ELSA in action: exploring implementation through the eyes of school leaders, practitioners and psychologists

Schools are increasingly expected to respond to children and young people’s social, emotional, and mental health needs, yet there remains limited research on how targeted school-based emotional wellbeing interventions are implemented in practice. In England, the Emotional Literacy Support Assistant (ELSA) programme trains school staff to deliver one-to-one and small-group support for pupils with social, emotional, and mental health needs. While previous research has largely focused on pupil outcomes or single stakeholder perspectives, this study explored how the ELSA programme is understood, prioritised, and implemented across school contexts from the perspectives of those involved in its delivery and oversight. Thirteen semi-structured interviews were conducted with senior leaders, ELSA coordinators, ELSAs working in dual roles, and educational psychologists in one UK local authority. Interviews incorporated a structured values-based elicitation exercise to support reflection on programme components. Data were analysed using reflexive thematic analysis supported by a shared coding framework. Four themes were identified: (1) a shared agenda to improve pupil wellbeing through a common framework and skill set; (2) implementation benefits, including enhanced collaboration, accessibility, and monitoring, alongside barriers such as funding constraints, workload pressures, and leadership changes; (3) group supervision as a critical mechanism for maintaining practitioner competence and wellbeing, despite inconsistent attendance; and (4) an inclusive and flexible approach capable of responding to the diverse and evolving needs of pupils. Findings highlight the value placed on ELSA’s adaptability and relational focus across roles, while underscoring the organisational conditions required for sustainable implementation.