The biopsychosocial model has revolutionised the way need is considered in educational
psychology. However, not all facets have received equal attention, with personality
factors often being overlooked. This has implications for understanding the individual
and how best to support them in education. This exploratory study investigated ...
The biopsychosocial model has revolutionised the way need is considered in educational
psychology. However, not all facets have received equal attention, with personality
factors often being overlooked. This has implications for understanding the individual
and how best to support them in education. This exploratory study investigated whether
introversion, as an individual personality factor, is being taken into account in educational
settings. The views and experiences of 11 students from five secondary schools in the UK
who self-identified as having introverted personality styles (IPS) were explored, using
semi-structured interviews and a personal construct psychology activity. Thematic
analysis suggested that the educational environment was not considered to be optimally
suited to the needs of students with introverted personalities. Participants reported feeling
overlooked, and indicated that their personality created additional difficulties for them in
navigating the school environment. Supportive relationships and awareness/acceptance of
introversion were highlighted as key protective factors. The findings suggest
professionals working in education need to consider a more holistic picture of students’
personality styles within their wider environment.
