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Prior Educational Psychology Involvement Predicts EHCNA Application Outcomes: A Quantitative Analysis of 412 SEND Panel Decisions

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Title: Prior Educational Psychology Involvement Predicts EHCNA Application Outcomes: A Quantitative Analysis of 412 SEND Panel Decisions
Language: English
Authors: Leo Mares (ORCID 0000-0002-4447-7623), Mathew Fuller (ORCID 0000-0002-5704-2661)
Source: Educational Psychology in Practice. 2026 42(1):103-116.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Psychology, Foreign Countries, Needs Assessment, Predictor Variables, Special Needs Students, Students with Disabilities, Student Needs, Psychological Services
Geographic Terms: United Kingdom (London)
DOI: 10.1080/02667363.2025.2571567
ISSN: 0266-7363
1469-5839
Abstract: In England, statutory decisions about whether to initiate education, health, and care needs assessments (EHCNAs) are made by local authority special educational needs and disabilities (SEND) panels, but there is currently no quantitative research exploring the factors that influence them. This study investigates whether evidence of prior educational psychology (EP) involvement is associated with an increased likelihood that a panel would agree to assess. A retrospective audit was conducted of 412 initial panel decisions from a London local authority in the first half of 2024. For each application, documentation was reviewed to code for prior professional involvement and logistic regression was used to model their relationship with panel outcomes. Previous EP involvement emerged as a significant predictor in the model (OR = 2.27), with EHCNAs agreeing more frequently if there was prior EP involvement, even when controlling for other prior professional involvements and year group. Implications and limitations are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503388
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Leo+Mares%22">Leo Mares</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4447-7623">0000-0002-4447-7623</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mathew+Fuller%22">Mathew Fuller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5704-2661">0000-0002-5704-2661</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: In England, statutory decisions about whether to initiate education, health, and care needs assessments (EHCNAs) are made by local authority special educational needs and disabilities (SEND) panels, but there is currently no quantitative research exploring the factors that influence them. This study investigates whether evidence of prior educational psychology (EP) involvement is associated with an increased likelihood that a panel would agree to assess. A retrospective audit was conducted of 412 initial panel decisions from a London local authority in the first half of 2024. For each application, documentation was reviewed to code for prior professional involvement and logistic regression was used to model their relationship with panel outcomes. Previous EP involvement emerged as a significant predictor in the model (OR = 2.27), with EHCNAs agreeing more frequently if there was prior EP involvement, even when controlling for other prior professional involvements and year group. Implications and limitations are discussed.
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