Teachers' use of psycho-educational reports in mainstream classrooms

Joanne Lindelauf, Andrea Reupert, Kate E. Jacobs

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)


This study investigated how teachers who support children with learning difficulties utilise psychologists' reports in their teaching practice. Previous research has examined teachers' preferences for how reports should be written, rather than how they might be used. Semi-structured, qualitative interviews with 12 teachers (seven primary, four high school and one preschool teacher) were undertaken and followed up with member checks and interrater reliability. Findings suggested that while the teachers valued the recommendations section of the report, they were also interested in other sections, particularly information about the student's background. Simultaneously, teachers used information from reports selectively in relation to their own professional knowledge and in collaboration with other stakeholders. Implications for practice and further research are discussed.

Original languageEnglish
Pages (from-to)1-17
Number of pages17
JournalJournal of Psychologists and Counsellors in Schools
Issue number1
Publication statusPublished - 1 Jun 2018


  • learning difficulties
  • mainstream
  • psycho-educational reports
  • teacher

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