Children and young people’s (CYP) mental health have been a growing public health concern in the UK (Department of Health & Department for Education, 2017). The aim of this research was to explore educational psychologists’ (EP) sensemaking of their role in mental health with a focus on two main questions: ‘What are EPs’ sensemaking accounts of their role in mental health?’ and ‘What are some of the key factors influencing EPs’ sensemaking of their role in mental health?’ A novel qualitative methodological approach was adopted involving a metaphorical analysis of metaphors elicited in EPs’ sensemaking accounts of their role in mental health. Semi-structured interviews were conducted with sixteen participants from four different local authorities (LAs). The metaphors generated were categorised into two main themes: Heir-apparent and Outsider. The two themes illustrated the paradoxical identity construction of the EP role in mental health. It was also found that EPs’ sensemaking accounts were shaped by three critical factors: personal, contextual and mental health discourses. One conclusion from these findings was that the nature of EPs’ sensemaking could enhance and/or reduce EPs’ self-esteem, self-efficacy and role satisfaction. Additionally, the identity construction of Heir-apparent and Outsider symbolised a wider dilemma faced by other non-medical mental health professionals
