A Narrative Inquiry into the Professional Journeys and Systemic Realities of Psychologists in Schools in Trinidad and Tobago

• In Event: Roundtable Session 10
  In Refereed Roundtable Session: Strengthening Schools through Participation: Leadership Models, Community Monitoring, and Student Support Reforms

Proposal

This study examines the lived experiences of three school psychologists employed by the Ministry of Education in Trinidad and Tobago, illuminating how their professional journeys intersect with broader systemic inequities in post-colonial education. The role of non-teaching professionals such as psychologists has become increasingly important in advancing inclusive education, particularly in contexts shaped by legacies of colonial stratification and persistent marginalization (Blackman et al., 2019; De Lisle, 2019). These professionals often operate at the intersection of competing demands—providing individual support, engaging in systemic reform, and challenging institutional silencing and resource limitations. Their narratives reflect the broader global discourse on the responsibility of education systems to promote equity in the aftermath of COVID-19 and amid heightened calls for anti-racism and inclusion (de Klerk & Palmer, 2021). Using narrative inquiry as both method and lens, the research foregrounds biographical storytelling to capture the successes, challenges, and advocacy roles of these practitioners. Narrative inquiry is particularly well suited for this study as it recognizes that individuals live and interpret storied lives (Connelly & Clandinin, 1990). Through semi-structured interviews conducted in person and via Zoom, the psychologists revisited significant moments in their careers, offering insight into how they navigated structural barriers while seeking to promote inclusion. The data collection and analysis process was iterative, incorporating restorying techniques (Ollerenshaw & Creswell, 2002; Shaw et al., 2023), narrative thinking frameworks (Kim, 2016), and member checking to ensure integrity and authenticity. Situated within the post-colonial educational landscape of Trinidad and Tobago, the study draws on theoretical perspectives of social justice and equity in school psychology (Sullivan et al., 2023).

Author

• Theresa Gentile, University of Hartford