026 and 2027, with further investment planned to expand training in subsequent years.

To understand what these changes could mean in practice, we recently spoke with Tanzeela, an Assistant Educational Psychologist with years of experience of working across the education sector.

Throughout this interview, Tanzeela shares her thoughts on the direction of SEND provision and her practical steps to strengthen recruitment and retention in the educational psychology sector.

What experiences led you to pursue a career in educational psychology?

I began my career supporting children with SEND and working as an A-Level Psychology Teacher. One experience in particular, shaped the direction of my career.

While working at a school, I supported a student whose anxiety escalated to the point where they could no longer attend classes. Their needs went unnoticed until they reached a crisis point. By the time support was in place, the student was already distressed.

That experience stayed with me and showed how easily hidden struggles can go unnoticed. It taught me how important early psychological understanding is. I realised I wanted to work in a role where I could influence systems earlier, before challenges became a crisis.

Now, in my role as an Assistant Educational Psychologist, I have combined my classroom experience with a more reflective and systemic lens. I value participating in consultations and discussions, helping to develop strategies and supporting school staff with training to create more inclusive learning environments.

What are your initial thoughts on the newly published Schools White Paper?

The white paper and accompanying SEND reforms represent one of the most significant proposed overhauls of the SEND system. The paper aims to move the system toward earlier, fairer and more consistently delivered support for children and young people with SEND.

From an educational psychology perspective, I welcome the policy’s ambition to build early support and shared accountability across education, health and care sectors. It also marks a move away from a system where families feel they are constantly fighting for basic support.

Which proposals in the white paper stand out to you and what might they mean in practice?

First, the shift towards earlier, more preventive support through new Individual Support Plans (ISPs) for all children with SEND is promising. The proposed tiered model of support brings specialist input into mainstream settings sooner, potentially reducing waiting times for children, families and schools.

Another aspect of the white paper that stands out to me is the focus on rethinking the role of Education, Health and Care Plan (EHCPs) and legal entitlements. The proposal to reserve EHCPs for the most complex needs by 2030 have provoked mixed reactions. Many professionals see this as a way to reduce bureaucracy and speed up support.

Parent groups are concerned it could weaken legal protections if entitlements are not backed by strong statutory safeguards. The details around how legal rights, quality assurance and workforce development will be guaranteed remain crucial points for consultation and refinement.

Overall, the white paper sets a vision for more inclusive, timely and equitable support, but the real test will be how it is implemented, resourced and governed. I hope it can genuinely strengthen outcomes for children, young people and families with lived experience of SEND.

What policy changes or funding in educational psychology would you advocate for?

I would strongly advocate for sustained and expanded funding for trainee Educational Psychologist positions on the doctorate. Protecting funded training routes is not just about addressing workforce shortages; it is also about maintaining access to the profession.

A more diverse educational psychology workforce strengthens practice. Representation matters in building trust with families, particularly those from minority or culturally diverse backgrounds who may already feel marginalised within education systems.

I am excited about the potential of emerging technology in educational psychology practice, such as assistive and adaptive tools and robotics, for children who have difficulty attending school. I would advocate for careful consideration of technology to ensure it enhances inclusion instead of further expanding the digital divide in education.

How has provision changed over the past 12 months and where do you see it heading in the future?

One of the most noticeable shifts is the increasing number of referrals relating to early years children. We are seeing needs emerging earlier, particularly in communication and language development, social interaction and regulation. Even patterns of Emotionally Based School Avoidance (EBSA) are emerging before Key Stage 1.

The increase in early years referrals reflects the national trend of more children being identified with SEND. It also highlights a distinct change; schools and other environments are noticing early developmental differences sooner and requesting support earlier.

I think the shift towards earlier engagement with services is positive. It aligns with research showing that early intervention and a graduated response are vital for better outcomes for children and young people.

Looking ahead, I expect services to keep shifting toward earlier identification. To make that shift sustainable, we need ongoing staff development, adequate resources and most importantly, stronger collaboration between education, health services and families.

What practical steps do you think could help attract and retain more Educational Psychologists right now?

Protected funding for trainee Educational Psychologists on the doctorate is essential. Expanding funding places and ensuring geographic spread would both address workforce shortages and support greater diversity within the profession.

Currently, there are only a handful of training places and providers across the UK which do not match the demand for the role. Without financial and geographic accessibility, we risk narrowing the pipeline for Educational Psychologist training.

Workload sustainability also needs attention. Many services are under pressure due to high statutory assessment demands. While statutory assessments are essential, focusing on them too much can limit time for preventative and systemic work, which is often what draws professionals to the field.

Investing in additional posts and administrative support, while protecting time for consultation and early intervention, would improve retention. This would allow Educational Psychologists to practice in line with core psychological values.

I also believe that promoting the relational and systemic impact of the profession more visibly would attract new entrants. Educational psychology offers unique opportunities to influence inclusion, mental health and community wellbeing, but this impact is not always understood outside the field.

What’s your vision for a thriving, future-ready educational psychology service?

I think a service should be strategically positioned within local authority structures. In this setup, Educational Psychologists would influence leadership decisions, shaping policy around inclusion, mental wellbeing, and community health, rather than focusing solely on individual cases.

In an ideal world, the service would be proactive rather than reactive, diverse and innovative yet relational. It would remain grounded in psychological formulation and ethical practice. It would also embed collaboration with other educational psychology services and draw on current research to shape its direction and frameworks from within.

I believe services should work with wider communities more directly and use existing community gatherings such as libraries and places of worship. Collaborating with local leaders can ensure core service offerings are accessible and that visibility remains high.

Educational psychology recruitment specialists

As award-winning SEND recruiters, we support local authority SEND services and private sector providers nationwide with their temporary, interim and permanent staffing needs. If you're struggling to recruit the right talent, simply request a call back and one of our experienced recruiters will contact you to discuss how we can help. 

Looking for your next Educational psychologist job? Either search the latest jobs or upload your CV and one of our consultants will be in touch when a suitable opportunity arises.