Exploring the accessibility of educational psychology (EP) written feedback for parents/ carers

Eight participants engaged in two focus groups. A Discursive Psychology analysis proposed a construction of internal conflict for parents. EP written feedback is perceived as both functional and challenging.

A social justice lens framed the conflicting feelings parents experience when making sense of EP feedback. Additional considerations include parents’ role in sharing information and how children access and make sense of EP written feedback.<br><br>Findings were synthesised into a multi-theoretical model of accessibility, empowering parents to achieve a critical literacy level (adapted from Nutbeam, 2000). Implications for practice suggest the importance of a within text, within person and within context perspective when planning the content of written feedback for children, young people and families.<br><br>Thesis is embargoed until 31 December 2026.