Exploring the relationship between the Emotional Literacy Support Assistant (ELSA) intervention and whole-school approaches to wellbeing – a case study.
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| Title: | Exploring the relationship between the Emotional Literacy Support Assistant (ELSA) intervention and whole-school approaches to wellbeing – a case study. |
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| Authors: | Rogers, Helena1 (AUTHOR) helena.rogers@postgrad.manchester.ac.uk, Kelly, Catherine1 (AUTHOR) |
| Source: | Pastoral Care in Education. Dec2025, Vol. 43 Issue 4, p584-606. 23p. |
| Subject Terms: | *Educational intervention, *Field research, *Social networks, *Emotional intelligence, *Holistic education, *Educators, Well-being, Social services |
| Abstract: | The Emotional Literacy Support Assistant (ELSA) intervention was designed to build the capacity of schools to support social and emotional needs. Within the current research base, there is little focus on the relationship between the ELSA intervention and its wider school context. This study adopted a qualitative single-case-study design to explore the relationship between the ELSA intervention and whole-school approaches to wellbeing in one primary school, hearing the voices of the ELSA, school staff, parents, and an assistant educational psychologist. Reflexive thematic analysis generated five key themes: conceptualisations of whole-school approaches and the ELSA role; communication and connection facilitate wider understanding and wrap-around support; this is the way we do things – enacting relational values across the whole school; organisational and leadership support as the foundation for successful ELSA work; and the importance of increasing wider support to meet needs. Findings indicate the importance of shared relational values and practices, with understanding and support for the ELSA intervention across the school community. The ELSA intervention becoming an embedded component of a whole-school approach to wellbeing appears to facilitate addressing pupils' needs in context and allows ELSAs to use their skills, knowledge, and ways of being to contribute towards whole-school practice. Implications for practice are discussed for both educational professionals and educational psychologists. [ABSTRACT FROM AUTHOR] |
| Copyright of Pastoral Care in Education 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: 189475081 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the relationship between the Emotional Literacy Support Assistant (ELSA) intervention and whole-school approaches to wellbeing – a case study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Rogers%2C+Helena%22">Rogers, Helena</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> helena.rogers@postgrad.manchester.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Kelly%2C+Catherine%22">Kelly, Catherine</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pastoral+Care+in+Education%22">Pastoral Care in Education</searchLink>. Dec2025, Vol. 43 Issue 4, p584-606. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Field+research%22">Field research</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+networks%22">Social networks</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotional+intelligence%22">Emotional intelligence</searchLink><br />*<searchLink fieldCode="DE" term="%22Holistic+education%22">Holistic education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Social+services%22">Social services</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Emotional Literacy Support Assistant (ELSA) intervention was designed to build the capacity of schools to support social and emotional needs. Within the current research base, there is little focus on the relationship between the ELSA intervention and its wider school context. This study adopted a qualitative single-case-study design to explore the relationship between the ELSA intervention and whole-school approaches to wellbeing in one primary school, hearing the voices of the ELSA, school staff, parents, and an assistant educational psychologist. Reflexive thematic analysis generated five key themes: conceptualisations of whole-school approaches and the ELSA role; communication and connection facilitate wider understanding and wrap-around support; this is the way we do things – enacting relational values across the whole school; organisational and leadership support as the foundation for successful ELSA work; and the importance of increasing wider support to meet needs. Findings indicate the importance of shared relational values and practices, with understanding and support for the ELSA intervention across the school community. The ELSA intervention becoming an embedded component of a whole-school approach to wellbeing appears to facilitate addressing pupils' needs in context and allows ELSAs to use their skills, knowledge, and ways of being to contribute towards whole-school practice. Implications for practice are discussed for both educational professionals and educational psychologists. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pastoral Care in Education 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=189475081 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02643944.2024.2381743 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 584 Subjects: – SubjectFull: Educational intervention Type: general – SubjectFull: Field research Type: general – SubjectFull: Social networks Type: general – SubjectFull: Emotional intelligence Type: general – SubjectFull: Holistic education Type: general – SubjectFull: Educators Type: general – SubjectFull: Well-being Type: general – SubjectFull: Social services Type: general Titles: – TitleFull: Exploring the relationship between the Emotional Literacy Support Assistant (ELSA) intervention and whole-school approaches to wellbeing – a case study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Rogers, Helena – PersonEntity: Name: NameFull: Kelly, Catherine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02643944 Numbering: – Type: volume Value: 43 – Type: issue Value: 4 Titles: – TitleFull: Pastoral Care in Education Type: main |
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