Learning for all: exploring the relationship between inclusion and achievement in a Primary setting (Glasgow EPS)
As schools serve increasingly diverse populations, education practitioners have a collective responsibility to ensure that all children participate meaningfully in learning. This workshop explores how practitioners in one primary school, recognised as being inclusive of its diverse population, understand and enact inclusion and achievement in their daily practice. Using the Framework for Participation (Florian, Black-Hawkins & Rouse, 2017) as a methodological lens, the research examines what practitioners believe, know, and do to create learning environments where all learners are valued.
The Framework for Participation allowed for an in-depth socio-cultural analysis that brought underlying tensions and contradictions to the surface, such as balancing individual needs with whole-class approaches, navigating accountability pressures, and managing the interplay between policy and practice. The workshop will introduce participants to the Framework and allow discussion on how it can be used, not only as a research tool but also as a reflective framework for schools seeking to deepen inclusive approaches.
Please note, this workshop is repeated from the one presented at the SDEP BPS Conference in March 2026.
Nurturing Families in Glasgow (Glasgow EPS)
This workshop will describe how Glasgow Educational Psychology Service have developed our Nurturing Families resources.
Through consultation and collaboration with families these resources have been developed to provide practical tips and support dialogue about nurture in the home environment. Families told us they wanted parenting resources which are non-judgemental, accessible and practical and these formed the overarching aims of our collaboration. The practical resources developed can be facilitated by early years and school staff and encourage supportive dialogue between parents and carers about parenting through the lens of nurture. During the workshop we will discuss, how the resources were developed, the collaborative process with families, how they are currently being used in schools and our next steps.
Early Language workshop (Renfrewshire & West Dunbartonshire EPS)
The Scottish Government has created a national agenda to reduce early speech, language and communication concerns for 0-5 year olds.
Renfrewshire and West Dunbartonshire will share their journeys using these resources so far looking at their local data, use of the national Key Messages, and multi-agency working. We would welcome EPs to join us to discuss their own local approaches as we look at how we are responding to this national aim.
Application of SCERTS in EP practice (North Lanarkshire and South Lanarkshire EPS)
In this session we will provide a brief overview of SCERTS and share practice from North Lanarkshire Council and South Lanarkshire Council Psychological Services on the implementation of this. A helpful process map for use by Educational Psychologists and case study examples will be shared with participants and there will be opportunity for discussion.
Nurturing Boundaries where learners have a persistent drive for autonomy (PDA) (East Renfrewshire and East Dunbartonshire EPS)
A reflective session revisiting core ideas from earlier workshops, viewed through the lens of complex learner profiles, including extreme demand avoidance (persistent drive for autonomy). We’ll explore how to strengthen and adapt boundary‑setting approaches to support pupils with diverse needs.
Learning for all: exploring the relationship between inclusion and achievement in a Primary setting (Glasgow EPS)
As schools serve increasingly diverse populations, education practitioners have a collective responsibility to ensure that all children participate meaningfully in learning. This workshop explores how practitioners in one primary school, recognised as being inclusive of its diverse population, understand and enact inclusion and achievement in their daily practice. Using the Framework for Participation (Florian, Black-Hawkins & Rouse, 2017) as a methodological lens, the research examines what practitioners believe, know, and do to create learning environments where all learners are valued.
The Framework for Participation allowed for an in-depth socio-cultural analysis that brought underlying tensions and contradictions to the surface, such as balancing individual needs with whole-class approaches, navigating accountability pressures, and managing the interplay between policy and practice. The workshop will introduce participants to the Framework and allow discussion on how it can be used, not only as a research tool but also as a reflective framework for schools seeking to deepen inclusive approaches.
Please note, this workshop is repeated from the one presented at the SDEP BPS Conference in March 2026.
Nurturing Families in Glasgow (Glasgow EPS)
This workshop will describe how Glasgow Educational Psychology Service have developed our Nurturing Families resources.
Through consultation and collaboration with families these resources have been developed to provide practical tips and support dialogue about nurture in the home environment. Families told us they wanted parenting resources which are non-judgemental, accessible and practical and these formed the overarching aims of our collaboration. The practical resources developed can be facilitated by early years and school staff and encourage supportive dialogue between parents and carers about parenting through the lens of nurture. During the workshop we will discuss, how the resources were developed, the collaborative process with families, how they are currently being used in schools and our next steps.
Early Language workshop (Renfrewshire & West Dunbartonshire EPS)
The Scottish Government has created a national agenda to reduce early speech, language and communication concerns for 0-5 year olds.
Renfrewshire and West Dunbartonshire will share their journeys using these resources so far looking at their local data, use of the national Key Messages, and multi-agency working. We would welcome EPs to join us to discuss their own local approaches as we look at how we are responding to this national aim.
Application of SCERTS in EP practice (North Lanarkshire and South Lanarkshire EPS)
In this session we will provide a brief overview of SCERTS and share practice from North Lanarkshire Council and South Lanarkshire Council Psychological Services on the implementation of this. A helpful process map for use by Educational Psychologists and case study examples will be shared with participants and there will be opportunity for discussion.
Nurturing Boundaries where learners have a persistent drive for autonomy (PDA) (East Renfrewshire and East Dunbartonshire EPS)
A reflective session revisiting core ideas from earlier workshops, viewed through the lens of complex learner profiles, including extreme demand avoidance (persistent drive for autonomy). We’ll explore how to strengthen and adapt boundary‑setting approaches to support pupils with diverse needs.
