Emotional Wellbeing: An Introductory Handbook was written by Gillian Shotton and Sheila Burton who worked together as educational psychologists in Southampton and Hampshire. ELSAs attend ongoing group supervision (6 times a year,) to safeguard practice and develop their skills. The second edition has been expanded to reflect updated training content (unpublished) that is now used by many educational psychology services registered with the ELSA Network. It is because the child has difficulties that they have been referred for ELSA intervention and without support the difficulties are likely to remain. Forum logins will be sent to the local contact educational psychologists following completion of the registration.

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Some pupils may at a later date receive a further period of intervention with different programme aims. Most programmes would last for at least half a term and up to a term, depending on the child and circumstances. Particular caution should be exercised about ELSAs leading anger management groups as the group dynamic may be especially challenging. These arrangements are considered important for ensuring safe working, both for ELSAs and for the children they work with.

Without clear targets an ELSA will not know when the purpose of their involvement has been fulfilled. This is achieved by training teaching assistants to develop and deliver individualised support programmes to meet the emotional needs of children and teenagers in their care.

ELSA Registration – ELSA Network ELSA Registration – ELSA Network

This is considered a key text for ELSAs, while also being useful to others supporting children’s emotional development in schools. A one to one relationship will be qualitatively different from a group relationship as pupils are likely to be a little more guarded in front of peers.Evaluation has shown that one of the key features of success is the quality of relationship that develops between ELSA and pupil.