How can Educational Psychologists evaluate group supervision to ensure positive impact for supervisees’ development and skills, and for the children and families for whom they work?

This article systematically reviews how group supervision in education and social care settings is evaluated to ensure positive impacts on supervisees' development and skills, as well as on the children and families they serve. Twelve studies, primarily qualitative and correlational, indicate that group supervision benefits supervisees' wellbeing, professional competence, and team relationships, with some evidence linking high-quality supervision to improved direct practice with clients. Effective evaluation methods include using coding frameworks to assess supervision content and quality, self-report questionnaires measuring supervisee outcomes, and gathering feedback from clients to assess practice changes. The review highlights the importance of an external facilitator, practice-focused supervision, and follow-up on supervisees' intended actions, while noting limitations such as reliance on self-report data and the scarcity of research directly connecting supervision to client outcomes. It recommends that Educational Psychologists employ multiple data sources—including supervision records, standardized measures, and client feedback—to evaluate group supervision's effectiveness and calls for further research using triangulated methods to better understand supervision's impact on practice and client wellbeing.