educational psychology phd manchester

Michael Wigelsworth

• Professor in Psychology of Education , Manchester Institute of Education
• Phone +44 (0) 161 306 1763

Accepting PhD Students

Personal profile

My work explores the feasibility and impact of early intervention and prevention approaches in child mental health, with a particular focus on Social and Emotional Learning (SEL) in the context of primary education and schooling. Within this, I am interested in the early development of inter- and intra-personal skills and competencies that are theoretically and/or empirically linked to health outcomes later in the life course. I have a   particular focus on the context and environment for developing these skills, including the suitability of intervention approach and the appropriateness of methodology used in evaluation.

I am a Professor of Educational Psychology within the Manchester Institute of Education.   I arrived at the University in 2007 where I completed an M.Ed in Psychology of Education and subsequent PhD Education in 2010. I was promoted to Senior Lecturer in 2015 and again to Professor in 2023.    I am currently the programme director for the BSc Educational Psychology.  

I am a Chartered Psychologist and Fellow of the British Psychological Society.   I have advised and collaborated with number of external stakeholders including the Early Intervention Foundation, Department for Education, Manchester City Council, the Wellcome Trust and the Education Endowment Foundation. I have completed an   appointment as a topic expert in Social & Emotional wellbeing for the National Institute for Health and Clinical Excellence.  

I’m part of the Education and Psychology research group at the Manchester Institute of Education

Research interests

My research interests include:

• The identification and assessment of core components of intervention, both in respect to psychological or 'practice' elements and to the associated pedagogical approaches.
• Factors affecting the success of interventions including individual differences, school based factors and the wider ecology (e.g. cultural transferability).
• The role of the teacher in respect to classroom processes in developing wellbeing, both for pupils but teachers themselves, and the nature of this relationship.
• Factors impacting the design and implementation of programmatic curricula designed to support child mental health and wellbeing.
• Evaluative approaches to school-based interventions in respect to methodological and analytical innovation. 

Further information

Recent research projects.

Mapping SEL provision in the Jamaican educational landscape

Working with the Jamaican Ministry of Education and the University of the West Indies, this project aims to understand the current landscape in respect to attitudes, perceptions and knowledge of Social and Emotional Learning within Jamaican primary education. This involved a national survey of Jamaican primary school teachers and series of ‘deeper dives’ using focus groups of school staff from across the island.  

Programmes to Practices: Identifying effective, evidence-based social and emotional learning strategies for teachers and schools

This novel and ambitious project sought to examine and categorise practices identified from within Social and Emotional Learning programmes.   Over 3,000 individual activities were coded in respect to their targeted skill (e.g. emotional regulation) and pedagogical approach (e.g. story vignettes). The project offers new insights into the nature of approach of existing programmes with suggests for more nuanced, flexible and culturally responsive approaches to SEL intervention.  

SPECTRUM Review: Development of EEF Guidance and database for using ‘character’ measures in evaluations

SPECTRUM (Social, Psychological, Emotional, Concepts of self, and Resilience: Understanding and Measurement) is a wide scoping exercise and systematic review of measures to be be used in assessing child and adolescent psycho-social outcomes.   A primary feature of the work is a free-to-use, interactive and searchable database of measures, each with a star rating assessing both robustness and ease of use.   You can search the SPECTRUM database here . 

The FRIENDS Programme: An evaluation of academic and emotional health outcomes

This randomised control trial is currently the world’s largest evaluation of the FRIENDS programme - an intervention designed to address or prevent the onset of early anxiety and depression. Over 3,000 children across 90+ schools participated in surveys, observations and interviews in examining the impact of FRIENDS. The trial is one of the first to examine academic attainment as a potential outcome of the FRIENDS programme.  

Inclusive: Academic impact of a whole-school approach to reducing bullying and aggressive behaviour in secondary schools

This was an independent evaluation, conducted in partnership with the Education Endowment Foundation and, University College London and the London School of Tropical Medicine and Hygine of the INCLUSIVE programme (also known as Learning Together). INCLUSIVE is a whole-school programme using a restorative practice approach to reduce bullying and aggression was conducted, examing academic impact the programme. 

Supervision information

Information for doctoral applications.

Working with PhD students and researchers on cutting edge topics is one the most exciting parts of my job, and I am keen to support motivated and promising candidates in pursuit of their goals.

I typically receive a number of enquiries from people who want to conduct a PhD. To help you find answers to common questions, I have put together the information below.  

If it is not clear you that you have carefully read the information below, I may not respond to your enquiry.

Topics I supervise

I welcome doctoral applicants with an interest in social and emotional learning in schools, mental health and well-being of pupils and/or teachers, or other similar areas of prevention science. 

These topics are not exhaustive, but if there is not a clear connection to my area of interest and expertise and your proposed work, I am unlikely to respond to your request .

More specifically, potential applicants are welcome to consider key questions around topics such as:

 - “Kernels” of practice (see, for example:  https://www.wallacefoundation.org/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf

 - Differential impacts and ‘response to intervention’ for various subgroups (please note that this is in relation to the broad constructs(s) of emotional mental health and wellbeng, not a focus on SEN itself).

 - Cultural transferability of interventions.

 - Implementation factors relating to SEL and/or positive promotion & prevention frameworks

Potential applicants are directed to the following indicative publications as a broad indication of the field(s) I will supervise. Although not absolutely necessary, successful proposals are likely to share a literature base with one or more of the following publications:

Wigelsworth, M., Verity, L., Mason, C., Humphrey, N., & Qualter, P. (2019).  Programmes to Practice: Identifying effective, evidence-based social and emotional learning strategies for teachers and schools.  London: Education Endowment Foundation.  https://educationendowmentfoundation.org.uk/tools/guidance-reports/social-and-emotional-learning/

Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programmes: A meta-analysis.  Cambridge Journal of Education, 46 , 347-376.  https://doi.org/10.1080/0305764X.2016.1195791

Wigelsworth, M., Squires, G., Birchinall, L., Kalambouka, A., Lendrum, L., Black, L… Britteon, P. (2018).   FRIENDS for life: Evaluation report and executive summary .  London: Education Endowment Foundation.  https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/friends/  

Wigelsworth, M., Qualter, P., & Humphrey, N. (2016).  Emotional self-efficacy, conduct problems and academic attainment: developmental cascade effects in early adolescence.   European Journal of Developmental Psychology, 14 , 172-189.  https://doi.org/10.1080/17405629.2016.1180971

Lendrum, A., & Wigelsworth, M. (2013).  The evaluation of school-based social and emotional learning interventions: Current issues and future directions.   Psychology of Education Review 37 , 70-74.  http://man.ac.uk/vpn1Zm

What do I need to do?

A brief introductory email explaining your interest in your proposed topic of work is welcome.  You should present your ideas present their ideas in the form of a proposal.  This is by no means a final declaration of what you intend - it serves a first set in understanding your broad topic and approach.  Further guidance on composing a proposal can be seen here:

https://www.seed.manchester.ac.uk/study/postgraduate-research/applying/writing-your-proposal/

 A CV can be a helpful addition as well.

You should show that you considered potential funding sources.  I have no personal funds for PhD students.  Further guidance can be found here:

https://www.manchester.ac.uk/study/postgraduate-research/funding/

For those in an earlier stage of their career who wish to purse research in this area may consider applying for the M.Ed Psychology of Education:

http://www.seed.manchester.ac.uk/subjects/education/postgraduatetaught/pgtcourse/psychology-of-education-med/

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

Areas of expertise

• BF Psychology
• Educational psychology

Fingerprint

• 10 Similar Profiles
• Social Learning Psychology 100%
• Emotional Learning Psychology 100%
• Primary Schools Social Sciences 36%
• Self-Report Psychology 29%
• Adolescents Psychology 29%
• UK Social Sciences 28%
• Wellbeing Social Sciences 25%
• Prosocial Behavior Psychology 23%

Collaborations and top research areas from the last five years

Dive into details.

Select a country/territory to view shared publications and projects

Research output

• 13 Commissioned report
• 2 Other report
• 1 Other chapter contribution
• 1 Review article
• 1 Other contribution

Research output per year

A conceptual model for teacher wellbeing: Towards a Holistic Understanding.

Research output : Contribution to journal › Article › peer-review

A Systematic Review of Primary School Teachers’ Wellbeing: Room for a holistic approach

Research output : Contribution to journal › Review article › peer-review

• Primary-School Teacher 100%
• Wellbeing 100%
• Systematic Review 100%
• Primary School Teachers 100%
• Mental Health 18%

A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision

• Self-Management 100%
• Evidence-Based 100%
• Child Benefit 100%
• Social Learning 100%
• Emotional Learning 100%

Making a Case for Core Components: New Frontiers in SEL Theory, Research, and Practice

• Boundaries 100%
• Learning Theory 100%
• Family Benefits 100%

The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT

• Social Support 100%
• Psychological Well-Being 100%
• Mental Disorder 100%
• Long-Term Outcome 50%
• Self-Report 50%

The impact of research on government policy regarding SEAL and AfA

Alexandra Hennessey (Participant) , Peter Farrell (Participant) , Neil Humphrey (Participant) , Afroditi Kalambouka (Participant) , Ann Lendrum (Participant) , Clare Lennie (Participant) , Garry Squires (Participant) & Michael Wigelsworth (Participant)

Impact : Societal impacts, Political impacts

Transforming wellbeing provision in education: changing the way that schools identify, monitor and provide support for mental health needs among their pupils

Neil Humphrey (Participant) , Michael Wigelsworth (Participant) , Kirstin Kerr (Participant) & Pamela Qualter (Participant)

A multi-level approach to assessing the impact of Social and Emotional Learning: Secondary SEAL

Student thesis : Phd

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BSc Educational Psychology / Course details

Year of entry: 2025

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Course description

"As part of my course, I took part in work experience organised by my lecturers. It made me realise the true reason as to why I choose to study this course, which is because I love children and I want to see how they develop from a being a child leading up to their adolescence years." Juwayriah Bhana / BSc Educational Psychology Student

BSc Educational Psychology will provide you with a strong grounding in educational psychology - the application of psychological theories and principles to context of education. 

Educational psychology is a broad field that draws upon multiple perspectives to help explain and understand human functioning and behaviour. 

The course will allow you to explore core areas of psychology specifically in relation to education, including biological, cognitive, social, and developmental psychology. 

It will also encourage you to consider the importance of individual differences. 

You will study both historical and contemporary thinking in these areas and explore how they intersect with educational theories and philosophies. The course is a great option if you wish to:

• begin a career pathway towards educational psychology (e.g., become an educational psychologist, play or behavioural therapist, or similar);
• begin a career pathway towards other professional psychology training routes, with an educational focus (e.g., school-based counselling);
• progress into teaching and education-based vocations, with a specialism towards pastoral responsibilities and/or special educational needs;

Special features

• Study a course accredited by the British Psychological Society (BPS), making you eligible for Graduate Membership (GMBPsS).
• During your final year, you will focus on a subject that takes your interests - and could potentially be your area of expertise after you graduate. This will form your major project.
• Applied learning is a key focus within the Manchester Institute of Education (MIE). You will undertake practical placements across your course to ensure your learning can be put into practice.
• Applied and varied assignments allow you to build and demonstrate a portfolio of skills to potential employers.

Teaching and learning

Important notice: factors affecting fieldwork and placements

The School of Environment, Education and Development (SEED) recognises the value of fieldwork and placements. However, the safety and wellbeing of our students and staff remains our priority.

The School will assess on a regular basis the viability of any travel and fieldwork and communicate any significant changes to our students at the earliest possible opportunity.

The role of SEED

• changes to the rules and guidance on travel and activities implemented and published by the UK and overseas governments;
• a risk assessment conducted by or on behalf of the University identifying unmanageable risk;
• changes that enhance the educational value and student experience of the activity;
• changes to the situation of a placement provider (for example, which cause them to be unable to accept students);
• the unavailability of appropriate insurance cover;
• the unavailability of appropriate travel and accommodation and any significant changes to their financial costs;
• where fieldwork and placements are a compulsory element of the Programme, they will be replaced with something academically similar;
• where a trip or placement is not a compulsory element of the Programme, it may not be replaced.

We will consult with affected students at the earliest possible opportunity and explore the options available to them.

The duty of students

Preparation, attendance and conduct

Attendance at preparatory classes is a compulsory pre-requisite of the fieldwork and placements to ensure safety and learning outcomes are met.

Students who do not attend the compulsory preparatory classes may be prevented from participating in the fieldwork or placement. It is the duty of students to discuss any attendance issues with the field course or placement convenor.

Students are representatives of the university during their fieldwork or placement.

Behaviour deemed by the convenor to be unacceptable may result in students being sent home.

Where a student is unable to attend or complete the fieldwork or placement (e.g. due to mitigating circumstances), is prevented from attending due to absence from compulsory preparatory classes, or returned home due to poor conduct:

• a suitable alternative assessment will be offered (as appropriate) to ensure that the programme ILOs are met, and that the student is not academically disadvantaged;
• the University accepts no responsibility for any costs incurred by the student in relation to the fieldwork or placement.

Immigration, passport and visa requirements

It is the responsibility of the individual student to ensure they have:

• a valid passport to enter the destination country (including sufficient months prior to expiry);
• a valid visa (where required) and comply with its requirements.

The School cannot guarantee that visas required for fieldwork or a placement will be granted by the relevant authority. Please note that countries may change their immigration and visa regulations at short notice.

Where a student is unable to attend fieldwork or a placement because they do not have the required visa or passport:

• a suitable alternative assessment will be offered to ensure that the programme ILOs are met and that the student is not academically disadvantaged;

Coursework and assessment

The BSc Educational Psychology does not use summative exams for any of its core credit bearing assessments. You will be assessed through methods including:

• team projects;
• coursework;
• presentations;
• applied learning scenarios;
• a major project.

Course content for year 1

During Year 1, you will build foundational knowledge of the core areas of psychology in relation to education.

• Development and Childhood critically examines key theory and research in developmental psychology, and critically evaluates applications and extension of developmental psychological theory in relation to education and child development.
• Exploring Psychology in the Classroom is the first fieldwork opportunity designed to familiarise you with the school environment and systems. You will spend time in a local school, observing classes and having the opportunity to meet and interact with key staffing roles (e.g., special educational needs coordinators).
• Foundations of Psychology will introduce you to the study of psychology as a science by examining the social and cultural construction of psychology and its application to `real-world questions' with particular regard to education.
• Social Psychology of Education will take an exploratory case approach by `walking through' the many experiences of an individual in relation to social-psychological processes that impact on teaching and learning.
• Research Issues in Psychology and Education provides a comprehensive grounding in core issues surrounding research in psychology and education, helping you to develop your own understanding and ideas.
• The Brain Goes to School will begin with the fundamentals of basic neurology (e.g., cells, neurotransmitters) and an introduction into experience and learning. It then moves to examining how brain structures and specialisation are currently understood and applied to learning. Each area will be considered from a neurobiological perspective and then applied to learners in classrooms.

Course units for year 1

The course unit details given below are subject to change, and are the latest example of the curriculum available on this course of study.

Course content for year 2

In Year 2, there will be a greater emphasis on the application of knowledge and psychological theory in specific relation to education.

You will continue to build and deepen your foundational knowledge of the core areas of psychology in relation to education and develop your ability to evaluate and apply your understanding.

Cognition and Learning: Implications for School revisits the areas covered in Year 1's `The Brain Goes to School'. It develops the ideas further by building on the concepts from neuropsychology using information processing theory. This leads to cognitive models explaining Attention; Perception; Learning; Memory; Thinking and meta-cognition; Problem solving and decision-making; and Language. The focus is on understanding how these cognitive processes are used by typical and atypical learners in educational settings.

Counselling and Educational Psychology in the Professional Context offers grounding in the `real world' applications of education and counselling psychology in the professional context, with specific reference to the intersection of research and practice.

Data Analysis in Psychology & Education will build upon foundation skills developed in Year 1, specifically in relation to the analysis and interpretation of different data strands in research. It will develop your critical thinking skills and prepare you for your dissertation project in Year 3.

Risk and Resilience Processes in Human Development will provide you with an introduction to theory and research relating the concepts of risk and resilience, and their application in the study of human development.

Students are free to select optional units to customise their bespoke course of study.  Popular choices have included the Psychology of Learning, Sociology of Education, Teaching and Learning Literacy and Understanding Mental Health.

Please note that the above course unit details may change.

Course units for year 2

Course content for year 3

In Year 3, you will gain further independence in your learning and will be encouraged to draw links between the different components of the course in your application of learning, especially in relation to your major project and final year placement.

In the third fieldwork unit Intervention in Schools, you will draw upon your prior learning and fieldwork experiences in order to develop and conduct a bespoke intervention in a partner school.

Drawing upon the some of the key work within the department, the Prevention Science and Education unit aims to develop your knowledge and understanding of how theory and research in prevention science can be applied in educational contexts to improve children's social, emotional and behavioural outcomes.

Current Issues in Special Educational Needs (SEN) will explore the relevance of psychological theory for individual learning and assessment (drawing on developmental psychology, cognitive psychology, neuropsychology and social psychology). It will also consider historical and social influences on how SEN is defined as well as critically explore the value and use of diagnostic labels within educational settings (e.g., dyslexia, ASD, ADHD).

With support from a dedicated supervisor, you will conduct your Major Project - a piece of independent research, focusing on your areas of interest, with a focus on what useful knowledge might be gained and applied.

Course units for year 3

What our students say

I choose a placement in a primary school to see how elements of my course are portrayed in the school environment. As my course focuses on children and their psychological development, it was very beneficial to be in a classroom setting filled with children and try to understand the life of a child. Juwayriah Bhana / BSc Educational Psychology student

Read more about Juwayriah's experience in her student profile.

This course is taught by the Manchester Institute of Education (MIE), which has an incredibly strong heritage - education has been a field of study at The University of Manchester since 1890. 

You will benefit from studying within an environment that has a national and international reputation for quality in teaching, scholarship, and research in this field.  

We pride ourselves on close staff-student relationships and guided, one-to-one supervision. 

The Institute promotes equality and diversity, and you will study in an environment that embraces values of cultural diversity and is fundamentally committed to equality of opportunity, regardless of race, disability, religious or other beliefs, sexual orientation, or age.

MIE provides opportunities for progression to taught and research master's degrees, as well as our Ofsted 'Outstanding' Primary PGCE.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service.

For more information, email [email protected] .

Educational Psychology Funded Training (EPFT) scheme

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About the scheme

The Educational Psychology Funded Training (EPFT) scheme provides government funding in partnership with employers for 204 trainee educational psychologists. It is a six year commitment made up of a three-year doctorate degree course, followed, by a period of employment immediately after graduation as an educational psychologist within a local authority (or alternative setting which supports the statutory work within a local authority) within England for at least three years. If you do not complete the training course or if you fail to spend the three years immediately after graduation employed as an educational psychologist within a local authority, or in a capacity which supports the statutory work of a local authority service, in England  you may have to repay some or all of the funding associated with your training place.

The Department for Education (DfE) works with the participating universities to manage the funded element of the EPFT scheme.

The Association of Educational Psychologists (AEP) hosts and administers the online application process. The payment of an administration fee is required to start your application. The administration fee is currently set at £20 and is regularly reviewed. The fee covers the running costs of managing the EPFT system. 

The participating universities, in partnership with employers, are responsible for selection of the successful applicants. Employers also offer practice placements in years two and three.

The information on this page concerning availability of funding and eligibility requirements has been supplied by the DfE. The AEP is not in a position to offer definitive advice on funding matters. If the information on this page does not address your specific circumstances adequately, then you should seek further advice and guidance directly from the DfE. However, you should be aware that the DfE are unable to assist on queries relating to your nationality or immigration status. If your query relates to these, you should contact the Home Office.

Universities and Training Places

There are 204 places under the EPFT scheme available in September 2024. The universities offering the doctorate for 2025 are:

Candidate Specifications

In this section:.

• Entry requirements
• Nationality/residency requirements

Graduate Basis for Chartered Membership (GBC)

Overseas qualifications, proof of graduate basis for chartered membership (gbc).

• Applicants with a 2:2 class degree

If English is not your first language

Relevant work experience.

• UK Residents who are temporarily overseas

Entry Requirements

To be eligible to apply through the EPFT scheme you must

• have a psychology degree (2:1 (‘upper second’) or above)  or  have completed an approved conversion course  or  a Master’s degree,  AND  be eligible for the British Psychological Society (BPS) Graduate Basis for Chartered Membership (GBC).  You must have the qualification that grants you eligibility for GBC before the application deadline*.  If the qualification that grants you eligibility for GBC is not from the UK or Ireland, you will be required to enter your BPS membership number at the application stage (see below)
• be able to demonstrate that you have gained a minimum of one year’s full-time (i.e. 37 hours a week for 52 weeks or part-time equivalent) experience working with children and young people within an educational, health, social care, youth justice, childcare or community setting by the application deadline. This can be made up of all paid employment or at least nine months full-time equivalent paid employment and the equivalent of three months sustained relevant voluntary experience. Any additional paid/voluntary experience over the one-year minimum requirement should also be included
• have permission to work in England for the duration of the course and for at least three years after completing the course. If you are uncertain of your immigration status you should contact the Home Office at: https://www.gov.uk/contact-ukvi-inside-outside-uk
• satisfy the nationality/residency requirements

* A candidate will still be eligible if they can provide formal evidence of graduand status at the time of application. This could be in the form of a communication from your university confirming your award status. This evidence should be forwarded to your chosen doctorate course providers directly.

Nationality & Residency Requirements

The residency requirements for the funded scheme are harmonised with Student Finance eligibility. You can find their residency criteria here:  Student finance: Eligibility - GOV.UK (www.gov.uk)

EU Candidates

The following guidance has been published by the DfE for EU citizens wishing to apply. These guidelines come into effect from the 2021 intake onwards.

• Studying in the UK: guidance for EU students - GOV.UK (www.gov.uk)
• New eligibility rules for home fee status and student finance for the 2021 to 2022 academic year (publishing.service.gov.uk)  [PDF]
• Access to Student Finance from Academic Year 2021/22: FAQs - Education in the media (blog.gov.uk)

British Nationals in Hong Kong and UK nationals in British Overseas Territories

The following resources are available for those holding BNO passports, or UK nationals in British Overseas Territories:

• British nationals (overseas) in Hong Kong - GOV.UK (www.gov.uk)

To be eligible for the GBC of the British Psychological Society you  must  have one of the following:

• acquired a qualification in psychology (usually a Bachelor (Honours) degree) which has been approved by the British Psychological Society as conferring eligibility for GBC
• undertaken an appropriate British Psychological Society accredited conversion course

Academic qualifications awarded in the Republic of Ireland that confer eligibility for Graduate Membership of the Psychological Society of Ireland (PSI) are also recognised for GBC.

You  do not  have to be a member of the BPS to apply for the EPFT scheme if you hold qualifications accredited by the BPS or the PSI that confer eligibility for the GBC.

If you were awarded your psychology degree by a university in the UK or the Republic of Ireland but are unsure whether you are eligible for GBC, please contact the BPS for advice on 0116 254 9568 or emailing  [email protected] . Alternatively, a full list of the accredited undergraduate courses can be found on the BPS website: www.bps.org.uk/find-course

If you obtained some or all of your required qualifications overseas you will need to obtain confirmation that you are eligible for GBC, usually through the process of applying successfully to the BPS for Graduate Membership. Further details can be found on the BPS website:  www.bps.org.uk . When applying for an EPFT place you must enter your BPS membership number and provide evidence that you are eligible for GBC membership of the BPS. Further details can be found either on their website:  www.bps.org.uk , or by contacting their Partnerships and Accreditations Team (PACT) on 0116 252 9563 or emailing  [email protected] .

You must have completed the qualification that grants you eligibility for GBC before the application deadline. If you are shortlisted for interview by a university, you will be required to bring written confirmation of your eligibility for GBC to your interview. A letter confirming your eligibility from the director of the relevant degree course or from the BPS is acceptable evidence.

Applicants with a 2:2 degree

Some universities may accept an application if you hold a 2:2 (‘lower second’) degree. In this case you must have both extensive experience and completed further professional development. You should consult with your chosen universities before applying if you hold a 2:2.

A good command of written and spoken English is essential. If your first language is not English, you must be able to provide recent evidence in your application form that your spoken and written command of English is of the required standard. The only acceptable English qualification for the course is the International English Language Testing System (IELTS), Academic. An overall grade between 7.0 and 8.0, with a minimum of 7.0 in each of the sub-tests, is required.

You must complete the application form and references in English.

Universities will expect you to have the equivalent of a minimum of one year’s full-time experience of working with children and young people within an educational, health, social care, youth justice, childcare or community setting by the application deadline. This can consist solely of paid employment or a combination of at least nine months full-time (or equivalent) paid employment and the equivalent of three months full-time sustained relevant voluntary experience. For these purposes, ‘one year full-time’ would usually be taken to mean at least 37 hours per week for 52 weeks. Thus, someone working part-time for 18.5 hours a week would usually require two years’ employment to meet the ‘one year full-time equivalent’ requirement.

Relevant work experience overseas will be considered as part of your application.

University course requirements may vary slightly. Therefore, before completing your application we advise that you read the guidance on the websites of the institutions that you are interested in.

Universities will be looking for knowledge and understanding of:

• the UK education system
• application of psychological theories

UK Resident who are temporarily overseas

If you are a UK resident who is temporarily travelling or working abroad you can apply for an EPFT scheme place. You must be able to attend an interview in person if invited. However, if you are currently living overseas you must be able to satisfy the nationality/eligibility requirements in order to be eligible for funding.

The Department for Education (DfE) is responsible for funding the EPFT scheme.

Under the EPFT scheme, funding allocated to successful candidates covers tuition fees for all three years of the course, and a bursary for the first year, all of which will be paid to the university by the DfE on the candidate's behalf.

First Year Bursary

Second and third year bursary/salary arrangements, self-funded training places, alternative sources of funding.

In your first year, the university will pay the bursary directly to you. The amount you will be paid is:

• £16,266 per annum if your course is outside London
• £16,715 per annum if your course is in London 

Arrangements for the second and third years of training vary. Most employers offer practice placements during which you are paid a bursary, while a small number offer employed posts where you are paid a salary.

Individual universities determine whether to offer places for self-funding students and, if so, how many. If you are interested in applying for a self-funded place, you must contact the relevant university directly. The DfE does not cover any of the costs for self-funded trainees.

You must apply for a self-funded place directly to the university offering such places,  not  through the EPFT online application system. You can apply for both EPFT scheme and self-funded places but you must inform the AEP if there is any change to the status of your EPFT scheme application.

The EPFT scheme is currently the only funded Educational Psychology training scheme in England.

Can I defer my entry?

Are part-time and fast track routes available, can i apply if i have a criminal conviction, what is the process for applicants with disabilities, what happens if i withdraw my application, can i defer my employment at the end of training, what if i have long-term absence from the course (over three months including sickness and maternity leave), do i need a teaching qualification or experience, can i apply if my psychology undergraduate qualification was acquired abroad, can i practise in the uk if i am an internationally qualified educational psychologist, or will i need to complete the doctorate, is there an age limit to applying for an epft place, how likely is it that government funding for educational psychology training will continue.

• I am starting my conversion course in September, can I apply for the 2024 intake? / I’m in my third year of my psychology degree, can I apply for the 2024 intake?

Where will my practice placements be in years two and three? Or can I choose a practice placement close to home?

The high demand for EPFT places means that deferred entry is not possible.

At present, educational psychology and EPFT funding is available only as a full-time three-year course.

All courses involve work with children, so if you are successful in your application you will be subject to a Disclosure and Barring Service (DBS) criminal record check organised by the university. More information on the DBS check can be found at:  www.gov.uk/government/organisations/disclosure-and-barring-service

If you have any concerns about what information the DBS check will reveal you should raise this with the university.

Please note, if you have convictions it may prevent you from being accepted on the EPFT programme. Should you reach the shortlisting stage a decision regarding your application will be considered on a case by case basis, in consultation with programme directors and Principal Educational Psychologists (PEPs).

If you have a disability it is suggested that you contact the university before you apply to ascertain how they can best meet your needs. You should do this at the earliest opportunity to allow universities sufficient time to make any necessary arrangements.

Should you want to withdraw your submitted application prior to accepting an offer then you must do this by the online system. If you withdraw you will not be able to submit a second application in the same year. The AEP will hold your information until the close of the application year.

Waiving of the obligation to seek employment as an educational psychologist, in England, for at least three years after qualifying is only possible under exceptional circumstances. Extended travel or gap years do not count as exceptional circumstances.

In the event that a long-term absence results in your needing to repeat an academic year, there is no guarantee that the course will still be running at the establishment you were previously studying at when you return from your absence. 

There is no longer a requirement to have a teaching qualification, although work experience of the education system is valued by course directors.

If you acquired some or all of your qualifications abroad, the British Psychological Society will be able to advise you if they are eligible for BPS Graduate Basis for Chartered Membership (GBC). They can be contacted at  www.bps.org.uk or on +44 (0) 116 254 9568.

The Health and Care Professions Council will be able to advise you, they can be contact via their website www.hcpc-uk.org or on +44 (0) 845 300 6184.

There is no age limit. For more information on this please visit www.aep.org.uk/ epft-report .

The cost of the training is currently split between the Department for Education and employers (namely, local authorities, some private enterprises and schools). 

The DfE have agreed to commission Educational Psychology training for three cohorts, beginning their training in September 2024, September 2025, and September 2026. The third of these cohorts, beginning their training in 2026, will be subject to funding being agreed. There is also an option to extend for a further 12 months, at DfE’s sole discretion.

I am starting my conversion course in September, can I apply for the 2024 intake? / I’m in my third year of my psychology degree, can I apply for the 2024 intake?

The high demand for EPFT places means that it is not possible to make any conditional offers. You must have completed the qualification that grants you eligibility for GBC before the application deadline.

Practice placement vary each year, as the course is dependent on local educational psychology services and school partnerships providing a placement plus a bursary or salary. These would ordinarily be in:

• Local Authority Educational Psychology Services
• School partnerships
• Other Educational Psychology Services

We would also recommend you contact the university (s) you are thinking of applying to, as they will be able to advice you on where their placements are commonly available. It is sometimes possible because of the consortia arrangements, that if you’re on a course some distance from you family, to request a practice placement closer to home. For example, if you are at the University of Nottingham, but your family is in Cumbria, the University of Nottingham on your behalf can approach Manchester to see if there are any placements in Cumbria. This isn’t guaranteed, and you will not be able to transfer university as the course content and awarding bodies vary.

Trainees are able to express their preferences and most universities have practice placement panels, which try as best as they can to accommodate these.

Application Guidance

Applicants should note:

• The AEP will not accept any requests to alter university choices after the closing date.
• Successful submission of an application online does not constitute confirmation of eligibility for entry. 
• Once an application is submitted no further changes can be made. A submitted application can be cancelled. However, applicants who choose to cancel their applications will not be permitted to re-apply for the same entry year.  

Referees unable to complete a reference online

Data protection and references, procedure for processing applications, shortlisting and interviews, offers under the epft scheme.

All applicants need to ensure that they submit two references: an academic and a relevant work experience reference. We do not expect referees to provide highly detailed and extensive references and a focus on the criteria outlined below will be sufficient. It is important that referees are able to confirm that you are known to them and that they provide a brief statement relating to suitability of your academic skills or experience relevant to training as an Educational Psychologist.

Academic Reference We anticipate that the majority of applicants will be able to provide an academic reference from an academic known to them. However, in the rare circumstances where this is not possible a reference written by another professional colleague would be acceptable so long as this focuses explicitly on academic skills. It is important that in these circumstances the referee addresses the academic competence criterion, this could be by commenting on CPD you have undertaken and how you use your psychological knowledge and research/evaluation skills.

Academic referees are asked to provide an assessment of the applicant, particularly in the following areas:

• Confirmation of knowledge of the applicant
• Opinion of the applicant’s academic competence
• Any notable achievements
• Suitability to train as an Educational Psychologist

Work Experience Reference Your current or most recent employer should provide a relevant experience reference. It may be helpful to know that references are required to proceed beyond the initial shortlisting stage but it is the confirmation of suitability rather than the detail that is important. [To fulfil safeguarding requirements please note that if you are temporarily working in a role that does not include relevant experience with children or young people, or have been working somewhere less than 3 months, you can ask a third referee to provide a reference in addition to your current employer].

Relevant experience referees are asked to provide an assessment of the applicant, particularly in the following areas:

• Overview of range of experience in current role
• Ability to work as a member of a team
• Creativity, problem solving skills and evidence of use of psychology

Where possible, referees should complete an online reference. If this is not possible we may make alternative arrangements for them to provide their information via email or post. We can upload this information directly onto the application system. Referees are asked to contact us about this at  [email protected]  as soon as possible. Please note: AEP support is available Monday to Friday, 9am–5pm. We aim to respond within two working days.

The AEP operates in compliance with data protection legislation. The General Data Protection Regulation (GDPR) gives you a right to access the data we hold about you. However, GDPR also imposes on us a duty of confidentiality to third parties, which includes referees. We are not able to disclose references without the permission of the referee. We will not process requests to view a reference until the application deadline has passed. If you would like to view your reference before this time, please contact your referee directly.

Your completed application can be accessed by your chosen universities as soon as you have submitted it. However, universities are unable to see which other institutions you have selected.

Shortlisting and interviews will take place after the application deadline and be completed by the interviewing deadline. If you are shortlisted you will be called for an interview directly by the university or universities concerned.

If you are unsuccessful in your application, the university will update the status of your application on the online system to let you know their decision.

The participating universities will make all offers for EPFT scheme places by 12pm, 20th March 2024. If one or more universities offer you a place your status on the online application system will be updated to show that you have been made an offer and you should also receive a separate notification by email or letter from the university.

Applicants are permitted to accept only one EPFT scheme place, all others must be rejected. Participating universities will not automatically be made aware that an applicant has accepted an offer elsewhere and, therefore, rejected their offer. To do this you must respond to each individual offer through the online system. Please note that you do not have to give a reason for your decision.

You will have 7 days from receiving your offer to accept or decline an EPFT scheme place.

If you do not respond within 7 days you will be considered to have withdrawn from the application process. The scheme place will be offered to another applicant.

Once you have accepted an offer of an EPFT scheme place this decision is final and cannot be changed.

Deadlines (2025 intake)

Application Start Date Wednesday 4 th September 2024 (midday)

References Deadline Tuesday 29 th October 2024 (5pm)

Application Deadline Wednesday 30 th October 2024 (5pm)

Interviewing and Shortlisting Deadline: Friday 21 st March 2025 (5pm)

Offer Release: Wednesday 26 th March 2025 (midday)

Candidates will have 7 days from receiving an offer to accept or decline an EPFT place.

Association of Educational Psychologists

Enter a search term:

Psychology: Books

• Special Collections
• Evidence-based practice
• Training and support

The University of Manchester Library is home to a significant collection of books relating to Psychology.

E-book spotlight.

Educational Psychology

Now in its third edition, Educational Psychology offers a comprehensive overview of how key advances in social, developmental and cognitive psychology impact upon the role of educational psychologists working today. Written by leading researchers, the book also explores controversies and dilemmas in both research and practice, providing students with a balanced and cutting-edge introduction to both the field and the profession.Fully revised throughout, and with a new chapter exploring how educational psychologists work with schools to support children and young people’s mental health, this third edition aims to encourage students to integrate their understanding of core psychological disciplines, as well as to consider what ‘evidence-informed practice’ really means. Organised into two broad sections related to learning and to social, emotional and mental health, the book features a selection of vignettes from educational psychologists working in a range of contexts, as well as tasks and scenarios to support a problem-orientated approach to study.By integrating both research and everyday practice, the book is unique in engaging a critical appreciation of both the possibilities and limitations of educational psychology. It is the ideal book for any student wishing to engage with this important and evolving field of study - Provided by publisher.

Locating and borrowing books

You can use Library Search to search for both print and eBooks as well as a range of other resources including articles , journals , and databases .

• For information on how to search/access books, go to our Books and resources page .
• For information on how to locate books in the Main Library, go to our Locating books on the shelves page .
• For information on how to borrow, return and renew books, go to our  Borrowing and returning books page . 

Guide to printed collections

The Library uses the Dewey Decimal Classification scheme (Dewey for short) to arrange books and other resources on the shelves so you can locate them easily.

The vast majority of books concerning Psychology and related subjects can be found in the Main Library .

More information: Locating books on shelves

For help with finding your way around the Main Library, please use our new Interactive Map .

Course reading lists

You can access your course reading lists in Blackboard: 

Access your Reading Lists

E-book collections

The Library provides access to numerous e-book collections that host many titles relating to Psychology and other subjects. Follow this link to browse different collections you can explore to find e-books relating to your studies. 

Order a Book

If the Library doesn't already hold a copy of the book you need, fill in the Order a Book form and we will get it for you.

University staff should use the Order a Book (Staff) form .

Theses and dissertations

Theses can be a valuable source of information for your research and are very useful points of reference for when you come to write your own thesis.

For detailed information on how to access theses from the University of Manchester, and from other universities in the UK and internationally, please visit our Theses Library Guide . 

Doctoral/Research Theses

• Electronic versions of many open-access University of Manchester research theses, submitted from the 2010 session onwards, are available on Research Explorer , the University of Manchester’s research database.

Theses from other UK/International Institutions

A searchable and browsable database of dissertations and theses from around the world, spanning from 1743 to the present day. It also offers full text for graduate works added since 1997, along with selected full text for works written prior to 1997. It contains a significant amount of new international dissertations and theses both in citations and in full text. Designated as an official offsite repository for the U.S. Library of Congress, PQDT Global offers comprehensive historic and ongoing coverage for North American works and significant and growing international coverage from a multiyear program of expanding partnerships with international universities and national associations.

• << Previous: Books, Journals, and Databases
• Next: Journals >>
• Last Updated: Aug 29, 2024 4:47 PM
• URL: https://subjects.library.manchester.ac.uk/psychology

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Course type

Qualification, university name, postgraduate educational psychology.

21 degrees at 16 universities in the UK.

Customise your search

Select the start date, qualification, and how you want to study

About Postgraduate Educational Psychology

Educational psychology is a fascinating niche of the psychological field that focuses on the process of learning in the human mind. To do so, it examines everything from cognitive to social, cultural and behavioural influences on learning and education—across a variety of settings and age ranges.

Postgraduate students will develop advanced knowledge of relevant psychological theories and study methods, carrying out applied work on developing new teaching methods and educational models based on their findings.

There are over 20 different postgraduate programmes in educational psychology to choose from in the UK. These qualifications may combine elements of educational psychology, educational neuroscience and developmental psychology.

What to expect

Postgraduate students will develop advanced knowledge of relevant psychological theories and study methods and carry out applied work to develop new teaching methods and educational models based on their findings. Courses take from one to three years to complete and usually involve a practical fieldwork placement.

The main employer for educational psychologists tends to be local authority children's services or local authority educational psychology service if you’re based in Scotland. Other employers include the NHS, private schools and nurseries and charitable organisations such as the National Autistic Society.

Related subjects:

• Educational Psychology
• Applied Psychology
• Behaviour Therapy
• Behavioural Psychology
• Child Psychology
• Clinical Psychology
• Cognitive Psychology
• Criminal Psychology
• Developmental Psychology
• Forensic Psychology
• General Psychology
• Human Sexuality
• Occupational Psychology
• Organisational Behaviour
• Organisational Psychology
• Psychological Counselling
• Psychology Specialisations
• Social Psychology
• Sports Psychology

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

Educational Neuroscience MA

Birkbeck, university of london.

Offered jointly by Birkbeck and UCL's Institute of Education, our Master's degree in educational neuroscience will provide you with Read more...

• 1 year Full time degree: £12,150 per year (UK)
• 2 years Part time degree: £6,075 per year (UK)

Applied Educational Psychology Doctorate (DAppEdPsy)

Newcastle university.

This doctorate will enable you to become a registered educational psychologist in the UK. It is accredited by the BPS and approved by the Read more...

• 36 months Full time degree

Psychology (Applied Educational Psychology Doctorate) DAppEdPsy

University of nottingham.

Prepare yourself for a professional career in educational psychology. Our doctorate focuses on the link between theory and practice. The Read more...

• 3 years Full time degree: £11,195 per year (UK)

DEdPsy Educational Psychology

University of strathclyde.

The DEdPsy is a flexible research degree designed to meet the needs of practising Educational Psychologists (EPs) with at least one year’s Read more...

• 24 months Full time degree: £4,786 per year (UK)

PGCE Secondary Education: Psychology

University of wolverhampton.

Psychology is an exciting secondary school curriculum subject. It covers topics such as cognitive psychology, social psychology, Read more...

• 1 year Full time degree: £9,250 per year (UK)

Education (Psychology) MA

Ucl (university college london).

The Education (Psychology) MA will introduce students to key theoretical issues in the psychology of education, critical analysis of Read more...

• 5 years Customised degree
• 1 year Full time degree: £12,700 per year (UK)
• 2 years Part time degree: £6,350 per year (UK)

Psychology in Education - MSc

Cardiff metropolitan university.

Course Based within one of the largest centres for teacher education and training in the UK, the MSc in Psychology in Education looks Read more...

• 1 year Full time degree: £11,000 per year (UK)
• 2 years Part time degree: £5,513 per year (UK)

Doctorate in Educational Psychology - (DEdPsych)

University of southampton.

Join the University of Southampton, a global top 100 research-intensive university on this three year DEdPsych Doctorate in Educational Read more...

• 3 years Full time degree

Developmental and Educational Psychology MSc

This programme offers a comprehensive research training in developmental and educational psychology. It is recognised by the Economic and Read more...

Professional Educational, Child and Adolescent Psychology DEdPsy

The DEdPsy facilitates an understanding of the role of Educational Psychologists (EPs) as applied psychologists working with children and Read more...

• 3 years Full time degree: £19,868 per year (UK)

Psychology of Education MSc

The Psychology of Education MSc will introduce students to key theoretical issues in the Psychology of Education, critically analysing Read more...

MEd Psychology of Education

University of manchester.

The MEd Psychology of Education has a long-standing reputation for excellence as a masters course that can be completed in one year Read more...

• 12 months Full time degree: £12,500 per year (UK)
• 24 months Part time degree: £6,250 per year (UK)

MSc Psychology in Education

University of york.

Learn to apply psychological methods and approaches to educational policy and practice. This BPS-accredited conversion course is ideal if Read more...

• 1 year Full time degree: £10,590 per year (UK)

Doctorate in Educational Psychology

Cardiff university.

This fully funded, doctorate programme aims to provide you with an advanced level of knowledge in educational psychology and, upon Read more...

MSc Psychology of Education BPS

University of bristol.

The MSc Psychology of Education is a British Psychological Society (BPS)-accredited MSc conversion programme that provides students with Read more...

• 1 year Full time degree: £13,000 per year (UK)
• 2 years Part time degree: £6,500 per year (UK)
• 3 years Part time degree: £4,333 per year (UK)

Educational and Child Psychology DEdChPsy

University of sheffield.

This professional training course will give you the skills, competencies and HCPC registration required to practise as an educational Read more...

MPhil in Education (Psychology and Education) part time

University of cambridge.

This route is intended for applicants who have a background or strong interest in education, have undertaken some previous study of Read more...

• 22 months Part time degree: £6,777 per year (UK)

Professional Doctorate in Child, community and educational psychology (M4)

Tavistock & portman nhs foundation trust and tavistock consulting.

This highly regarded professional doctorate training course is accredited by the University of Essex. You will cover core requirements Read more...

Educational Psychology (Professional Doctorate) DEdPsy

University of dundee.

The major challenges confronting society are complex and interdisciplinary, and current solutions to today’s and tomorrow’s intractable Read more...

• 48 months Online degree: £5,066 per year (UK)
• 48 months Part time degree: £5,066 per year (UK)

PhD in Psychology in Education

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research. The programme aims to Read more...

• 3 years Distance without attendance degree: £4,786 per year (UK)
• 6 years Distance without attendance degree: £2,393 per year (UK)
• 3 years Full time degree: £4,786 per year (UK)
• 6 years Part time degree: £2,393 per year (UK)

1-20 of 21 courses

Course type:

• Distance learning

Qualification:

Related subjects:.

PGR handbook - School of Environment, Education and Development

Introduction to counselling psychology

The following content is taken from the Standards for Doctoral programmes in Counselling Psychology published by the British Psychological Society (2017, p.6).

It has been included to provide students with a broad introduction to the developing profession of Counselling Psychology and to outline the overarching aims of such a programme. 

These provide a foundation for the more programme specific introduction provided in the next section.

Counselling psychology is a distinct profession within the field of psychology whose specialist focus is the application of psychological and psychotherapeutic theory and research to clinical practice.

Counselling psychology holds a humanistic value base that goes beyond the traditional understanding of human nature and development as passive and linear and views human beings and their experience as inherently dynamic, embodied, and relational in nature.

Its aim is to reduce psychological distress and to promote the wellbeing of individuals by focusing on their subjective experience as it unfolds in their interaction with the physical, social, cultural, and spiritual dimensions in living.

Counselling psychology takes as its starting point the co-construction of knowledge and as such places relational practice at its centre.

The therapeutic relationship is therefore considered to be the main vehicle through which psychological difficulties are understood and alleviated.

Programme philosophy

The University of Manchester’s Doctorate in Counselling Psychology is a pluralistic therapeutic training programme that acknowledges that “any substantial question admits of a variety of plausible but mutually conflicting responses” (Rescher, 1993, p.79; see also Cooper and McLeod [2011] for a discussion of pluralistic counselling and psychotherapy). It adopts a stance that values the social and political contexts in which the profession of counselling psychology has developed and in which therapeutic work is undertaken. Furthermore, it values the phenomenological intersubjective experience of those involved in the therapeutic process. With this in mind, the person seeking support is viewed as an active agent of psychological change with whom any intervention should be centred (see Bohart and Tallman [1999] and Duncan et al [2004] for more discussion on client-agency within therapy). Such a collaborative view values the scientist-practitioner model of professional practice (e.g. Lane & Corrie, 2006) and is increasingly supported by the research exploring the effectiveness of psychological therapies (e.g. Wampold & Imel, 2015; Hanley, Cutts, Gordon & Scott, 2013; Cooper, 2008). 

The pluralistic framework for counselling and psychotherapy (Cooper & McLeod, 2011; Hanley, Cooper, McLeod & Winter, 2017) and the Skilled Helper framework (Egan, 2010) are used as harnessing features to the programme. In utilising these approaches the programme embraces the notion that there are common factors to successful therapeutic relationships. In particular, it aims to sensitise trainees to the three components conceptualised by Bordin (1994) within their work as counselling psychologists. These are that a therapeutic alliance will consist of:

• a mutual agreement between the therapist and client on the goals of therapy,
• a mutual agreement between the therapist and client on the tasks of therapy, and
• an emotional bond between the therapist and client. 

In such a framework, the agreement between both (or all) parties upon the therapeutic activity becomes paramount when considering the overall effectiveness of any intervention. This framework acts as scaffolding for trainees to make sense of the numerous tensions that are present within the core therapeutic models that are presented within the programme. 

Within the first year of the programme, trainees are supported in understanding the key postulates of humanistic psychology (Bugental, 1964) and the core competencies of humanistic counselling (Roth, Hill & Pilling, 2009). This approach has its foundation in the person-centred approach (e.g. Gillon, 2007) and introduces trainees to the model of psychological change first proposed by Carl Rogers (1951; 1959) and subsequently developed by contemporary thinkers (e.g. Hanley, Scott & Winter, 2016; Cooper, 2007; Mearns & Cooper, 2018). Fundamentally, the emphasis of this year is upon the importance of the relationship within therapeutic work.

Within the second year, trainees will consider the core competencies of cognitive behavioural therapy (Roth & Pilling, 2007). Trainees will be encouraged to reflect upon therapeutic interventions and models of personality development in line with the original proponents of the approaches (e.g. Beck, 1976; Beck et al. 1979; Ellis, 1962) and more contemporary thinking (e.g. Ost, 2008; Trower et al, 2011). These models of change will be considered in relation to those presented within the first year of the programme and the differences and similarities between them reflected upon in relation to the integrative frameworks provided by the pluralistic approach and the skilled helper model.

In addition to input around the above therapeutic approaches, trainees will engage in professional input activities focusing upon generic professional issues. These will include coverage of core Standards of Proficiency (HCPC, 2015), lifespan development (e.g. Sugarman, 2001), and models of psychopathology and psychopharmacology (e.g. Davey, 2007; Bentall, 2009). Trainees will also consider working with ‘difference and diversity’ in counselling psychology, harnessed through theoretical frameworks of social justice and intersectionality (Chung & Bemak, 2012; Cutts, 2013; Davies, 2000; Lago, 2005; Winter, Guo, Wilk & Hanley 2016; Winter & Hanley, 2015).

Trainees will be encouraged to learn through doing with regular skills activities and video assessed work. Complementing the structured theoretical input and practical sessions will be substantial placement activities (a minimum of 450 hours working as a trainee counselling psychologist). These will be delivered in a range of placement settings (between 2 and 5 over the course of the three-year programme). Trainees are required to complete therapeutic practice hours in a minimum of two modalities (e.g. individual therapy, group work, couple therapy, family therapy), with two different client groups (these may be defined and vary according to, for example, age group of the client or presenting issue), and in the two different therapeutic models taught on the programme (i.e. person-centred counselling psychology and cognitive-behaviour therapy informed counselling psychology). They will be well supported by appropriate placement providers and trainees will be required to attend supervision at a ratio of 1 hour per 8 client hours as a minimum.

In line with the scientist-practitioner model of training (Belar & Perry, 1992), emphasis is placed both on therapeutic practice and research (Hanley, Lennie & West, 2013). Trainees are required to complete a number of research papers in years one and two of the course, in addition to the 50,000-word thesis submitted at the end of the third year. The counselling psychology research group ‘Education and Therapy’ (EaT) sits within the Manchester Institute of Education and conducts research primarily across three main areas: (1) therapy in educational settings, (2) applied psychologist education, and (3) psychology, inequality and education. This reflects the research conducted by the core staff team, and trainees are required to focus their research in or across these research areas. Applications to the programme are considered alongside the staff team’s ability to supervise research projects.  

Personal development also plays a major part in the programme.  Trainees are encouraged to develop as reflexive practitioners (through course activities and clinical supervision) and to regularly consider their own growth during the programme. Additionally, trainees are required to undertake 40 hours of personal therapy.  It is anticipated that these personal development activities will help to consolidate trainees’ integration of psychological understanding with personal learning, their understanding of how the scientist-practitioner works alongside being a reflexive practitioner, and in a ‘way of being’ that proves congruent with personal values and allows appropriate navigation of professional roles.

Assessment will reflect upon the philosophical, theoretical and practical components of the programme. This will take the form of theoretical papers, case studies and practice reports related to placement activities. It will also involve conducting a substantial research project to be presented as a final thesis. Each of these pieces will represent a contribution to the body of psychological knowledge regarding the discipline of counselling psychology.

The key aim of an accredited programme is to produce graduates who will:

• be competent, reflective, ethically sound, resourceful and informed practitioners of counselling psychology able to work in therapeutic and non-therapeutic contexts;
• value the imaginative, interpretative, personal and collaborative aspects of the practice of counselling psychology;
• commit themselves to ongoing personal and professional development and inquiry;
• understand, develop and apply models of psychological inquiry for the creation of new knowledge which is appropriate to the multi-dimensional nature of relationships between people;
• appreciate the significance of wider social, cultural, spiritual, political and economic domains within which counselling psychology operates;
• adopt a questioning and evaluative approach to the philosophy, practice, research, and theory which constitutes counselling psychology;
• be able to develop and demonstrate communication, influencing, teaching and leadership skills by applying psychological knowledge and skills in a range of professional, clinical, organisational, and research contexts.
• Beck, A. (1976).  Cognitive therapy and the emotional disorder . New York: International University Press
• Beck, A., John, R., Shaw, B., & Emery, G. (1979).  Cognitive Therapy of Depression . New York: Guildford Press
• Belar, C. D. & Perry, N. W. (1992). National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology.  American Scientist, 47 (1), 71-75.
• Bentall, R. (2009).  Doctoring the mind: why psychiatric treatments fail . London: Allan Lane.
• Bohart, A., & Tallman, K. (1999).  How clients make therapy work: The process of active self-healing.   Washington DC: American Psychological Association.
• Bordin, E. (1994). Theory and Research on the Therapeutic Working Alliance: New Directions. In A. Horvath & L. Greenberg. (eds).  The Working Alliance: Theory, Research, and Practice . New York: John Wiley & Sons
• Bugental, J. (1964). The third force in psychology.  Journal of Humanistic Psychology , 4(1), 19-25
• Chung, R.C-Y. & Bemak, F.P. (2012).  Social Justice Counseling: The next steps beyond multiculturalism . London: Sage
• Cooper, M. & McLeod, J. (2011).   Pluralistic Counselling and Psychotherapy . London: Sage
• Cooper, M. (2008).  Essential Research Findings in Counselling and Psychotherapy Research: The Facts are Friendly , London: Sage
• Cooper, M. (2007). Developmental and personality theory. In M. Cooper, M. O’Hara, P. Schmid & G. Wyatt (eds).  The Handbook of Person-Centred Psychotherapy and Counselling . London: Palgrave, pp.77-92
• Cooper, M. & McLeod, J. (2011 ). Pluralistic Counselling and Psychotherapy . London: Sage
• Cutts, L. A. (2013). Considering a Social Justice Agenda for Counselling Psychology in the United Kingdom.  Counselling Psychology Review, 28 (2), 8-16.
• Davey, G. (2008).  Psychopathology: Research, Assessment and Treatment in Clinical Psychology . London: Wiley Blackwell
• Davies, D. (2000).  Therapeutic perspectives on working with lesbian, gay and bisexual clients (pink therapy).  Buckinghamshire: Open University Press
• Duncan, B., Miller, S. & Sparks, J. (2004).  The Heroic Client: A revolutionary way to improve effectiveness through client-directed outcome-informed therapy . San Francisco: Jossey-Bass
• Egan, G. (2010).  The Skilled Helper: A Problem-management and Opportunity Development Approach to Helping (Ninth Edition).  Thompson Learning
• Ellis, A. (1962).  Reason and Emotion in Psychotherapy . New York: Lyle Stuart
• Gillon, E. (2007).  Person Centred Counselling Psychology , London: Sage
• Hanley, T., Cooper, M., McLeod, J., & Winter, L. (2017). Pluralistic Counselling Psychology. In D. Murphy (Ed.),  Counselling Psychology: A textbook for study and practice  (pp. 134–149). London: Wiley.
• Hanley, T., Cutts, L., Gordon, R. & Scott, A. (2013). A research-informed approach to counselling psychology. In G. Davey. (Ed).  Applied Psychology . London: BPS Wiley Blackwell
• Hanley, T. Lennie, C. & West, W. (2013).  Introducing Counselling and Psychotherapy Research . London: Sage
• Hanley, T., Scott, A. & Winter, L. (2016). Humanistic Approaches and Pluralism. In M. Cooper & W. Dryden (eds).  The Handbook of Pluralistic Counselling and Psychotherapy . London: Sage
• HCPC. (2016).  Standards of Proficiency . London: HCPC
• Lago, C. (2005)  Race, culture and counselling: The ongoing challenge.  London: Sage
• Lane, D.A. & Corrie, S. (2006).  The modern scientist-practitioner: A guide to practice in psychology.  Hove: Brunner-Routledge.
• Öst, L. (2008). Efficacy of the third wave of behavioural therapies: A systematic review and meta-analysis,  Behaviour Research and Therapy , 46 (3), 296-321
• Rescher, N. (1993). Pluralism:  Against the demand for consensus . Oxford: Oxford University Press
• Rogers, C. (1951).  Client Centred Therapy . Boston: Houghton & Mifflin
• Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centred framework. In S. Koch (Ed.),  Psychology: A study of Science . New York: McGraw-Hill
• Roth, A., Hill, A., & Pilling, S. (2009).  The competencies required to deliver effective Humanistic Psychological Therapies . Online at:  http://www.ucl.ac.uk/clinical-psychology/CORE/humanistic_framework.htm  (Accessed 11.2.11)
• Roth, A. & Pilling, S. (2007). The Competencies Required to Deliver Effective Cognitive and Behavioural Therapy for People with Depression and with Anxiety Disorders. London: Department of Health.
• Sugarman, L. (2001). Life-span development: frameworks, accounts, and strategies (Second Edition). New York: Psychology Press
• Trower, P., Jones, J. Dryden, W. & Casey, A. (2011). Cognitive Behavioural Counselling in Action (Second Edition). London: Sage
• Wampold, B. & Imel, Z.E. (2015). The Great Psychotherapy Debate: Models, Methods and Findings. (2 nd  Ed) New Jersey: Lawrence Erlbaum Associates
• Winter, L.A. & Hanley, T. (2015) “Unless everyone’s covert guerilla-like social justice practitioners…”: A preliminary study exploring social justice in UK counselling psychology.  Counselling Psychology Review, 30 (2), 32-46.
• Winter, L.A., Guo, F., Hanley, T. & Wilk, K. (2016). Difference and diversity in pluralistic therapy. In M. Cooper & W. Dryden.  The Handbook of Pluralistic Counselling and Psychotherapy.  London: Sage

Alternatively, use our A–Z index

Explore the application of psychological theories and principles in the context of education.

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BSc Educational Psychology / Overview

Year of entry: 2024

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35 points overall. 6,6,5 in Higher Level subjects.

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• Study with one of the Top Ten Education departments in the UK (QS World University Rankings by Subject 2023).
• Study a course accredited by the British Psychological Society (BPS), making you eligible for the Graduate Membership (GMBPsS).
• Explore core areas of psychology, specifically in relation to education.
• Learn from active researchers and practicing educational and counselling psychologists.
• Connect theory and practice by undertaking placements throughout the course.

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Applied Educational Psychology Doctorate (DAppEdPsy)

This doctorate will enable you to become a registered educational psychologist in the UK. It is accredited by the BPS and approved by the HCPC.

You are currently viewing course information for entry year:

Start date(s):

• September 2024

As part of the Applied Educational Psychology Doctorate, you will study and develop an understanding of:

• development
• relationships
• inter-relationship in organisational structures within educational and community settings

The Applied Educational Psychology course suits those with an understanding of educational systems and settings.

You'll explore applying psychology to make a difference in the lives of young people. We understand that development is taking place throughout education. This influences the psychology we draw upon.

Educational Psychologists (EP) work with:

• individual children
• young people
• carers/teachers/other agencies

You'll support individuals and work at an organisational level. This is to facilitate the learning and wellbeing of children and young people. Along with all BPS accredited EP training programmes we draw upon a wide range of psychology. 

Important information

We've highlighted important information about your course. Please take note of any deadlines.

Please rest assured we make all reasonable efforts to provide you with the programmes, services and facilities described. However, it may be necessary to make changes due to significant disruption, for example in response to Covid-19.

View our  Academic experience page , which gives information about your Newcastle University study experience for the academic year 2024-25.

See our  terms and conditions and student complaints information , which gives details of circumstances that may lead to changes to programmes, modules or University services.

Related courses

What you'll learn.

During your training, you'll also undertake research projects. These include:

• a systematic review of published research in a relevant field
• an empirical study presented as a paper for an appropriate peer-reviewed journal

You'll maintain a practice portfolio that chronicles and evidences your professional development.

As part of the Applied Educational Psychology Doctorate, you'll also study four taught modules which cover:

• key issues of inclusion and diversity
• working in partnership
• learning and social environments
• frameworks for practice

You will study modules on this course. A module is a unit of a course with its own approved aims and outcomes and assessment methods.

Module information is intended to provide an example of what you will study.

Our teaching is informed by research. Course content changes periodically to reflect developments in the discipline, the requirements of external bodies and partners, and student feedback.

Full details of the modules on offer will be published through the Programme Regulations and Specifications ahead of each academic year. This usually happens in May.

To find out more please see our terms and conditions .

Optional modules availability

Some courses have optional modules. Student demand for optional modules may affect availability.

Compulsory modules

Inclusion and Diversity  (30 credits) Working in Partnership  (30 credits) Learning and Social Environment  (30 credits) Frameworks for Practice  (30 credits) Professional Practice A  (30 credits) Professional Practice B  (30 credits)

Year 1 Modules are shown above.

Year 2 You will undertake the following work, which is not modularised:

• a research proposal
• a portfolio of professional work
• a systematic review of the literature (5,000 words). This will examine an aspect of a broad topic of interest that will be the focus of the inquiry throughout the whole thesis (and be summarised in the title for the thesis)

Year 3 You will undertake the following work, which is not modularised:

• a brief chapter (no more than 3000 words) that will provide a methodological and ethical critique of possible and relevant research designs and methods to be employed in an empirical study.
• an empirical research study of 7,000 words presented in the required format for submission to a nominated Journal.
• a reflective synthesis (2000 words) of professional and academic learning acquired in achieving the above. This will show what the work means for the trainee as a practitioner and researcher. It will demonstrate what the implications are for education and educationalists. It will also provide a summary of the most appropriate next steps for the trainee as a fully qualified researcher-practitioner.

How you'll learn

Our aims are to:

• promote the fullest possible inclusive education and social inclusion
• mitigate the effects of impairment, social and economic deprivation and disadvantage

During the first year of the Applied Educational Psychology Doctorate, there is an emphasis on the development of:

• professional criticality
• self-reflection
• the acquisition of process skills

This includes the use of:

• supervision
• consultation
• solution-oriented practices
• narrative practices
• dynamic assessment
• video feedback (including initial training in Video Interaction Guidance)

You'll undertake placements in educational and community settings. You'll use enquiry-based learning throughout. You'll work collaboratively and take responsibility for individual and group learning.

There will be time off across the year during Year 1. This is usually one week in Dec/Jan and March/Apr as well as four weeks in the summer. You’re expected to attend university sessions and placement throughout the half-term holidays. You’re also given a week of study leave in Dec/Jan and March/Apr and two weeks in the summer.

Depending on your modules, you'll be assessed through a combination of:

• an assessment of practice placements – four formal assessments across the three years
• a viva voce examination of a thesis

Our mission is to help you:

• stay healthy, positive and feeling well
• overcome any challenges you may face during your degree – academic or personal
• get the most out of your postgraduate research experience
• carry out admin and activities essential to progressing through your degree
• understand postgraduate research processes, standards and rules

We can offer you tailored wellbeing support, courses and activities.

You can also access a broad range of workshops covering:

• research and professional skills
• careers support
• health and safety
• public engagement
• academic development

Our team

Our Applied Educational Psychology programme directors are:

• Dr Richard Parker
• Dr Wilma Barrow

Our staff (as of July 2023):

Ashlyn Wong (Programme Administrator); Dr Tim Cox; Dr Emma Miller ; Dr Fi Boyd; Dr Katie Gibson; Dr Rachel Hayton; Dr Tracey Heckels; Dr Wilma Barrow; Dr Richard Parker.

Your development

You'll learn to support the development of young people aged 0-25 years. You will also learn how to work with other professionals, such as teachers.

Each year, you'll undertake supervised and assessed placements in educational psychology services. You will work with schools and settings of other children’s service agencies and professionals. You will work with children and young people and their families.

The following patterns are typical but are subject to change. There will be some exceptions to these patterns. Tuesdays and Wednesdays are only placement days for parts of the year.

• Monday – study day (at home or at university)
• Tuesday – university day/placement day
• Wednesday – university day/placement day
• Thursday – university day
• Friday – university day

*University days will be either in-person or will involve online or directed activities during year one.

Years two and three:

• Monday – placement day
• Tuesday – placement day
• Wednesday – placement day
• Thursday – university day/research day
• Friday – university day/research day

The programme workload will mean working additional hours on top of study days. The DAppEdPsy is a full-time professional training programme. This reflects in the working hours at both the university and the placement.

Placements A and B in year one will be at the six Local Authorities in the North East region. This is the base for our six Field Work Tutors. You may also have placements at other services in the North East region. This will be agreed between service managers.

The placements available for years two and three are different every year. Placements are offered by Local Authorities. You can make requests to those available in the region or further afield. These are decided through a matching process that takes place regionally.

Your future

Our careers service.

Our award-winning Careers Service is one of the largest and best in the country, and we have strong links with employers. We provide an extensive range of opportunities to all students through our ncl+ initiative.

Visit our Careers Service website

Quality and ranking

All professional accreditations are reviewed regularly by their professional body

From 1 January 2021 there is an update to the way professional qualifications are recognised by countries outside of the UK

Check the government’s website for more information .

You'll have access to facilities and a growing collection of online resources, including:

• a well-stocked Education Resource Centre
• an audio-video lab
• a recording studio

Find out more about the facilities in the School of Education, Communication and Language Sciences.

Fees and funding

If you’re awarded a place on the programme your fees will be paid throughout the three-year course.

You will be provided with a bursary in year one. In years two and three we will seek a bursary for you from a local authority or other commissioners of educational psychology services. 

The Department for Education directly manages the government-funded element. See the  Educational Psychologist Funded Training (EPFT) scheme  for more information.

Entry requirements

The entrance requirements below apply to 2024 entry.

Qualifications from outside the UK

English language requirements, admissions policy.

This policy applies to all undergraduate and postgraduate admissions at Newcastle University. It is intended to provide information about our admissions policies and procedures to applicants and potential applicants, to their advisors and family members, and to staff of the University.

Download our admissions policy (PDF: 201KB) Other policies related to admissions

Credit transfer and Recognition of Prior Learning

Recognition of Prior Learning (RPL) can allow you to convert existing relevant university-level knowledge, skills and experience into credits towards a qualification. Find out more about the RPL policy which may apply to this course

• How to apply

Applied Educational Psychology Doctorate - Open Event

We hold an Annual Open Event for potential Applied Educational Psychology Doctorate applicants. You will have the chance to speak with current and past students and the Programme team. There is also a brief formal presentation about the Programme.

The DAppEdPsy Open Event for 2024 entry will take place on 14 October 2023 (11.00-13.30) at the Boiler House, Newcastle University. You can register your interest in the event by filling out a form . 

Please get in touch with any questions, if you miss the event but still would like to apply to start in September 2024. You can email the Programme Administrator: [email protected] .

• Get in touch

Questions about this course?

If you have specific questions about this course you can contact:

Programme Secretary School of Education Communication and Language Sciences Telephone: +44 (0) 191 208 6526 Email: [email protected]

For more general enquiries you could also complete our online enquiry form.

Fill in our enquiry form

Our Ncl chatbot might be able to give you an answer straight away. If not, it’ll direct you to someone who can help.

You'll find our Ncl chatbot in the bottom right of this page.

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Bronfenbrenner’s Mesosystem Theory

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Learn about our Editorial Process

Saul McLeod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul McLeod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

The mesosystem in Bronfenbrenner’s bioecological model represents the connections between different microsystems in an individual’s life. It encompasses the interactions and influences between various immediate environments, such as home, school, peer groups, and neighborhood.

These interconnections play a significant role in shaping a person’s development by demonstrating how experiences in one setting can affect another.

For instance, a child’s home life may influence their school performance, or their behavior with peers might impact family dynamics.

By examining these interactions, we gain insight into the complex web of relationships that contribute to human development.

Understanding the mesosystem is crucial for recognizing how different aspects of an individual’s life interact and collectively impact their growth and well-being across various contexts.

Examples of the Mesosystem

The mesosystem in Bronfenbrenner’s ecological systems theory focuses on the interconnections between different microsystems in a child’s life. Here are some examples:

Family and School Interactions

The relationship between a child’s family and their school is a prime example of the mesosystem.

Specific examples:

• Parent-teacher communication: When parents are actively involved in their child’s schooling, such as attending parent-teacher conferences or communicating with teachers about their child’s progress, it can positively impact the child’s academic performance. This interaction creates a supportive mesosystem that reinforces the importance of education.
• Family involvement in school events: When parents participate in school events, like volunteering for school trips or attending school plays, it strengthens the connection between the family and school microsystems. This can lead to children feeling more supported and engaged in their education.

Family and Peer Group Connections

The mesosystem also encompasses the interplay between a child’s family and their peer group.

• Family values align with peer group norms:  If a child’s friends value academic achievement, this attitude might influence the child’s behavior at home, leading them to spend more time on homework and studying. The shared values across these two microsystems create a mesosystem that promotes academic success.
• Parental influence on peer group selection: Parents often play a role in shaping their child’s peer group, either directly through choosing neighborhoods and schools or indirectly through the activities they encourage their children to participate in. This influence can impact a child’s social development and their experiences within their peer group.

Other Mesosystem Examples

Beyond family, school, and peers, the mesosystem can also include:

• Interactions between a child’s different friend groups: If a child has friends from different social circles (e.g., school friends, sports teammates, neighbors), the interactions between these groups can shape their social experiences.
• Connections between the family and extracurricular activities: When families are involved in their children’s extracurricular pursuits, such as attending sporting events or music recitals, it creates a supportive mesosystem that benefits the child’s overall development.
• Relationships between the family and healthcare providers: A strong, trusting relationship between a family and their child’s healthcare providers contributes to a child’s well-being. Open communication and parental involvement in medical decisions can lead to better health outcomes.

It’s important to note that the mesosystem isn’t just limited to these examples. Any two microsystems in a child’s life can interact to form a mesosystem, and these interconnections highlight how experiences in one area can influence a child’s development in others.

Recent Findings and Evolving Understanding of the Mesosystem

While Bronfenbrenner’s work established the importance of the mesosystem, the rapid evolution of technology, particularly the rise of the digital world, means we should re-examine the mesosystem.

Recent research acknowledges that technology has blurred the lines between traditional microsystems, leading to new interactions and influences that Bronfenbrenner’s original framework couldn’t have anticipated.

Despite this, many researchers continue to apply outdated versions of Bronfenbrenner’s theory, which neglects the important concept of proximal processes and fails to account for the influence of technology.

This misapplication hinders a nuanced understanding of how modern mesosystems function and underscores the need for an updated theoretical framework.

Neo-Ecological Theory: A Modern Approach

Navarro & Tudge (2022) propose the neo-ecological theory, adapting Bronfenbrenner’s model to the digital age.

This introduces the concept of virtual microsystems (e.g., social media, online gaming communities, virtual learning environments) and recognizes that proximal processes now occur within these virtual spaces.

These virtual microsystems mean that there are more opportunities for mesosystem interactions, e.g.,

• A student’s participation in an online gaming community influences their in-person social interactions at school, as they form friendships based on shared gaming interests.
• A child’s social media activity impacts their academic performance when a teacher uses a class Facebook group to share homework assignments and educational resources.
• A teenager’s involvement in a virtual support group for mental health affects their family dynamics, as they apply coping strategies learned online to manage stress at home.

Key insights:

• Virtual microsystems are constantly available and facilitate interactions between different microsystems, influencing child development.
• Online interactions contribute significantly to a child’s sense of self, social skills, and worldview.
• Children and adolescents actively shape youth culture through online activities, developing new social norms that influence behavior across settings.
• Connections between virtual and physical microsystems
• Proximal processes in online spaces
• The evolving influence of the macrosystem in the digital realm

This modern approach is crucial for a comprehensive understanding of child development in the 21st century.

Impact of COVID-19

The COVID-19 pandemic has underscored the critical role of mesosystem connections in youth development.

O’Regan et al. (2023) highlight how the crisis disrupted traditional microsystem interactions, revealing:

• The vulnerability of youth with weak mesosystem connections
• The importance of cross-sector collaboration between formal and non-formal education providers
• The potential of technology to create new forms of mesosystem interactions

The authors argue for strengthening mesosystemic connections post-pandemic, emphasizing:

• The need for innovative practices that leverage both physical and digital spaces
• The importance of youth participation in rebuilding efforts
• The value of partnerships between schools, youth services, and communities

This research suggests that enhancing mesosystem connections can serve as a protective factor, particularly for disadvantaged youth, and play a crucial role in post-pandemic recovery and resilience-building efforts.

Practical applications

The mesosystem, highlighting the interconnected nature of a child’s various environments, offers valuable insights for parents and educators seeking to support healthy child development.

By understanding the dynamics of the mesosystem, they can leverage these connections to create a more supportive and enriching experience for children.

For parents are caregivers:

• Active communication with teachers: Regularly communicating with teachers about a child’s progress, strengths, and challenges can help bridge the gap between home and school. This open dialogue allows for a shared understanding of the child’s needs and enables both parents and teachers to provide consistent support. Parents should attend parent-teacher conferences and communicate with teachers about their child’s progress.
• Involvement in school activities: Participating in school events, volunteering in the classroom, or attending school board meetings demonstrates to the child the value placed on education and strengthens the family-school connection.
• Encouraging positive peer relationships: Parents can influence their child’s peer group by choosing neighborhoods and schools that align with their values and by encouraging participation in activities that foster positive social interactions.
• Creating a home environment that values learning: By providing access to books, engaging in educational activities together, and demonstrating a love for learning themselves, parents can cultivate a home environment that complements and reinforces the school’s efforts.

For educators:

• Open communication with parents: Regularly updating parents about their child’s academic and social progress, being open to feedback, and involving parents in decision-making processes can help build trust and collaboration between home and school. Teachers should understand the situations their students’ families may be experiencing, including social and economic factors that are part of the various systems.
• Creating a welcoming classroom environment: A classroom where diversity is valued, individual learning styles are acknowledged, and student input is encouraged can foster a sense of belonging for all students, regardless of their background.
• Extending learning beyond the classroom: Connecting classroom learning to real-world experiences, encouraging family involvement in projects, and incorporating elements of students’ cultures into the curriculum can make learning more meaningful and bridge the gap between school and other microsystems.

What are some strategies for improving mesosystem interactions?

• Establishing shared goals and values: When parents, educators, and other significant adults in a child’s life are united in their goals for the child’s development, it creates a more consistent and supportive mesosystem. This requires open communication and a willingness to understand and respect different perspectives.
• Building trust and mutual respect: A foundation of trust and respect is crucial for healthy interactions between microsystems. Open communication, active listening, and a willingness to work collaboratively towards shared goals can strengthen relationships between parents, teachers, and other caregivers.
• Recognizing and addressing conflicts: When conflicts arise between microsystems, it’s essential to address them constructively and find solutions that benefit the child’s well-being. This might involve mediating disagreements, finding compromises, or seeking professional guidance when necessary.

Bronfenbrenner, U., & Ceci, S. J. (1994). Nature-nurture reconceptualised: A bio-ecological model.  Psychological Review, 10  (4), 568–586.

Navarro, J. L., & Tudge, J. R. (2022). Technologizing Bronfenbrenner: neo-ecological theory.  Current Psychology , 1-17.  https://doi.org/10.1007/s12144-022-02738-3

Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G. H. Elder, Jr., & K. Lüscher (Eds.),  Examining lives in context: Perspectives on the ecology of human development  (pp. 619–647). American Psychological Association.  https://doi.org/10.1037/10176-018

Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In S. L. Friedman & T. D. Wachs (Eds.),  Measuring environment across the life span: Emerging  methods   and concepts  (pp.3-28). American Psychological Association.  https://doi.org/10.1037/10317-001

Guy-Evans, O. (2024, January 17).  Bronfenbrenner’s Ecological Systems Theory . Simply Psychology.  https://www.simplypsychology.org/bronfenbrenner.html

McLeod, S. (2024, January 24).  Vygotsky’s Theory Of Cognitive Development . Simply Psychology.  https://www.simplypsychology.org/vygotsky.html

O’Regan, C., Brady, B., & Connolly, C. (2023). Building back better – using an ecological lens to argue for strengthening mesosystemic connections for young people in a post-pandemic world.  Child Care in Practice, 29 (4), 358–370.  https://doi.org/10.1080/13575279.2022.2084364

Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology.  Journal of family theory & review ,  5 (4), 243-258.  https://doi.org/10.1111/jftr.12022

Vélez-Agosto, N. M., Soto-Crespo, J. G., Vizcarrondo-Oppenheimer, M., Vega-Molina, S., & García Coll, C. (2017). Bronfenbrenner’s bioecological theory revision: Moving culture from the macro into the micro.  Perspectives on psychological science ,  12 (5), 900-910.  https://doi.org/10.1177/1745691617704397

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