Growing backlogs in Education, Health and Care Needs Assessments (EHCNAs) are making it difficult for educational psychologists to prioritise early intervention because they are weighed down by statutory assessments.
A new study from the University of East London (UEL) found that nearly two-thirds (63%) of educational psychologists said their local authority had an EHCNA backlog. Among the respondents who knew the size of their local backlog, the average was more than 220 outstanding cases.
The research, which involved 78 educational psychologists across England, also found that 65% said the growing demands of statutory Special Educational Needs and Disabilities (SEND) work were limiting their capacity to deliver early intervention and other preventative support.
Educational psychologists employed by local authorities play a key role in conducting SEND assessments as part of the EHCNA process. They provide crucial evaluations to help determine a child or young person's needs and inform legally binding Education, Health and Care Plans (EHCPs).
But the profession is under growing pressure. Educational psychologists face rising demand for EHCNAs, an estimated 40% workforce shortage, and a 36% surge in tribunal appeals. Amid retention struggles and mounting backlogs that breach statutory deadlines, educational psychologists are increasingly squeezed away from preventative early intervention work.
The study found that 57% of educational psychologists said their local authority relied on locums, associates or agency staff to help tackle assessment backlogs. Respondents also raised concerns that increased use of remote assessments and temporary staff could lead to inconsistent practice, with some assessments not involving direct engagement with the child or young person.
Dr Helena Bunn, Programme Director for the Professional Doctorate in Educational and Child Psychology at UEL and co-author of the study, said:
“This research highlights both the vital role educational psychologists play in supporting children and young people and the challenges they face within an increasingly stretched SEND system.”
While the findings point to significant pressures within the current system, the researchers identified reasons for optimism. Educational psychologists in the study envisaged a more collaborative and less adversarial SEND system, with greater emphasis on early intervention and support within schools. Proposed reforms such as the "Experts at Hand" model offer an opportunity to make psychological expertise more accessible to children, young people and families, helping to create a more inclusive and sustainable system for the future.
Notes to editors
Educational Psychology in Practice