Is personality overlooked in educational psychology? Educational experiences of secondary-school students with introverted personality styles

Abstract

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.