A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools.
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| Title: | A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools. |
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| Authors: | Nicholson-Roberts, Bryony R.1, Somerville, Matthew P.1 m.somerville@ucl.ac.uk, Lee, Frances1 |
| Source: | Emotional & Behavioural Difficulties. Sep2025, Vol. 30 Issue 3, p149-164. 16p. |
| Subject Terms: | *High schools, *Human services programs, *Qualitative research, *Psychology of high school students, *Emotions, *Research methodology, *Case studies, Health literacy, Mental health, Interviewing, Thematic analysis, Social support |
| Abstract: | This study employed a small-scale qualitative approach to examine how the Emotional Literacy Support Assistant (ELSA) programme operates in secondary schools, focusing on facilitating factors and challenges in its implementation. Research on ELSA interventions in secondary schools is limited; this study seeks to address this gap and provide insights to inform its implementation in these settings. A multiple case study design and semi-structured interviews were conducted in two secondary schools in one South England Local Authority with 14 participants, including ELSAs, Special Educational Needs Coordinators, pupils, and school staff. Cross-case thematic analysis identified four overarching themes: 'ELSA programme links with wider systems'; 'a structured and flexible intervention'; 'core ELSA skills and qualities'; and 'challenges for ELSAs and pupils'. These findings contribute to understanding ELSA programme implementation in secondary schools and have implications for enhancing its effectiveness and impact [ABSTRACT FROM AUTHOR] |
| Copyright of Emotional & Behavioural Difficulties is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This study employed a small-scale qualitative approach to examine how the Emotional Literacy Support Assistant (ELSA) programme operates in secondary schools, focusing on facilitating factors and challenges in its implementation. Research on ELSA interventions in secondary schools is limited; this study seeks to address this gap and provide insights to inform its implementation in these settings. A multiple case study design and semi-structured interviews were conducted in two secondary schools in one South England Local Authority with 14 participants, including ELSAs, Special Educational Needs Coordinators, pupils, and school staff. Cross-case thematic analysis identified four overarching themes: 'ELSA programme links with wider systems'; 'a structured and flexible intervention'; 'core ELSA skills and qualities'; and 'challenges for ELSAs and pupils'. These findings contribute to understanding ELSA programme implementation in secondary schools and have implications for enhancing its effectiveness and impact [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13632752 |
| DOI: | 10.1080/13632752.2025.2536983 |
