An exploration of developing the practice of educational psychologists with minority cultural and linguistic populations in England: A dynamic journey of understanding and change.

This article examines the experiences of educational psychologists (EPs) in England working with minority cultural and linguistic (C&L) populations, aiming to support reflection and professional development within one educational psychology service (EPS). Using a participatory action research design with focus groups, the study conceptualizes the development of EP practice as a "dynamic journey of understanding and change," emphasizing cultural self-awareness, reflection, challenging assumptions, and taking each case individually. The research highlights the importance of creating safe spaces for reflection, developing specific skills (e.g., culturally appropriate assessment, communication, working with interpreters), and fostering service-level changes such as joined-up working and enhancing access and participation. Drawing on critical race theory and cultural humility, the authors propose a framework linking individual, institutional, and societal accountability to address power imbalances and improve outcomes for minority C&L children and families. Limitations include the study's focus on one EPS and the broad terminology used, with suggestions for future research on specific cultural dimensions such as race and social class.