SEAL: Why a whole school approach?

Check-in

What do we want children to be able to do?

In addition to good academic results, we all want children and young people who

‘…..learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’. Adapted

from Reva Klein, Defying Disaffection.

http://nationalstrategies.standards.dcsf.gov.uk/search/results/%22Katherine%20Weare%20video%22

What is SEAL? From 3 – 16 years…

A structured and progressive curricular and whole-school approach to helping children develop the social, emotional and behavioural skills that underpin effective learning, positive behaviour, relationships and success in its broadest sense.

So it underpins…

• Effective learning

• Positive behaviour and good attendance

• Staff effectiveness

• Emotional health and well-being

• Positive relationships

SEAL: A continuum of curricular provision within a positive environment

Additional highly personalised interventions

Small-group intervention for children who need additional help

in developing skills, and for their families

Quality first teaching of social, emotional and behavioural skills to all children;

Whole-school policies and practice.

Staff CPD building skills and confidence

THE ENVIRONMENT EHWB for all

Family and community involvement

Explicit teaching

Interactive learning and teaching strategies

SEAL: Gateways to learning

• Self-awareness + self-valuing

• Managing feelings• Motivation

– Goal setting and achieving– Persistence and resilience– Responsibility and

autonomy• Empathy• Social skills

– Communication – Assertiveness– Problem-solving + conflict

management

Self-awareness

Managing feelings

Motivation

Empathy

Social Skills

Some examples of SEAL Learning Outcomes

Self-awareness4. I recognise when I should feel pleased with, and proud of, myself and am

able to accept praise from others.9. I understand why feelings sometimes ‘take over’ or get out of control and

know what makes me angry or upsetManaging my feelings17. I understand how health can be affected by emotions and know a range of

ways to keep myself well and happy.Motivation20. I can break a long-term goal into small, achievable steps.Empathy31. I can work out how people are feeling through their words, body language,

gestures and tone, and pay attention to them.Social Skills39. I can communicate effectively with others, listening to what others say as

well as expressing my own thoughts and feelings.

A quick activity

Work with someone you don’t know

• Partner A: Ask partner B to spell a difficult word

• Partner B: Ask partner A to answer a mental arithmetic problem (without writing it down)

The social and emotional demands of cognitive activities

• What feelings did you experience when tackling this task? How did you manage them?

• What social skills did you use in the discussion?

Challenge!Are there any sorts of

learning tasks that do not require emotional management and/or social skills?

SEAL: A whole school concern (1)

Employers’ needs

Employers are looking for more than just technical skills and knowledge of a degree discipline. They particularly value skills such as communication, team working and problem solving. Job applicants who can demonstrate that they have developed these skills will have a real advantage. Digby Jones, Director-General, Confederation of British Industry

SEAL: A whole school concern (2)Skills for a changing society…

SEAL: A whole school concern (2)Skills for a changing society…

A changing society – a recognition that schools need to be part of the solution

1 in 10 young people between 5-15 suffers from a diagnosable mental health disorder (3 in every class) These children are more likely to have academic and interpersonal difficulties and to use drugs, alcohol and attempt suicide. (Green

et al, 2005).

In a school of 1000 pupils this means:

• 50 with depression• 10 affected by eating

disorders• 100 experiencing

‘significant distress’• 10-20 with obsessive

compulsive disorder• 5-10 attempting suicide (

www.youngminds.org.uk)