A grounded theory study exploring parent experiences of a UK educational psychology service within pre-statutory stages of early intervention: knowledge is the key

Parental engagement is recognised as a key factor in improving educational outcomes for young people, with UK legislative policy stipulating parental involvement for pupils with special educational needs and disabilities (SEND). Engaging collaboratively with families is integral to educational psychology services (EPSs), yet challenges are widely reported. Using Constructivist Grounded Theory (CGT), this study explored five parents’ experiences of local authority EPSs within pre-statutory stages of early intervention. Following CGT methodology, an initial literature review was conducted prior to the research process, to create an overview of the area of study. Methodology and philosophical positioning are discussed with details of CGT data collection and analysis procedures. Findings are presented with a second review of literature to provide insight and understanding into areas considered pertinent to the study’s analysis. The study’s developed grounded theory is presented as an integration of data analysis and existing literature. The grounded theory proposes an overarching focus on: knowledge; parents being informed; EPSs being responsive; striving for early intervention; and working to diminish parental battles to access support. Findings provide suggestions and implications for improving educational psychology practice through a conceptualised theoretical framework to better support effective parental engagement.