Child Psychologists v Educational Psychologists

 Child Psychologists v Educational Psychologists

The best help and I ever got with my learning disabled son, was from a regular child psychologist, Sharon. She gave very needed practical advice that was actually effective. I'll forever be grateful to her.

Child psychologists are essential when deciding care and probably education too- educational psychologists could be best used to identify specific learning styles and/ disabilities only, an example would be an autistic child could benefit from an ep input if dyspraxia/dyslexia/apraxia etc were an issue. 

The lines cross between the two professions and in my experience, I believe they really, really should not. 

 Ed Pychs are not really taught general mental health and should never be regarded as experts in that. 

Distressed children—whether labelled or learning disabled or not—need safety, understanding, and therapy, not punitive behavioural modification that is often mistakenly supported by Ed Psychs. 

Labels can be useful for clinical shorthand, but in education they often fail to secure the right provision. 

Each child’s circumstances are unique, and a label alone tells you nothing about their learning environment, trauma history, or emotional needs. 

Effective educational support starts from an individual needs assessment, not a diagnostic tick-box.

Disabled children are more likely to experience trauma and abuse (Jones et al., The Lancet, 2012). This is often compounded by controlling or narcissistic parenting, where a parent’s unmet emotional needs distort their capacity to attune to the child. (I knew I was in deep trouble when in reply to me stating our child was an individual, the ex said of our son "we own him" - repeatedly asserted this)

Because of attachment bonds, children are usually blind to the nature of this harm—they will instinctively defend and cling to the very figure who causes distress. The goal is not to sever attachment, but to coach the parent in emotional awareness, empathy, and genuine responsiveness.

Therapeutic models like Acceptance and Commitment Therapy (ACT) can help both children and parents develop self-awareness, emotional flexibility, and values-driven action. ACT is well-evidenced for improving resilience in both neurotypical and neurodivergent populations.

Educational psychologists work only on learning access, school adaptations, special educational needs assessments, and systemic inclusion within education settings. 

They do not diagnose or treat mental health conditions.

Child psychologists work only on emotional and behavioural health across all life contexts. They assess, diagnose, and provide therapy for mental health issues such as anxiety, depression, trauma, and developmental disorders. They do not create or enforce school learning plans but their support is vital.

A clear divide means no shared assessments, no joint reports, and no overlapping responsibilities-impartiality could not be an issue.

 Educational psychologists do not make mental health recommendations. Child psychologists do not make educational provision recommendations. 

Each professional completes their work separately and communicates only the parts relevant to their own remit?

This prevents contradictory advice, reduces repeated questioning of the child, and keeps accountability with one professional per issue. 

Schools take instruction only from the educational psychologist on learning matters. 

Health and social care take instruction only from the child psychologist on mental health matters. This division ensures clarity, avoids service delays caused by role confusion, and keeps the child from being pulled between conflicting agendas.

Prior to advocating for behaviourism, ep's might want to consider the greatest man- Krishnamurti - as he observed: “It is no measure of health to be well adjusted to a profoundly sick society.” 

And as Jung warned: “Until you make the unconscious conscious, it will direct your life and you will call it fate.”

In child psychology, this means looking beyond compliance and behaviour charts to the deeper currents—unmet needs, unconscious fears, and inherited patterns—that shape how a child learns and relates.

References & further reading

• Jones, L. et al. (2012). Prevalence and risk of violence against children with disabilities: a systematic review and meta-analysis. The Lancet, 380(9845), 899-907.

• NICE. (2018). Social and Emotional Wellbeing for Children and Young People. https://www.nice.org.uk/guidance/ph12

• Hayes, S. C. et al. (2011). Acceptance and Commitment Therapy: The Process and Practice of Mindful Change. Guilford Press.

• Krishnamurti, J. Collected Works.

• Jung, C.G. Aion: Researches into the Phenomenology of the Self.

Suggested child psychology & trauma-informed training

• University of Edinburgh – Child and Adolescent Mental Health (Coursera)

• Monash University – Trauma-Informed Care for Children (FutureLearn)

• Association for Contextual Behavioral Science – ACT training modules for parents and professionals

Liz Lucy Robillard 

Next up: the wealth of ex social workers questioned