Educational Experiences of the Gypsy, Roma and Traveller Communities and How Educational Psychologists Engage With the Communities

This paper applies theoretical models towards the understanding of Gypsy, Roma and Traveller’s (GRT) educational experiences, whilst highlighting the frameworks that guide the way that educational psychologists (EPs) engage with GRT communities. The ecological systems theoretical framework (Bronfenbrenner, 1979) and the bio-ecological theory of human development (Bronfenbrenner & Morris, 2006) encourage EPs to consider the interacting and ever-changing systems around GRT communities, whilst the constructionist model of informed, reasoned action (Gameson et al., 2003) provides guidance for EPs to consider their language and existing constructs when enabling dialogue with GRT communities. A scoping review highlighted the impact of GRTs’ cultural norms, relationships with school and school experiences on the communities’ engagement with education. This paper also highlights the skills and reflexivity of EPs and how they can use the social GGRRAAACCEEESSS framework (Burnham, 2012) to consider their own personal and social identity, whilst remaining culturally and ethically sensitive when supporting diverse groups within their competence. Meanwhile, EPs should adopt a critical community psychology lens that enables them to focus on understanding communities within their context, whilst Bourdieu’s theory of capital encourages EPs to consider their power and position within their role. EPs should promote participation and inclusion for GRT communities by developing a better understanding of the GRT communities’ intersectionality. This will hopefully enable EPs to embed anti-oppressive and anti-discriminatory principles into their practice.