Educational psychologist practice in response to a critical incident: A systematic literature review.

This systematic literature review examines the role and practices of educational psychologists (EPs) in responding to critical incidents (CIs)—sudden, distressing events impacting school communities—based on research published between 2000 and 2018, primarily from the UK and USA. The review identifies three main areas of EP involvement: strategies and actions (e.g., consultation, psychoeducation, referrals), models framing response (including varied psychological theories and interventions such as Psychological First Aid), and psychological interventions (ranging from direct work with pupils to supporting school capacity). Findings reveal variability in EP practices, particularly regarding direct client work and use of debriefing techniques, with collaboration across multi-agency teams being common but differing internationally. Barriers include limited EP time and training, and inconsistent role perceptions—often influenced by external expectations of EPs as counselors—highlighting the need for clear communication of EP roles, comprehensive evaluation of CI responses, and enhanced, context-sensitive training.