The research, published in Educational Psychology in Practice, surveyed 78 educational psychologists working across England. Nearly two-thirds of respondents, 63%, said their local authority had an EHCNA backlog. Among those who knew the number of outstanding cases in their area, the average backlog exceeded 220 assessments. Although the survey represents a relatively small professional sample, its findings offer a snapshot of the operational pressure facing a workforce positioned at the intersection of education, psychology, healthcare and public law.

An EHCNA is a formal process used to determine whether a child or young person requires an Education, Health and Care Plan, or EHCP. The assessment brings together information about learning, communication, behaviour, physical health and emotional development. Educational psychologists contribute specialist evaluations of cognitive, social, emotional and educational functioning, helping local authorities decide what support is legally required. Once issued, an EHCP is legally binding and can specify provisions such as specialist teaching, speech and language therapy, assistive technology or therapeutic support.

The study found that 65% of educational psychologists believed the rising demand for statutory SEND work was reducing their capacity to deliver early intervention and other preventative services. These services can include consultation with teachers, classroom observation, staff training, direct work with pupils and advice to families. Technically, early intervention aims to modify the learning environment and support developmental pathways before problems become entrenched. In practice, however, professionals may be diverted from this work when statutory assessments carry legal deadlines and the consequences of delay include formal complaints or appeals.

The pressure is intensified by several structural factors. England is facing an estimated 40% shortage in the educational psychology workforce, while demand for EHCNAs continues to rise. Tribunal appeals involving SEND decisions have reportedly increased by 36%, adding further administrative and evidential demands. Educational psychologists must often prepare detailed reports capable of withstanding legal scrutiny, attend meetings and respond to disputes over a child’s provision. As the number of cases increases faster than professional capacity, local authorities can struggle to meet statutory timelines, creating a cycle in which delay generates more parental concern, legal challenge and workload.

To manage the accumulated cases, 57% of respondents said their local authority relied on locum, associate or agency educational psychologists. External professionals can provide valuable additional capacity, particularly when permanent recruitment is difficult. Yet respondents questioned whether a rapidly assembled workforce can always deliver consistent practice. Differences in training, supervision, assessment frameworks and familiarity with local services may affect how information is gathered and interpreted. Continuity can also matter: children, families and schools may have to repeat sensitive information to multiple professionals when cases are transferred between staff.

Remote assessment was another concern raised in the research. Digital consultations can reduce travel, increase scheduling flexibility and make specialist input available across wide geographic areas. However, psychological assessment is not simply a document-based exercise. Direct observation of a child’s communication, attention, interaction, emotional regulation and response to tasks can provide information that is difficult to capture through video calls or written reports. Respondents were concerned that some assessments might occur without meaningful direct engagement with the child or young person, potentially weakening the quality and individualisation of the final EHCP decision.

The findings point to a technical problem as well as a staffing problem: the system is allocating scarce specialist expertise primarily to high-stakes statutory decisions rather than to interventions that could reduce future demand. An educational psychologist’s role includes understanding how a child’s characteristics interact with teaching methods, classroom structures and wider social conditions. When that expertise is concentrated on producing legally compliant assessments, schools may receive less consultation on adapting instruction or building inclusive support systems. The result could be a feedback loop in which unmet needs become more complex, increasing the likelihood that families seek statutory assessment.

Despite these pressures, the educational psychologists surveyed described a potential route towards a more collaborative SEND system. They envisaged greater emphasis on support within mainstream schools, earlier access to psychological expertise and less adversarial relationships between families, professionals and local authorities. The proposed “Experts at Hand” model was identified as one possible way to make specialist advice more accessible. By bringing educational psychology and related expertise closer to schools and families before difficulties reach the statutory threshold, such an approach could help shift the system from crisis response towards prevention. The researchers nevertheless indicate that reform will require sustained investment, stronger workforce planning and safeguards to ensure that speed does not replace assessment quality.

Dr Helena Bunn, Programme Director for the Professional Doctorate in Educational and Child Psychology at UEL and co-author of the study, said the research highlights both the essential contribution of educational psychologists and the strain placed on them by an increasingly stretched SEND system. The findings do not suggest that statutory assessment is unnecessary; rather, they show that a service dominated by backlogs may be unable to perform its broader public-health and educational function. Clearing existing cases while rebuilding permanent capacity could determine whether educational psychology remains primarily a gateway to legal provision or becomes, once again, a readily available source of early scientific support for children, families and schools.

Subject of Research: Educational psychologists, Education, Health and Care Needs Assessment backlogs, and early intervention in England’s special educational needs and disabilities system.

Web References: https://doi.org/10.1080/02667363.2026.2701789

References: Educational Psychology in Practice, DOI: 10.1080/02667363.2026.2701789

Keywords: Educational psychology, special educational needs and disabilities, SEND, EHCNA, EHCP, early intervention, educational assessment, inclusive education, education policy, child psychology, workforce shortages, England.

The study, titled “Sex Gaps in Early Math Skills: Findings in Early Childhood Education in a Post-Pandemic Context in Chile,” explores the differences in mathematical abilities between boys and girls in the early years of education. This research is particularly timely, as it not only addresses the educational deficits exacerbated by the pandemic but also highlights the importance of early intervention in addressing gender disparities in academic skills. As educational systems around the globe grapple with the aftermath of the pandemic, understanding these discrepancies has never been more crucial.

Significantly, the researchers Ponce, Espinoza, and Navarrete-Ulloa collected data from a diverse sample of preschoolers in various educational settings across Chile. Their findings indicate that boys generally outperformed girls in early mathematical tasks, a trend that aligns with existing literature on gender gaps in education. However, what is particularly alarming is the extent of the gap observed in the post-pandemic context, suggesting that the disruption in learning environments may have disproportionately affected female students.

One key factor contributing to these observed disparities is the nature of educational interactions during remote learning. The shift to online platforms often resulted in less individualized support for students, which is especially detrimental for young learners who thrive in interactive environments. In many cases, the lack of engagement and personal connection with teachers may have hindered girls’ mathematical development more than that of their male counterparts, highlighting an urgent need for targeted strategies to support equitable learning opportunities.

Moreover, the societal norms and expectations surrounding gender roles may have also played a crucial role in the observed outcomes. In traditional contexts, boys are often encouraged to be assertive and competitive, qualities that can enhance their engagement with math-related activities. Conversely, girls might be socialized to approach these tasks with less confidence. The pandemic further complicated this dynamic, as traditional educational support systems were disrupted, amplifying existing biases in early math education.

In response to these findings, educators and policymakers must rethink their approaches to early childhood education. It is imperative to design curricula and teaching methods that intentionally promote gender equity in mathematics learning. This could involve integrating collaborative projects that encourage both boys and girls to engage equally with mathematical concepts, fostering an environment that values diverse approaches to problem-solving.

Furthermore, training educators to recognize and counteract their own biases is essential. Professional development programs should include strategies for nurturing a growth mindset in all students, helping to build confidence and resilience in their mathematical abilities. By equipping educators with the tools to support all learners, schools can create a more inclusive atmosphere that fosters success across the gender spectrum.

The integration of playful, hands-on learning experiences is another crucial recommendation stemming from the research. Activities that combine physical movement with mathematical concepts can engage children more effectively, leading to deeper understanding and retention of skills. Learning through play has been shown to be particularly effective for young children, allowing them to explore and discover mathematical ideas in a supportive context.

In addition, involving parents in the educational process can amplify the benefits of targeted interventions. Workshops and resources that empower parents to support their children’s mathematical learning at home can bridge gaps that may have widened during the pandemic. Family engagement is a powerful tool in fostering a positive learning environment, and it can play an influential role in shaping children’s attitudes towards math.

As researchers continue to investigate the long-term effects of the pandemic on education, it is critical to maintain a focus on gender disparities in early childhood. By addressing these gaps with comprehensive strategies, we can work towards a future where all children have the opportunity to excel in mathematics, regardless of gender. Building foundational math skills in the early years is not only vital for academic success but also imperative for cultivating a sense of confidence and capability that children carry with them throughout their educational journeys.

This study serves as a sobering reminder of the impact of external circumstances on education and the importance of addressing inequities that can hinder student success. In our rapidly changing world, the need for adaptive strategies in education has never been more pressing. As we look toward the future of early childhood education, let us commit to fostering an environment that champions equity, diversity, and inclusion, particularly in the realm of mathematical learning.

Our children’s education must be regarded as a shared responsibility among educators, families, and communities. By collectively addressing the challenges revealed by the pandemic and committing to sustained equity in education, we can pave the way for a new generation of learners who are equipped to tackle the mathematical challenges of the future with confidence and competence.

As we progress from the reopening of schools to a more stable educational framework, it will be essential to monitor the ongoing development of math skills among young learners. Longitudinal studies that track progress will be invaluable in determining the effectiveness of implemented strategies and in identifying areas where further attention is required. Through rigorous research and a commitment to equitable educational practices, we can strive to create a world where every child, irrespective of gender, can thrive in the field of mathematics.

In conclusion, the findings from Chile serve as a call to action for educators, parents, and policymakers alike. The pandemic has magnified existing issues, but it has also provided a unique opportunity to reevaluate and reform educational practices that can help close the gender gap in early math skills. With a strong focus on equity, innovation, and community engagement, we can cultivate an educational landscape that not only addresses current inequities but also lays the foundation for a more inclusive and successful future for all children.

Subject of Research: The impact of the COVID-19 pandemic on gender disparities in early math education in Chile.

Article Title: Sex Gaps in Early Math Skills: Findings in Early Childhood Education in a Post-Pandemic Context in Chile.

Article References:

Ponce, L., Espinoza, A.M. & Navarrete-Ulloa, J.A. Sex Gaps in Early Math Skills: Findings in Early Childhood Education in a Post-Pandemic Context in Chile. Early Childhood Educ J (2025). https://doi.org/10.1007/s10643-025-01941-8

Image Credits: AI Generated

DOI: 10.1007/s10643-025-01941-8

Keywords: Early childhood education, gender disparities, mathematics skills, COVID-19 pandemic, Chile, educational equity.