Educational Psychology Service (EPS)

We are a team of Educational Psychologists, Trainee Educational Psychologists and Assistant Psychologists who apply psychology to support the wellbeing and progress of children and young people aged 0 - 25 years.

Educational Psychologists (EP) are psychologists trained in child and developmental psychology. EPs have completed a doctorate in psychology. They support families, schools and young people to understand and move forward with their current situations.

A Trainee Educational Psychologist (TEP) is a psychologist who is currently on the doctoral course, training to become a qualified educational psychologist. As part of their training, TEPs complete placements where they support schools and young people under the supervision of a qualified EP.

An Assistant Psychologist (AP) is a psychologist who has completed an undergraduate degree in psychology. An AP helps EPs with many different tasks including observations, training in schools or gaining pupil views from young people. Assistant Psychologists complete work under the supervision of a qualified Educational Psychologist and will often need to discuss their work with their supervisor before actions can take place.

In Telford & Wrekin, the EP service works with children and young people from birth to age 25. We support families, teachers, teaching assistants, schools (including specialist settings), and health services like the Child Development Centre. EPs help by listening carefully to everyone involved—children, parents or carers, and school staff—to understand what’s going on and how best to help.

The work an Educational Psychologist completes can take many different forms – in Telford & Wrekin it most often involves:

• Talking with and listening to key adults who know the C/YP well

• Direct work with C/YP to find out their views and wishes

• Coaching / supervision for school staff

• Professional development and training for staff teams (‘CPD’)

We often begin with consultation. This means having a thoughtful conversation with adults who know the child well, like parents and teachers. Together, we use psychological ideas to better understand the child’s needs and plan ways to help at home and in school. This approach is based on the idea that to support children well, we first need to support the adults around them.

Collaboration

At Telford we work collaboratively with families, children and a variety of agencies, including health and social care to provide holistic support for children.

Community

Supporting our community is vital to supporting the wellbeing of all our children and young people. At Telford, we reach into the community to offer psychological support, for example by working with PODS.

Innovation

At Telford, we prioritise innovative ways to work with children and their families, using up to date psychology to work at individual and systemic levels.

Wellbeing

We believe the wellbeing of children, families, teachers and school is central to all of our work. We promote whole school and individual wellbeing.

ELSA

Telford and Wrekin EPS runs the ELSA initiative across Telford schools. ELSA stands for Emotional Literacy Support Assistant. During the training, school staff learn about understanding feelings and how to help children manage their emotions. After the training, ELSAs get ongoing support from the EP service.

ELSA sessions provide a nurturing space where CYP can develop the emotional literacy skills they need to navigate life’s challenges. By addressing emotional and social, differences early on, ELSAs can help CYP understand and manage their emotions, build resilience, and improve their interpersonal skills.

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PODS

We have partnered with PODS to support parents who have children with SEND. Our EP team offers sessions at PODS alongside school-based drop-ins.

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Neuroinclusive Education Network (NEN)

Along with our Learning Support Advisory Teachers and Early Years specialists we provide whole school professional development through NEN training for primary, secondary and post-16 settings.

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The Wellbeing Charter Mark

We are committed to whole school wellbeing practices through implementation of the pilot of the Sandwell Wellbeing Charter Mark.

A group of people from different teams across Shropshire and Telford & Wrekin came together to create a guide to using neuro-affirming language. This guide is designed to help people learn, reflect, and grow in how they use language around neurodiversity. It was first made for people working with children and young people, but it can be useful for anyone.

From Words to Action: Our Journey to Co-create a Neuro-Affirming Language Guide

Language is more than words—it reflects our values and shapes identity. For neurodivergent children and young people, the language used by professionals can either affirm their uniqueness or unintentionally reinforce stigma. Recognising this, Educational Psychology Services across Shropshire and Telford & Wrekin embarked on a collaborative project to help change the narrative. We were mindful of creating a concise, ‘bitesize’ guide for busy practitioners—one that offers opportunities for insight, reflection, and practical implementation depending on individual need and capacity. The launch of this guide coincides with neuro-affirming practice training offers to schools and settings within our respective authorities, ensuring that professionals are supported to embed these principles into practice as part of a wider commitment to inclusive and person-centred approaches.

As part of our commitment to the SEND Code of Practice and local priorities relating to improving outcomes for children and young people with SEND in the communities that we serve, we recognise that language plays a critical role in shaping perceptions, fostering inclusion, and promoting equity. The development of a Neuro-Affirming Language Guide aligns with strategic objectives to embed person-centred approaches, reduce stigma, and ensure that neurodivergent identities are respected across education, health, and social care systems.

Why We Started

We consulted with families, practitioners, and neurodivergent individuals, mindful that traditional language used by professionals often felt clinical, deficit-based, and disconnected from lived experience. We wanted to do better. Our goal was simple yet powerful: create a resource that helps professionals speak—and write—in ways that affirm, respect, and empower neurodivergent identities.

The Collaborative Process

Led by EP teams, this resource was co-produced with colleagues from 0-25 and adult services through a multi-disciplinary approach involving:

• Neurodiversity practitioners

• Social care and health professionals

• Speech and language specialists

• Individuals with lived experience

Through workshops, reflective discussions, and shared learning, we explored how language impacts self-esteem, inclusion, and access to support. Every voice mattered. Every perspective shaped the guide.

What We Created

Our Neuro-Affirming Language Guide is a practical, evolving resource that includes:

• A glossary of key terms to clarify concepts

• Guidance on identity-first vs person-first language

• Language swaps to reframe deficit-based descriptions

• Principles for neuro-affirming writing and practice

• Reflection points to encourage ongoing growth

This guide is not about prescribing “correct” words—it’s about inspiring a shift in mindset. It invites professionals to move from a lens of deficit to one of strength, from control to collaboration, and from judgement to understanding.

Why It Matters

When we change our language, we change lives. Neuro-affirming language fosters dignity, autonomy, and belonging. It helps create environments where neurodivergent children and young people feel seen, heard, and valued.

Download the Neuro-affirming Language Guide