ABSTRACT This study explores primary school aged children’s perspectives and experiences of their Emotional Literacy Support Assistant (ELSA) support. Thematic analysis was employed to analyse qualitative data from semi-structured interviews with 12 Key Stage 2 participants, who had had a minimum of one month’s ongoing ELSA support. Four core themes were identified: positive relationships, unique qualities, facilitates skill development, and positive impact. The findings suggest the importance of a positive therapeutic relationship with an ELSA, and that children value ELSAs teaching specific individualised coping strategies in particular. The findings may also be pertinent to practitioners outside of ELSA related work, highlighting the importance of listening to children of all ages and employing alternative methods, such as drawing, to support them in sharing their views. Since the evidence base for ELSA support is limited, this study contributes children’s views to this area, and should be used to inform future research.

中文翻译：

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小学生对情绪素养支持助理（ELSA）支持的看法和经验

摘要 本研究探讨了小学生对情感素养支持助理 (ELSA) 支持的看法和经验。主题分析用于分析来自 12 名关键阶段 2 参与者的半结构化访谈的定性数据，这些参与者至少获得了一个月的持续 ELSA 支持。确定了四个核心主题：积极的关系、独特的品质、促进技能发展和积极影响。研究结果表明与 ELSA 建立积极治疗关系的重要性，并且儿童尤其重视 ELSA 教授特定的个性化应对策略。调查结果也可能与 ELSA 相关工作之外的从业者有关，强调倾听所有年龄段儿童和采用替代方法的重要性，例如绘画、支持他们分享他们的观点。由于 ELSA 支持的证据基础有限，本研究有助于儿童对这一领域的看法，并应用于为未来的研究提供信息。