School staff and external professionals such as educational psychologists (EP) can use programs designed to support children and young people with social, emotional and behavioural difficulties. Thrive is a program that has been used in schools and Educational Psychology Services (EPS) to promote positive outcomes for vulnerable pupils. This paper aims to examine the following question: Through the use of qualitative and quantitative analysis, what are Thrive and non-Thrive Educational Psychologist practitioners' perceptions of the Thrive programme regarding its proposed utility in supporting children and young people with SEBD? This paper reports the two phases of an explorative study looking at EPs views toward the Thrive approach. Data were taken from both EPs who were Thrive practitioners and EPs who were not Thrive practitioners but had some understanding and experience with Thrive. Results indicated that Thrive promotes an increased understanding of social, emotional and behavioural difficulties. Another strength was that the questions in the Thrive online (assessment tool) help to enable dialogue. Limitations included the lack of evidence to support Thrive and the cost of Thrive training.