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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| Header | DbId: ehh DbLabel: Education Research Complete An: 187564168 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Nicholson-Roberts%2C+Bryony+R%2E%22">Nicholson-Roberts, Bryony R.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Somerville%2C+Matthew+P%2E%22">Somerville, Matthew P.</searchLink><relatesTo>1</relatesTo><i> m.somerville@ucl.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Lee%2C+Frances%22">Lee, Frances</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Emotional+%26+Behavioural+Difficulties%22">Emotional & Behavioural Difficulties</searchLink>. Sep2025, Vol. 30 Issue 3, p149-164. 16p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+schools%22">High schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Human+services+programs%22">Human services programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Case+studies%22">Case studies</searchLink><br /><searchLink fieldCode="DE" term="%22Health+literacy%22">Health literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13632752.2025.2536983 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 149 Subjects: – SubjectFull: High schools Type: general – SubjectFull: Human services programs Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Psychology of high school students Type: general – SubjectFull: Emotions Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Case studies Type: general – SubjectFull: Health literacy Type: general – SubjectFull: Mental health Type: general – SubjectFull: Interviewing Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Social support Type: general Titles: – TitleFull: A multiple case study exploring how the emotional literacy support assistant (ELSA) programme operates in secondary schools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Nicholson-Roberts, Bryony R. – PersonEntity: Name: NameFull: Somerville, Matthew P. – PersonEntity: Name: NameFull: Lee, Frances IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 13632752 Numbering: – Type: volume Value: 30 – Type: issue Value: 3 Titles: – TitleFull: Emotional & Behavioural Difficulties Type: main |
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