A mixed methods evaluation of the Emotional Literacy Support Assistants (ELSA) project
Mann, David (2014) A mixed methods evaluation of the Emotional Literacy Support Assistants (ELSA) project. DAppEdPsy thesis, University of Nottingham.
This study aimed to contribute to the small evidence base on the Emotional Literacy Support Assistant (ELSA) project. The ELSA project is an Educational Psychologist led training programme for Teaching Assistants’ (TA) providing modular input combining background psychological theory with practical guidance to meet the emotional needs of pupils in the context of a school (Burton, 2008). Existing research (Burton, Osborne and Norgate, 2010) has demonstrated that the ELSA project has a significant impact on teaching assistants’ perceptions of pupil emotional literacy and behavioural adjustment. However, current evaluations are unable to demonstrate if these impacts are recognised by the pupils themselves. This research aimed to explore the perceptions of recently trained ELSAs regarding their role and training in supporting the development of emotional well-being. The study was also interested in exploring whether there the ELSA project has a measurable impact on pupils’ emotional well-being.
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