Trainee Educational Psychologists’ Perceptions of the Facilitators and Barriers to Entry into the Profession; A Mixed Methods Investigation

AEP currently collects data in relation to equal opportunities through the EP application process, however recognised a need for a more comprehensive analysis of facilitators and barriers to entry into the EP profession. In line with the AEP’s values and principles, the research aimed to support the development of an increasingly diverse profession and enable greater accessibility to the profession. The AEP would like to thank The UoM and in particular the TEPs and their supervisors involved in producing this research.

AEP welcome and are encouraged by several of the findings in the report. The data presented indicates current trainees come from varied ‘socio-economic backgrounds’ - measured by various factors, detailed within the report. The AEP are also pleased with the range of intrinsic factors and motivators for trainees joining the profession - particularly values, principles and a drive to shape the future of the profession and wider education.

The report also highlights several themes that the AEP recognises as concerns and seeks to address. Some of the themes highlighted were known and previously documented, with others offering a new or deeper insight into barriers to the profession. The AEP is committed to working with colleagues at the UoM and other stakeholders to raise awareness of, and address concerns highlighted in the report. The themes of ‘visibility and knowledge’, ‘access and opportunity’ and ‘support’ are particular areas that the AEP is committed to addressing in the short-term.

The AEP has taken several steps in response to the findings in this research and has plans for future progress. The AEP is currently working on the following steps to address some of the issues raised in the report.

1. Working with current members to create profiles of their journeys to the profession, as well as visibly celebrating the increasing diversity of the profession. This will include short blogs and vlogs from TEPs, EPs, SEPs and PEPs to be presented on the AEP website and on social media.
    
2.  Working with undergraduate psychology courses to increase the visibility of the EP profession. This includes delivery of webinars and information sessions to a wider audience. In addition, AEP are aiming to increase the number of resources available on the website to prospective EPs.
    
3. Establishment of a core equality, diversity and inclusion (EDI) working group within the AEP- made up of staff members and NEC members. This group oversee the AEP’s EDI vision and policy for the future and every day actions to move this forward.

1. AEP staff members have been working with clinical psychologists to engage in consultations around pay and conditions and explore the structure of the training route. This will be used to enable the EP profession to look critically at the current application and training processes.
    
2. The AEP is looking to liaise with the relevant government departments, to consider geographical accessibility when renewing contracts for training providers and exploring more flexible and hybrid working. In addition, AEP are committed to working with NAPEP and course providers to investigate the geographical accessibility of placements.

1. The AEP continues to work with the Joint Professional Liaison Group (JPLG) around the future of the profession, particularly in relation to the future training of EPs. Discussions have highlighted some of the concerns raised around salaries and bursaries, geography and workers’ rights.
    
2. The AEP has submitted a letter to the Local Government Association (LGA) which focuses on the rights of TEPs in relation to a number of issues including pay, parental leave rights, access to childcare and mortgage application and expenses.