Social and Emotional Headteachers, Aspects of Learning ...

Guidance

Curriculum and Standards

Headteachers, teachers and practitioners in secondary schools, middle schools, special schools & local authority and Children’s Services staffStatus: Recommended

Date of issue: 04-2007

Ref: 00043-2007BKT-EN

Social and Emotional Aspects of Learning for secondary schools(SEAL)Guidance booklet

PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES

ContentsSection 1: Introduction

1.1 Whatistheguidanceandwhoisitfor? 3

1.2 WhatisSEAL? 4

1.3 Whatarethesocialandemotionalskillsandaspectsoflearning 4thatSEAListryingtodevelop?

1.4 WhatisnewaboutSEALandhowdoesitbuildonwhatisalreadyinplace? 7

Section 2: Background

2.1 WhyisthereaninterestinSEAL? 8

2.2 Whyaresocialandemotionalskillscentraltoschoolimprovement? 8

2.3 WhatroledoesSEALplayinlearning? 9

2.4 WhatistherelationshipbetweenSEALandworktoimprovebehaviour? 10

2.5 WhatroledoesSEALplayinworktoimproveattendance? 12

2.6 Whyaresocialandemotionalskillsessentialintheworkplace? 12

2.7 HowdoesSEALsupportinclusion? 13

2.8 HowdoesSecondarySEALbuildonworkinprimaryschools 14includingPrimarySEAL?

2.9 HowdoesSEALlinkwithotherinitiatives? 17

2.10 HowdoesSEALsupporttheEveryChildMattersagenda? 18

2.11 HowdoesSEALcontributetoPSHE? 19

2.12 HowdoesSEALcontributetotheNationalHealthySchoolsProgramme? 20

2.13 HowcanSEALcontributetotheworkschoolsaredoingtoreducebullying? 20

Section 3: Implementation

3.1 Whatisawhole-schoolapproach? 22

3.2 Whatisthelinkbetweenschoolculture,environmentandSEAL? 22

3.3 Whatistheroleofleadershipandmanagement? 25

3.4 HowdoweimplementSEAL? 26

3.5 Howcanweinvolveallpupils? 27

3.6 Howcanweinvolveparentsandcarers? 29

3.7 Whatrolecanmembersofthewidercommunityplay? 30

3.8 Howcanwetellwhatwearedoingalreadyandidentifyourfirststeps? 31

3.9 Howmightwemonitorandevaluateourprogress? 33

Section 4: Professional Development

4.1 WhatistheimportanceofSEALforadults? 35

4.2 Whatprofessionaldevelopmentdoweneed? 36

4.3 HowcanweuseprofessionaldevelopmentwithinSEAL? 37

Section 5: Learning and Teaching

5.1 Whathelpsuslearnsocialandemotionalskillseffectively? 39

5.2 HowdoesSEALcontributetopersonalisedlearning? 39

5.3 HowmightweplanourcurriculumprovisiontopromoteSEAL? 41

5.4 HowmightweteachSEALthroughdiscretelearningopportunities? 42

5.5 HowmightweteachSEALacrosstheschool? 44

5.6 Howmightwesupportpupilswithadditionalneeds? 49

References 52

Section 6: Appendices

Appendix1:SEALlearningoutcomes 53

Appendix2:Theresourceandhowitisorganised 57

Appendix3:TheSEALYear7Resource 58

Appendix4:MapofthewebsiteandtheCD-ROM 59

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©Crowncopyright2007 00043-2007BKT-EN SocialandEmotionalAspectsofLearningforsecondaryschools(SEAL):Guidancebooklet

Secondary National Strategy

Section1:IntroductionSocialandemotionalaspectsoflearningforsecondaryschools(SecondarySEAL)isawhole-schoolapproachtopromotingsocialandemotionalskillsthataims,whenfullyimplemented,toinvolveallmembersoftheschoolandallaspectsofschoollife.

1.1 What is the guidance and who is it for?

ThisshortguidancebookletistheessentialstartingpointforSEALandhasthreemainpurposes:

• toprovideaclearoverviewofthekeyaims,principlesandessentialcomponentpartsofSecondarySEAL,anditspotentialtoenhancelearningandpersonaldevelopment;

• tosignpostcolleaguestotherichnessofthewiderangeofDfESresourcesthathavebeenproducedaspartofSecondarySEAL.ThesearelistedintheboxattheendofeachsubsectionwithareferencenumbertoalloweasyaccessonthewebsiteorCD-ROM;

• toactasaquickreferencedocument.

Theguidancebookletiswrittenforallthosewhoareinvolvedwith,orwhohaveaninterestin,SecondarySEAL,andwillbeessentialreadingforallschoolleaders,includingthoseleadingontheprogramme.Itmightalsobeusedbythosefromchildren’sservicesandotherexternalagencieswhoareinvolvedinsupportingworkinschool.

Theguidancebookletisorganisedunderaseriesofkeyquestionsthatareorganisedinfivesections:

• Section 1 providesanintroductiontotheconceptsunderpinningSEAL;

• Section 2 describestheimpactoneducationaloutcomesandthelinkstokeydevelopmentsineducation;

• Section 3 isaboutthepracticalitiesofimplementingSEALinschool;

• Section 4 focusesonprofessionaldevelopment;

• Section 5 focusesonlearningandteaching.

Attheendofeachsubsectionthereisalistoffurtherreadings,casestudiesandstaffdevelopmentactivities.ForconveniencethishasbeencopiedontotheCD-ROMandincludedwiththeguidancebooklet.

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SocialandEmotionalAspectsofLearningforsecondaryschools(SEAL):Guidancebooklet 00043-2007BKT-EN ©Crowncopyright2007


1.2 What is SEAL?

SecondarySEALisacomprehensiveapproachtopromotingthesocialandemotionalskillsthatunderpineffectivelearning,positivebehaviour,regularattendance,staffeffectivenessandtheemotionalhealthandwell-beingofallwholearnandworkinschools.Itproposesthattheskillswillbemosteffectivelydevelopedbypupils,andatthesametimeenhancetheskillsofstaff,through:

• usingawhole-schoolapproachtocreatetheclimateandconditionsthatimplicitlypromotetheskillsandallowthesetobepractisedandconsolidated;

• directandfocusedlearningopportunitiesforwholeclasses(duringtutortime,acrossthecurriculumandoutsideformallessons)andaspartoffocusgroupwork;

• usinglearningandteachingapproachesthatsupportpupilstolearnsocialandemotionalskillsandconsolidatethosealreadylearnt;

• continuingprofessionaldevelopmentforthewholestaffofaschool.

ThisguidancebookletreflectsthelearningfromtheschoolsandlocalauthoritiesinvolvedintheSecondarySEALpilot,andtheparticularapproachestheyhavefoundsuccessful.

If you would like to explore this question in more depth you might like to consider:

Further reading

1.2.1 Theimportanceofsocialandemotionalskills

These can be found on the website and the Secondary SEAL CD-ROM.

1.3 What are the social and emotional skills and aspects of learning that SEAL is trying to develop?

Socialandemotionalskillsaretheskillsofmakingpositiverelationshipswithotherpeople,ofunderstandingandmanagingourselvesandourownemotions,thoughts,andbehaviours.Ifpeoplehavetheseskillstheycanthenunderstandandrespondtotheemotionsandbehaviourofothers,inwaysthatareinthebestlong-terminterestofthemselvesandothers.Whenpeoplehavegoodskillsintheseareastheyaremorelikelyto:

• beeffectiveandsuccessfullearners;

• beself-motivated;

• makeandsustainfriendships;

• dealwithandresolveconflicteffectivelyandfairly;

• solveproblemswithothersorbythemselves;

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• managestrongfeelingssuchasfrustration,angerandanxiety;

• beabletopromotecalmandoptimisticstatesthatpromotetheachievementofgoals;

• recoverfromsetbacksandpersistinthefaceofdifficulties;

• workcooperatively;

• recogniseandstandupfortheirownrightsandtherightsofothers;

• understandandvaluedifferencesandcommonalitiesbetweenpeople,respectingtherightofotherstohavebeliefsandvaluesdifferentfromtheirown.

Itiseasiertothinkmoresystematicallyaboutsocialandemotionalskillsifthereissomewayofcategorisingthemintobroadheadings.TherearemanypossiblecategorisationsbuttheonethathasbeenchosenforthePrimaryandSecondarySEALprogrammesisonewhichiswidelyused.Itisafive-foldcategorisation,firstdevelopedbyGoleman(1996),andisshowninFigure1.

Social

Personal

Self-awareness

Managing feelings

Motivation

Social skills

Empathy

Figure 1 The social and emotional aspects of learning Adapted from Daniel Goleman’s five domains

Self-awareness

KnowingandvaluingmyselfandunderstandinghowIthinkandfeel.Whenwecanidentifyanddescribeourbeliefs,values,andfeelings,andfeelgoodaboutourselves,ourstrengthsandourlimitations,wecanlearnmoreeffectivelyandengageinpositiveinteractionswithothers.

Managing feelings

Managinghowweexpressemotions,copingwithandchangingdifficultanduncomfortablefeelings,andincreasingandenhancingpositiveandpleasantfeelings.Whenwehavestrategiesforexpressingourfeelingsinapositivewayandforhelpingustocopewithdifficultfeelingsandfeelmorepositiveandcomfortable,wecanconcentratebetter,behavemoreappropriately,makebetterrelationships,andworkmorecooperativelyandproductivelywiththosearoundus.

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Motivation

Workingtowardsgoals,andbeingmorepersistent,resilientandoptimistic.Whenwecansetourselvesgoals,workouteffectivestrategiesforreachingthosegoals,andrespondeffectivelytosetbacksanddifficulties,wecanapproachlearningsituationsinapositivewayandmaximiseourabilitytoachieveourpotential.

Empathy

Understandingothers’thoughtsandfeelingsandvaluingandsupportingothers.Whenwecanunderstand,respect,andvalueotherpeople’sbeliefs,values,andfeelings,wecanbemoreeffectiveinmakingrelationships,workingwith,andlearningfrom,peoplefromdiversebackgrounds.

Social skills

Buildingandmaintainingrelationshipsandsolvingproblems,includinginterpersonalones.Whenwehavestrategiesforformingandmaintainingrelationships,andforsolvingproblemsandconflictswithotherpeople,wehavetheskillsthatcanhelpusachievealloftheselearningoutcomes,forexamplebyreducingnegativefeelingsanddistractionwhileinlearningsituations,andusingourinteractionswithothersasanimportantwayofimprovingourlearningexperience.

Thesefiveaspectshavebeen‘unpacked’intoawiderangeofuniversallearningoutcomesandtomorespecificoneswhichareappropriateforparticularagegroupsandparticularlearningopportunitiesusedinthecurriculummaterials.(SeeAppendix1forthelistofoveralllearningoutcomes.)


Further reading

1.3.1 TheSocialandEmotionalAspectsofLearning,skillsandoutcomes

Staff development activities

1.3.2 WhyembarkonSEAL?

1.3.3 Aninventoryofskills

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1.4 What is new about SEAL and how does it build on what is already in place?

Schoolshaveforsometimeincludedworkonsocialandemotionalissuesinthecurriculum(e.g.PSHE,citizenship,dramaandthearts)andhelpedpupilsreflectontheimportanceofgoodsocialandemotionalskills.Theymightalreadyhavebeendoingmuchtopromotesocialandemotionallearningthroughthewhole-schoolenvironment,theirapproachtospiritual,moral,socialandculturaldevelopment,ortheframeworkoftheNationalHealthySchoolsProgramme.Ortheymaybepromotingpupils’skilldevelopmentthroughotherinitiativessuchascircletime,peermediationorrestorativejusticeapproaches.

TheapproachtakeninSEALbuildsuponthisimportantwork,recognisingthatskillsaregroundedinpeople’sunderstandings,valuesandattitudesandarenotjustdemonstrablebehaviouraloutcomes,divorcedfromcontextandmeaning.Itencouragesdeeperunderstandingthroughenquiry,usesconcreteexamplesandpromoteslearningthroughthestagesofskilldevelopmentthatincludesidentification,modelling,coaching,feedback,practice,reflection,consolidation,internalisationandgeneralisation.Theintentionistoprovidepupilsandstaffwithamoreflexiblerepertoireofskillssotheycantakemorecontroloftheirlivesbyactuallybeingabletodothingsdifferently,iftheychooseto,aswellasunderstandingwhytheyshould.

Itprovidesopportunitiesforpupilstolearnsocialandemotionalskillsinthefollowingthreeways:

• discretelessonsthatfocusonthesocialandemotionalskills;

• theencouragementofareviewofthesocialandemotionalclimateandconditionsforlearningtoensurepupilscanlearn,practiseandconsolidatetheskillsacrosstheschool;

• theencouragementofteacherstoreviewtheirapproachestolearningandteachingtoensurethattheapproachesimplicitlypromotesocialandemotionalskills.


Further reading

Appendix1:SEALlearningoutcomes


1.4.2 Findingoutaboutsocialandemotionalskillsinourschool

1.4.3 Carryingoutanaudit

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Section2:Background

2.1 Why is there an interest in SEAL?

Aninterestinsocialandemotionalaspectsoflearningisnothingnew,butinrecentyearstherehasbeenanexplosionofthinkingandresearchinthisarea,whichhasresultedinfarmoreattentionbeingpaidtosocialandemotionalskills,ineducation,intheworkplaceandinsocietyasawhole.Gardner(1983)developedtheideathattherearemanywaystobeintelligent,includingbeingintelligentaboutourownemotions(intra-personalintelligence)andthoseofothers(interpersonalintelligence).Goleman(1996)popularisedtheterm‘emotionalintelligence’inhisbookofthesamenameandmadethecasethatemotionalandsocialabilitiesaremoreinfluentialthanconventionalintelligenceforallkindsofpersonal,careerandschoolsuccess.Sincethisbookappearedinthemid-1990s,workhasdevelopedatanextraordinarypace,inpsychology,neuroscience,educationandotherdisciplines.Thisworkhasdemonstrated,fromavarietyofperspectives,thatsocialandemotionalskillsareattheheartofpositivehumandevelopment,effectivesocialgroupsandsocieties,andeffectiveeducation.



2.1.2 Thevalueofsocialandemotionalskills

2.1.3 Howsocialandemotionalskillsrelatetosuccessatwork

2.2 Why are social and emotional skills central to school improvement?

Socialandemotionalskillsareessentialforallthosewholearnandworkinschools.Thisincludesallpupilsandstaff,notjustthosepupilswithidentifiedsocial,emotionalandbehaviouraldifficulties.Effectivelearning,highacademicstandards,aninclusiveculture,positivebehaviour,goodattendanceandgoodprofessionalpracticebyschoolstaffarechallengingtodevelopunlessbothpupilsandstaffhavesocialandemotionalskills,andtheabilitytomanagetheirownbehaviour.

Theevidenceisoverwhelmingthatwell-designedprogrammestopromotesocialandemotionalskillscanresultingainsthatareabsolutelycentraltothegoalsofallschools,including:

• betteracademicresultsforallpupilsandschools;

• moreeffectivelearning–somewell-knownprogrammeshavebeenshowntohavedemonstrableandmeasurableeffectsonattainmentsofallpupilsinreading,non-verbalreasoning,problemsolvingandplanning,learning-to-learnskillsandmaths;

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• highermotivation;

• betterbehaviour;

• higherschoolattendance;

• moreresponsiblepupils,whoarebettercitizensandmoreabletocontributetosociety;

• lowerlevelsofstressandanxiety;

• highermorale,performanceandretentionofstaff;

• amorepositiveschoolethos.

Socialandemotionalskillscontributetostaffeffectivenessandwell-being.Ifschoolstaffaretobeabletohelppupilsdevelopsocialandemotionalskills,thentheyneedtheseskillstoo.Suchskillsinformprofessionalcompetenceaswellaslearningsinceteachingisfundamentallyasocialactivity,demandinghighlevelsofemotionalsensitivity,goodself-management,empathyandtheabilitytomakerelationships.Programmestopromotesocialandemotionalskillshavebeenshowntohaveabeneficialimpactonstaffwell-being,andcanhelptotacklethehighlevelsofstaffstressandimprovestaffretention.


Further reading

2.2.1 Socialandemotionalskillsarecentraltoschoolimprovement

2.3 What role does SEAL play in learning?

Socialandemotionalskillsunderpineffectivelearningbyhelpingallpupilstodothefollowing.

• Learntomanagetheirimpulses,helpthemsettlequickly,concentrateandnotdisruptothers.

• Buildwarmrelationships,whichhelpthemtocarewhatothers(e.g.staffandpeers)thinkandtorespondpositivelytothem.

• Managestronganduncomfortableemotionssuchasangerandfrustration,andbecomemoreresilient,whichhelpsthemrisetothechallengesofthelearningprocessandstickatitifthingsgettough.

• Learntofeelgoodaboutthemselves,whichreducesthelikelihoodofdisruptivebehaviourandincreasescapacityforindependentlearning.

• Manageanxietyandstress,includinghowtodealwithtestsandexaminations.

• Learntoempathise,forexamplewithotherpupils’desiretolearn,whichhelpsthemcontributetoapositivelearningenvironment.

• Reflectonlonger-termgoals,whichhelpsthemseethepointoflearning,raisetheiraspirationsandbecomemoreabletoresistnegativepressurefromothers.

• Feeloptimisticaboutthemselvesandtheirabilitytolearn,whichimprovestheirmotivationtoworkhardandattendregularly.

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Emotionalandsocialfactorsareattheheartofthelearningprocessforpupilsandstaffandsupportlearningdirectlyinthefollowingways.

• Peopledonotthinkrationallywhenstressed.Researchshowsthisisbecausestresstriggerstheprimitivepartsofthebrainthatfocusonsurvival,inparticular,theinstinctive‘fightorflight’response(Goleman,1996).Atthesametime,itclosesdownthepartsofthebrainthatareinvolvedinthehigher-orderthinkingnecessaryforlearning.Sowehavetoensurethatlearningisapleasantandpositiveexperience.

• Researchonhowthebrainprocessesinformationshowsthatpeopleonlypayattentiontowhatismeaningfulemotionally(LeDoux,1998).Iflearnersaretorespondtoanexperience,torememberit,andtochangeasaresultofit,thenthelearningmustbepersonallycompelling,deeplyfeltandvividlyreal.

• Peopleneedemotionstothinkclearly,prioritise,plan,andtoattachvaluetodifferentoutcomesinordertodecidebetweenthem,otherwisealldecisionsseemequallyvalidandultimatelymeaningless.Rationalityandemotioncannotinfactbeseparated(Damasio,2000).


Further reading

2.3.1 Evidencetodemonstratethelinksbetweenworkonsocialandemotionalskillsandacademiclearning


2.3.2 Theroleofsocialandemotionalskillsinlearning

2.3.3 Qualitiesoflearningandteachingthatenhanceinternalmotivation

2.4 What is the relationship between SEAL and work to improve behaviour?

Well-designedprogrammestopromotesocialandemotionalskillshavebeenshowntohaveapositiveimpactonpupils’attitudesandbehaviour(WeareandGray,2003;Zinsetal.,2004).Forexample:

• pupilshavehigherself-esteemandconfidence;

• pupilsarehappierandgetonbetterwithoneanother;

• pupilsaremoreengagedinlearningsofewerdisengagefromschool;

• quieterpupilsbecomemoreassertiveandconfident;

• thereisbetterbehaviourintheclassroomandimprovedattendance;

• thereislessbullying;

• therearelowerratesoftruancy,offendinganddrugmisuse.

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Theunderlyingcausesofdifficultbehaviourorpersistentabsenceareoftenemotionalorsocial,andfocusingonthese,ratherthanonbehaviouraloutcomes,enablesstafftorespondmoreeffectively.Theycanthentakeactiontounderstandandpreventdifficultbehaviour,aswellasusingrewardsandsanctions.Socialandemotionalskillsenablethelearnertomakeinformedchoicesabouttheirbehaviour.Theyenhancethelearner’sself-awarenessandself-understanding,developingempathywhichallowsthemtopredicttheoutcomesoftheirbehaviouronothers,managetheirfeelingsmoreeffectivelyanddeveloparangeofresponses.

Similarly,aconsistentandpositiveresponsetobehaviourhasamajorparttoplayincreatinganenvironmentwheresocialandemotionalskillscanflourish.Approachestobehaviourmanagementcaneitherencourageordiscouragesocialandemotionallearning.BehaviourmanagementapproachesthatareconsistentwithSEAL:

• aimtohelppupilslearntheskillstheyneedinordertobehavewell,ratherthansimplycorrectingpoorbehaviour;

• encourageparticipationinsettingrulesandconsequencesthatarebaseduponrightsandresponsibilities;

• encouragepupilstomakeachoiceabouttheirbehaviour;

• recogniseandsupportpupilsinmanagingstrongemotions;

• encouragereflectionabouttheconsequencesofparticularbehaviour.

Approachesthatarepurelybaseduponamechanicalsystemofrules,rewardsandsanctionsanddonotencouragepupilstolearnsocialandemotionalskillsortakeresponsibilityfortheirownbehaviourarenotconsistentwithSEAL.Reviewingordevelopingbehaviourpolicywithallmembersoftheschoolcommunity,toensurethatitencouragesthelearningofsocialandemotionalskills,willthereforeoftenbeapartofaSEALapproach.


Further reading

Learning behaviour: the report of the practitioners' group on school behaviour and discipline

www.dfes.gov.uk/behaviourandattendance/about/learning_behaviour.cfm

School Discipline and Behaviour Policies Guidance (under production)

Staff development activity

2.4.1 Helpingpupilsresolveconflict

Case study

2.4.2 Asystemforbehavioursupport

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2.5 What role does SEAL play in work to improve attendance?

Thecorrelationbetweenlowlevelsofattendanceatschoolandattainmenthasbeenestablishedandschoolsandlocalauthoritiesareworkinghardtoimproveattendance.Mostschoolshaveidentifiedwaystoachievethisthroughtheanalysisofdatawhichhasledtothedevelopmentofspecificinterventionstrategiesandthedevelopmentofeffectivesystems.

Whileeffectivesystemsforkeepingtrackofattendanceandfollowinguponabsenceareimportant,schoolscanonlysustainhighlevelsofattendanceiftheyaddresstheunderlyingcausesofnon-attendance.Manyoftheserelatetotheschool’ssocialclimateandtoparticularproblemsfacedbyindividuals,suchasbullying,feelingsofisolationanddifficultiesmakingandsustainingfriends.SEALcanmakeasignificantcontributionbyhelpingcreateasocialenvironmentthatiswelcomingandinclusiveandhelpingpupilstodevelopthesocialandemotionalskillsthatarerequirediftheyaretobefullyengagedinallaspectsofschoollife.


Further reading

2.5.1 Attainment,attendanceandSEAL

2.6 Why are social and emotional skills essential in the workplace?

“A degree alone is not enough. Employers are looking for more than just technical skills and knowledge of a degree discipline. They particularly value skills such as communication, teamworking and problem solving. Job applicants who can demonstrate that they have developed these skills will have a real advantage.”

DigbyJones,Director-General,ConfederationofBritishIndustry,Forward to Prospects Directory 2004/5

Surveysofemployershaveformanyyearsshownthatnon-cognitiveorsocialandemotionalskillsarethequalitiestheymostwantfromyoungpeoplecomingoutoftheeducationsystem,andemployersincreasinglyusethesecharacteristics,ratherthanqualifications,toscreenapplicants,forjobsatalllevels.Inthe2004Enterprisesurveyof20,000employersintheUK,employersweremostworriedaboutlackofskillssuchascustomerhandling,problemsolvingandteamworking.Infact,researchhasshownthatsocialandemotionalskillshadmorecorrelationwithsuccessinthelabourmarketthancognitiveskills,IQandformalqualifications(Cunhaetal.,2005).

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InmanylargeBritishcities,thereismountingevidencethatthekeyproblemisnolongergettingintouniversitiesorproblemswithliteracy,numeracyandITskills.Rather,theproblemsarelackofsocialandemotionalskills.Itisthesethatenableyoungpeopletoworkwithothers,andtohavethemotivationtoworkwithothers.


Further reading

2.6.1 EmployabilityskillsandSEAL


2.6.2 Pupilactivity:helpingpupilstoseetheimportanceoflearningsocialandemotionalskills

2.7 How does SEAL support inclusion?

Socialandemotionalskillsareakeycomponentofanemotionallyhealthy,inclusiveschoolculturethathelpsallpupilssucceedandwhichvaluesandcelebratesdiversity.Thekeyskillofself-awarenesshelpsallmembersofaschoolcommunitytorecogniseandfacetheirownprejudicesandintolerances.Thisisthefirststeptotacklingthem.Empathyiscentraltodevelopingaconcernfor,andunderstandingof,others,bothrecognisingourcommonhumanity,andacknowledgingandcelebratingsocial,culturalandindividualdifference.Socialskillshelpbuildgroupsandcreatefeelingsofbelonging.Whenpupilscanunderstandtheirfeelingsandcontroltheirbehaviourthiscanovercometheproblemsthatmayleadtoexclusion.Atthesametime,helpingadultstomanageandtalkabouttheirownfeelingshelpsthemcopemoreeffectivelywithchallengingbehaviour.

SEALhelpspupilslearntheskillsthatallowthemtotakecontroloftheirownbehaviour.Manyexclusionsresultfromimpulsiveoutburstswhenemotionsarehigh.SEALcontributestoreducingtheneedforexclusionsbyprovidingpupilsandstaffwithmoreappropriatewaysofmanaging,moderatingandexpressingtheiremotions,andresolvingconflict.


Further reading

2.7.1 AnintroductiontofocusgroupworkinSEAL

2.7.2 Culturaldifferencesintheexperienceandexpressionofemotion


2.7.3 Pupilprofiles

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2.8 How does Secondary SEAL build on work in primary schools including Primary SEAL?

Excellence and enjoyment: social and emotional aspects of learning,commonlyknownas‘PrimarySEAL’,wasintroducednationallyin2005followingasuccessful,externallyevaluatedtwo-yearpilotandbytheendof2006couldbefoundinoverhalfoftheprimaryschoolsinEngland.Itbuiltontheworkthatwasalreadytakingplace.Primaryschools,withtheiremphasisonthewholechild,havealongtraditionofworktopromotesocialandemotionalskillsandmanyofthemexplicitlyhelpedtheirpupilstodeveloptheseskills.TheymayhavedonethisformallythroughPSHE,orinformallythroughactivitiessuchascircletime,assemblies,playgroundbuddiesortheschoolcouncil.

PrimarySEALprovidesathemedapproachtotheexplicitteachingofsocialandemotionalskillsthroughaspiralcurriculum.Followinganassemblytostartathemeallchildrenexplorethesameareaoflearning,throughbothdiscreteandcross-curricularlearningopportunities.ThismeansthatachildenteringprimaryschoolintheFoundationStageandleavingattheendofYear6willhaveexperiencedeachkeythemeatanappropriateleveleachyear,bothatspecifictimesduringtheschooldayandacrossallsubjectareas.Suggestedactivitiesareprovidedforallstafftousetogetherandforchildrentotakehometoexplorewiththeirfamilies.

SecondarySEALandPrimarySEALarebaseduponthesamebasicprinciplesalthoughtheseprinciplesareadaptedtofitwiththephase-specificcontexts.Theyarebaseduponthesamesocialandemotionalaspectsoflearning(self-awareness;managingfeelings;motivation;empathy;socialskills)andprovideasetoflearningoutcomeswhichlinktogether.Inadditiontosuggestedwhole-schoolapproachestopromoteachievementoftheseoutcomes,SecondarySEALhasproducedlearningmaterialsforyear7whichbuildontheapproachesandthemesofPrimarySEALbutmakethemrelevanttothesecondarycontext.Schoolsareencouragedtoconsiderhowthesecanbeextendedintoyear8andyear9aspartofaconsultationprocess.

ThestructureofasecondaryschoolposesbothchallengesandopportunitiesfortheintroductionanddevelopmentofSEAL.Table1belowillustratessomeofthedifferencesbetweenprimaryandsecondaryschoolsthatrelatetoSEALimplementation.TheSecondarySEALmaterialshavebeendesignedwiththesekeydifferencesinmind.

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Table 1

Typical primary school Typical secondary school Challenges and opportunities for a school developing SEAL

Size of school Smaller. Larger. Challenge• less easy to know

everyone. Opportunity• pupils mix with a wider

range of people and have broader activities.

• wider range of expertise to support school development.

Ethos The child is often at the centre. More emphasis is often placed on creating a supportive environment.

The subject is more often at the centre. Priority is given to developing the pupils as effective and successful learners in subject areas.

Challenge• making social and

emotional skills a priority in a subject-centred environment.

Opportunity• the focus on achievement

demands motivation, learning skills, etc.

• different subjects offer potential for an interesting range of approaches to promoting these skills.

Pupils relationships with adults

One class teacher is usually with a group of pupils for most lessons for the whole school year and responsible for all aspects of learning and behaviour.

Pupils have many different teachers. There may be differentiation of roles between discipline, social and emotional development and learning. Teachers only see pupils intermittently across the school week.

Challenge• less easy to know

everyone. Opportunity• wider range of contacts

for pupils to build relationships with.

Contact with parents/carers

Headteacher and class teacher likely to know many parents and carers and see them on a regular basis.

Contact with parents and carers likely to be limited to more formal communication and parent events, unless there is a specific reason for the parent or carer to come into school.

Challenge• getting parent/carer

involvement.Opportunity• larger number of parents

and carers to draw on. • parents/carers are likely to

be particularly interested in their child’s social and emotional development in the teenage years, and therefore in engaging with and supporting the school’s work in this area.

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AswellastakingintoaccountdifferencesbetweenprimaryandsecondarycontextswhendevelopingapproachestoSEAL,itisimportanttorememberthatchildrenneedcontinuity.Anincreasingnumberofprimarypupilsarenowenteringsecondaryschoolswithconsiderableexperienceofdevelopingsocialandemotionalskills.Thisneedstoberecognised,reinforcedandappliedinanewcontextandmovedonintoevenmorechallenginglearning.SecondarySEALaimstomakethispossible.

Researchshowsthatfromapupil’sperspectivethetransferfromprimarytosecondaryschoolcanbeadauntingprocess(GrahamandHill,2003).Thismayhaveanegativeimpactontheirsocialandemotionalwell-being.Inrecognitionofthis,manyprimaryandsecondaryschoolsareimprovinglinks,developingmoreeffectivesystemsfortheexchangeofinformationandprovidingopportunitiesforYear6pupilstoexperiencelearninginthesecondaryschoolduringthesummerterm.Somearetryingtominimisethenumberofdifferentteachersthatpupilshaveintheirfirstyearatsecondaryschool.Socialandemotionalskillssuchasresilience,beingabletoestablishrapport,havingasecuresenseofselfandbeingabletounderstandandcopewithchangeareallimportantelementsofbothPrimaryandSecondarySEALandanemphasisonthisapproachmakesavaluablecontributiontosupportingpupilswhentransferringtoanewschool.


Further reading

2.8.1 Wherearepupilsstartingfrom?

Excellence and Enjoyment: social and emotional aspects of learning (Primary SEAL DfES0110-2005G)

Case study

2.8.2 Transition

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2.9 How does SEAL link with other initiatives?

SEALisaboutreflectingonexistingpractice,thinkingofanddevelopingsocialandemotionalskillsthroughallaspectsofschoolexperience.Figure2indicatessomeofthekeyareaswhichrelatecloselytoSEAL.

Social and Emotional Aspects of Learning

Behaviour and attendance,

Core Day 1–3SecondarySEALbuildsonanddevelopsapproachestoimprov-ingbehaviourandattendance.TheCoreDaysandAuditarea

usefulstartingpointwhendevelopingSEAL.

Bullying/ violence/anti-

racism/diversitySocialandemotionalskillsformthebasisofSecondarySEAL.

Developingtheseskillsinyoungpeopleisessentialiftheseissuesaretobeeffectively

tackledinschools.

Emotional Health and Well-

being (Behaviour and attendance Core Day 4)Socialandemotionalskillsare

necessaryforpeopletotakecontrolandmaintaintheirownemotional

healthandwell-being.CoreDay4providessupport

forschoolsintheirapproach.

Thinking Skills (Leading in Learning

and Developing Thinking Skills at Key Stage 3)

Socialandemotionalskillsstrengthenthinkingskills,andthinkingskillsareanessentialpartofsocialandemotional

skills.Whenteachingbothsetsofskillsthesamelearningstrategies

areencouragedthatincludereflection,enquiryand

modelling. Every Child Matters

Developingsocialandemo-tionalskillswithinSEALisan

importantapproachtohelpingmeetthefiveoutcomesfor

childrenandgivingthemtheskillsformeetingthem

inthefuture.

National Healthy School

ProgrammeSEALcanmakeanimportantcontributiontoallfourthemesoftheNHSPwithaparticularly

importantcontributiontoPSHEandEmotional

HealthandWell-being.

Attainment in school subjects

Schoolsubjectsmakeanimportantcontributionto

learningsocialandemotionalskillsandsocialandemotionalskillshaveanimportantcontribution

tomakeinhelpingpupilsattaintheirfull

potential.

Pedagogy and Practice:

Teaching and Learning in Secondary Schools

SEALdrawsuponthelearningandteachingstrategiesidentifiedinthesematerials.SEALhelpsyoungpeople

toacquiretheskillsrequiredtotakeafullpartincollaborative

groupwork,goalsetting,etc.

Assessment for learning (AfL)

AssessmentforlearningisanessentialpartofthelearningprocessinSEAL.Pupilsdrawonsocialandemotionalskills

toenablethemtoengageinself-assessmentand

otherstrategies.

Inclusion Whenpeoplein

schoolshavehighlevelsofsocialandemotional

skillstheycreateaninclusivelearning

environment.

Personalised Learning

Developingsocialandemotionalskillswillhelp

ensuretheprogressofeverychildaspartofamorepersonalisedapproach

toteachingandlearning.

PSHESEALprovidesaway

ofdevelopingtheskillsthatunderpinPSHE.SEAL

contributestoschools’planninganddeliveryofPSHE.Socialandemotionalskillsareakey

componentofPSHE.

Figure 2

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2.10 How does SEAL support the Every Child Matters agenda?

ManyschoolsthatwereinvolvedintheSecondarySEALpilotusedittohelpthemrespondtoEveryChildMatters,anddiscoveredthatthetwoaremutuallysupportive.Thesocialandemotionalaspectsoflearningarecloselyrelatedto,butdistinctfrom,thefiveoutcomesforchildrenidentifiedwithinthecontextofEveryChildMatters. Whensocialandemotionalskillsareeffectivelypromotedtheymakeanessentialcontributiontoallfiveoutcomes.NotonlydoesSEALaimtopromotethelearningofskillsthatareessentialforyoungpeopletoachievethefiveoutcomesnowandinthefuture,butitalsohelpsschoolscreateasafeandemotionallyhealthylearningenvironmentwherepupilscanlearneffectively.

Be healthy

AnexplicitaimofSEAListodevelopsocialandemotionalhealthandwell-beinginstaffandpupils.Thereisconsiderableevidencethatthistypeofapproachiseffectiveinreducingspecificmentalandemotionalhealthproblemssuchasdepressionandanxiety,andreducesriskfactorssuchasimpulsivenesswhichcontributetoaggression.Thereisalsoevidencethatworkinthisareaenhancesphysicalhealthbyhelpingpupilstounderstandtheemotionalimplicationsofthehealth-relatedchoicestheymakeandbystrengtheningtheirabilitytoresistsocialpressuresandbecomemoreassertive(Weare,2007).

Enjoy and achieve

ThereisagrowingbodyofevidencethatSEALandotherprogrammesthatpromotesocialandemotionalskillshaveanimpactoneffectivelearning.SEALhelpschildrenandyoungpeopletoimprovetheirlearningskills,inparticular,tomanagetheirfeelingssuchasangerandfrustration,tobecomemoreresilientandtosetthemselvesgoalsortargetsandworktowardsthem.SEALhelpspupilstoreachtheirfullpotentialbothacademicallyandinallaspectsofschoollife.

Make a positive contribution

Childrenandyoungpeoplewhohavebeentaughtsocialandemotionalskillstendtogetonbetterwithoneanother,bemoreassertiveandbeabletoresolvetheirconflicts.OneoftheaimsofSEAListoenhancethesocialskillsthatpreparepupilstomakeanactivecontributiontothevariousgroupstowhichtheybelong.

Stay safe

SEALandsimilarapproacheshaveanimportantparttoplayinhelpingchildrenandyoungpeopledeveloptheskillsthatwillallowthemtostaysafe.Thefocusonimprovingself-esteemandconfidence,emotionalmanagementandassertivenessareallessentialinpreventingdrug

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andalcoholabuseandprematuresexualexperience.SEALhelpspupilstounderstandandmanagedifficultemotionsandknowhowtoactinchallengingcircumstances.Ithelpsthemdevelopstrategiestoaddressconflict,violence,bullyingandharassment.

Whereappliedsuccessfullyinawhole-schoolcontext,SEALcanhelpcreateanenvironmentwherebullyingisminimisedandfeelingsofsafetyareenhanced.

Achieve economic well-being

Socialandemotionalskillsarerecognisedasbeingessentialintheworkplacewheretheskillsofworkingeffectivelywithothers,demonstratingempathyandbeingself-motivatedareofparticularimportance.


Further reading

2.10.1 SEALandthefiveoutcomesforchildren


2.10.2 SEALandtheECMoutcomes

2.11 How does SEAL contribute to PSHE?

SEALcanmakeaveryhelpfulcontributiontoschools’planninganddeliveryoftheirPSHEprogrammebecausethedevelopmentofsocialandemotionalskillsisakeycomponentofPSHE.SEALdoesnot,however,coverthewholeofPSHE.

SEALprovidesaframeworkandsomeideasforteachingsocialandemotionalskillsthatareimportanttoPSHEwithindiscretelessons,acrosssubjectsandoutsidetheclassroom.SEALemphasisesthatifpupilsaretolearnsocialandemotionalskillstheyneedtobepromotedatalltimesandlearned,reinforcedandconsolidatedacrossschoolsubjectsandacrosstheschoolday.WhileSEALprovidesaframeworkthatsupportsPSHE,PSHEprovidesaninvaluablecontributiontolearningthesocialandemotionalskillsthatareidentifiedinSEAL.


Further reading

2.11.1 LinksbetweenPSHEandcitizenshipandSEAL

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2.12 How does SEAL contribute to the National Healthy Schools Programme?

SEALcanhelpschoolstomeetthecriteriafordeliveringtheEmotionalHealthandWell-beingstrandoftheNationalHealthySchoolsProgramme.Itprovidesawhole-curriculumframeworkforpromotingthesocialandemotionalskillsthatarenecessaryforpositiveemotionalhealthandwell-beingnowandinthefuture.Italsoencouragesawhole-schoolapproachtocreatinganemotionallysafeenvironmentwheretheseskillscanbelearntandpractised.

SEALandemotionalhealthandwell-beingarenotthesame,althoughtheyarecloselylinked.Itisnotpossibletosuccessfullypromoteemotionalhealthandwell-beingwithouthelpingchildrenandyoungpeopletodevelopsocialandemotionalskillsanditisnotpossibletoteachtheseskillseffectivelyunlessitisinanenvironmentwhichisdesignedtosupporttheemotionalhealthandwell-beingofallthelearnersinvolved.


Further reading

National Healthy School Standard Audit and Prompts for Emotional Health and Well-being www.healthyschools.gov.uk


2.12.1 Emotionalhealthandwell-beingandSEAL

2.12.2 NationalHealthySchoolsProgrammewhole-schoolapproachandSEAL

2.13 How can SEAL contribute to the work schools are doing to reduce bullying?

WhenaschoolimplementsSEALeffectivelyacrossthewholeschoolitestablishesstrongfoundationstoitsworktopreventbullying.AtthecoreofSEALarethesocialandemotionalskills,whichareallimportantbecausehighlevelsoftheseskillscreateasocialclimatethatdoesnottoleratebullyingbehaviour.Pupilsareencouragedtodeveloptheskillsassociatedwithempathywhichdrivesthemtorefrainfromhurtingothersandtochallengethosethatdoso.Empathyskillscanbedevelopedfurtherwithinpeermentoringschemesdesignedtohelptacklebullying.Pupilsareencouragedtobuildalearningcommunitywheretheyfeelresponsibleforincludingtheirpeersandcandevelopandpractisetheskillsassociatedwithbuildingpositiverelationships,beingabletomake,breakandsustainfriendswithouthurtingothers.Theyaresupportedtolearnandpractisetheskillsofassertivenesssotheybecomemoreabletoresistnegativepeerpressureandaretaughtstrategiestohelpthemresolveconflictsbeforerelationshipsaredamagedorillfeelingescalatesintobullying.

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Inaddition,SEALcancontributemoreexplicitlytoreducingbullyingthroughspecificlearningopportunitiesthataredesignedtoexploreandfurtherdevelopsocialandemotionalskillswithinthecontextofabullyingincident.Thisgivesthepupilsasafeplacetoexamineandexploretheissuesinvolvedandtocreateacommonunderstandingwithintheschoolcommunity.PrimarySEALincludesthetheme,Say no to bullying!SecondarySEALwillbuilduponthegoodpracticeinthisareatodeveloptheequivalenttouseduringanti-bullyingweek.


Further reading

DfESguidanceonbullying:

– Safetolearn:embeddinganti-bullyingworkinschools

– Preventingandrespondingtohomophobicbullyinginschools

– Advicetoschoolsonbullyingandgangsandcyberbullying

(To be published in Summer 2007)

Theanti-bullyingcharterforActionwww.dfes.gov.uk

Theanti-bullyingalliancewebsitewww.anti-bullyingalliance.org.uk

Childlineinpartnershipwithschoolswww.childline.org.uk/Resources.asp

Behaviourandattendancetoolkitunit4bullying(DfES0511-2004)

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Section3: Implementation

3.1 What is a whole-school approach?

Awhole-schoolapproachessentiallymeansthinkingholistically,lookingatthewholecontextincludingorganisation,structures,proceduresandethos,notjustatindividualpupilsoratonepartofthepictureonly(Antidote,2003).Thereisverygoodevidencetounderpinthiseducationalapproach.Whole-schoolapproacheshavebeenshownconclusivelytobemoreeffectiveinimprovingeveryaspectofschoollife(Weare,2000).Programmesthatfocusonthecurriculum,theenvironmentandthecommunityhavebeenshowntobemoresuccessfulinimprovingbehaviour,learning,attendanceandstaffeffectivenessthanthosethatfocusononlyoneoftheseaspects.

Schoolsarelikelytobeinvolvedinawhole-schoolapproachinanumberofdifferentareas.Whateverthetheme,theunifyingfeaturewillbethatactionistakenatarangeoflevels,forexampleleadership,policy,curriculumandenvironment.Workonsocialandemotionalskillsmaywellenhanceotherworkinschoolandhelptakethemforwardmoreeffectively.


Further reading

3.1.1 Whattakingawhole-schoolapproachmeans


3.1.2 Theimpactofthewhole-schoolapproach:apupil’spointofview

3.1.3 Balancinguniversalandtargetedapproaches

3.1.4 Promotingsocialandemotionalskillsacrossthewholeschool

Case study

3.1.5 Aschoolexperience

3.2 What is the link between school culture, environment and SEAL?

Ausefulwaytothinkaboutaschool’scultureandenvironmentistodivideitintothreeaspects:thelearningclimate,thesocialclimateandthephysicalclimate.Tables2to4belowsuggestsomequestionsthatschoolsmightusewhenconsideringtheclimateoftheschoolanditsimpactonthedevelopmentofsocialandemotionalskills.

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Table 2 The learning climate

Social and emotional aspect of learning

Questions to consider

General Do staff model the social and emotional skills they want pupils to learn?Is there a climate of openness and trust in which people can share concerns and take risks?

Self-awareness Are pupils and staff encouraged to be self-reflective learners, e.g. do they know their preferred learning styles, strengths and weaknesses?Are social and emotional skills, issues and language built into the learning process?

Managing feelings Are pupils and staff given opportunities and time to calm down when they get angry or frustrated?Are pupils supported to practise how they might calm down and manage their feelings?Are pupils and staff given the opportunity to talk about the way they are feeling?

Motivation Can everyone succeed?Are expectations of everyone clear and positive?Are people encouraged to ‘bounce back’ and try again after difficulties?

Empathy Are pupils and staff encouraged to understand the thoughts and feelings of others?

Social skills Are pupils given opportunities to work cooperatively as well as individually?Are all people encouraged to feel included and that they belong?

Table 3 The social climate



Self-awareness Is there an open and respectful climate in which staff and pupils can explore concerns and difficulties?Does everyone feel safe enough to take risks and demonstrate empathy?Does everyone feel safe from intimidation and bullying?Are there clear boundaries, expectations and rules?Are active steps taken to tackle prejudice and racism and other forms of stereotyping?

Managing feelings Does the approach to discipline encourage staff and pupils to reflect on their feelings and learn to manage them effectively?Are staff and pupils encouraged to take responsibility for their own behaviour?

Motivation Are suggestions and views of staff, pupils, parents/carers and other stakeholders sought and do they influence what happens?Is the school successful in promoting peer group cultures that value goal setting and sustained effort?

Empathy Are tolerance and anti-racism actively promoted?Does the way that incidents are managed encourage pupils to empathise with others?

Social skills Do people feel cared for and that they belong?Do people value, respect and listen to each other?Are staff and pupils encouraged to support each other?

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Table 4 Physical environment



Self-awareness Are the displays interactive and do they encourage questioning?Does the environment provide opportunities for all individuals to be made aware of their gifts and talents?

Managing feelings Are there places to go to calm down?Are there reminders about stopping and thinking before acting, handling anger, etc. around the school?

Motivation Is it a stimulating and exciting space to be in?Does it encourage participation, a sense of ownership and shared responsibility (e.g. tidiness, layout and displays) from the whole school community including parents and carers?Does it allow every person to see their work and achievements reflected?

Empathy Does it reflect the variety of cultures and social backgrounds from which the pupils and staff come?

Social skills Is it warm and visually welcoming?Does it encourage a sense of well-being and belonging?Do spaces support different types of social activity to help build social skills (e.g. team play, games for pairs or small groups, relaxation, confidential chats)?

Theongoingchallengeforschoolswillbetoestablish,developandsustainthedevelopmentofsocialandemotionalskills,worksystematicallyacrossthewholeschoolandcreateandmaintainasupportiveenvironment,cultureandethostounderpinthework.



3.2.1 Environmentsthatmakeusfeelhappy,successfulandreadytolearn

3.2.2 ThepartthattheschoolenvironmentplaysinSEAL

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3.3 What is the role of leadership and management?

LeadershipandmanagementhaveakeyroletoplayindrivingSEALforward.OnefindingfromtheSecondarySEALpilothasbeenthat,withouttheongoingcommitmentoftheschoolleadershipteam,worktodevelopSEALhasnotbeenembeddedorsustained.Inaddition,itisimportanttorecognisethatleaderscancomefromanywhereintheschoolandthatawhole-schoolapproachwillbenefitfromawiderangeofpeopleleadingonthemanyfacetsrequiredtodevelopSEALwithallmembersoftheschoolcommunitybeinginvolved.

SchoolsthathavebeenengagedinSEALhavefoundthatcommitmentandsupport,fromheadteacher,deputyheadandtheseniorleadershipteam,areessentialbutthemoredetailedmanagementofSEALmightbedrivenforwardbyaSEALworkinggroupwithrepresentativesfromallkeyareasoftheschoolincludingpastoralleaders,subjectleads,classteachers,teachingassistants,supportstaff,learningmentors,schoolnursesandpupils.ItishelpfuliftheworkinggroupisactivelysupportedbythoseoutsidetheschoolincludingLAadvisers,LAsupportservices,behaviourandattendanceconsultants,healthyschoolscoordinators,educationalpsychologists,extendedschoolcoordinatorsandsoon.ChildrenserviceswithinthelocalauthoritywillbeorganisingsupportforschoolsimplementingSEALthatiscoordinatedbyamulti-agencysteeringgroup.

Havingsomanypeopleinvolvedcanbeconfusing,soitisimportanttoclarifytherolesandresponsibilitiesandensurethatsomeoneisappointedtocoordinateandleadontheongoingdevelopments,ensurethatactionsarecarriedout,meetingsareconvenedandarepurposeful,andsystemsformonitoringandevaluatingareinplace.Inadditiontobeinginvolvedinsteeringorworkinggroups,colleaguesfromoutsideschoolhavebeenparticularlyvaluedinhelpingwithmonitoringandevaluationandofferingsupportandchallengeduringplanning,reviewandmonitoringandevaluation.


Further reading

3.3.1 LeadershipandmanagementofSEAL


3.3.2 SEAL:wholeadswhatandwhichskillsdotheyneed?

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3.4 How do we implement SEAL?

TheschoolimprovementcycleprovidesausefulframeworkforintroducingSEALsystematicallyintoschool.SeeFigure3.

Securing the vision

Audit

Take action

Plan

How wellare we doing? How do we

compare with similar schools?

What should we aim to achieve this year?What must we

do to make this happen?

Taking action andreviewingprogress

Figure 3

OngoingdevelopmentalworkisessentialtoembedandsustainSEALovertime.SchoolshavefoundthattasksinvolvedwhenintroducingSEALaspartoftheschoolimprovementprocessinclude:

• workingwithallmembersoftheschoolcommunitytocreateaclearandsharedvisionoftheimportance,purposeandoutcomesofimplementingSEALwithallmembersoftheschoolcommunity;

• identifyingandcelebratingwhattheschoolisalreadydoingwelltopromotesocialandemotionalskills,whattheymightenhanceandwhattheymightintroduce;

• reviewingthecurrentcurriculumonoffer,identifyingwheresocialandemotionalskillsarecurrentlypromotedandconsideringhowthislearningmightbeenhanced;

• consideringwhatotherschoolsaredoinginthisareaandwhatcanbelearnedfromthem;

• identifyingappropriateindividualsandgroupstotakealeadonSEALbothatastrategicandoperationallevel;

• planningactionandrecordingthisintheschooldevelopmentplan;

• raisingawarenessoftheimportanceofsocialandemotionalskillsandemphasisingthelinkstowhole-schoolprocesses,forexampleschoolimprovement,teachingandlearning,raisingstandards,increasingequalopportunities,celebratingdiversityandincreasinginclusion;

• identifyingstaffdevelopmentneeds,planninganddeliveringwhole-staffprofessionaldevelopment,usingarangeofstrategiesincludingwhole-schooltraining,peermentoring,coachingandindividualorgroupstudy;

• adapting,modifyinganddevelopingthecurriculumtoensurethatitpromotessocialandemotionalskillsinasystematic,coherentandcomprehensivewaythatmatchestheneedsofallpupils;

• consideringthewiderimplicationsofintroducingSEALandreviewing,adaptingandmodifyingpoliciesinthelightofthis;

• involvingpupils,staff,parentsandcarers;

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• reviewingprogress,monitoringandevaluatingimpactofSEALandadaptingplansinthelightofthis.


Further reading

3.4.1 StagesinimplementingSEAL

3.4.2 PolicydevelopmentandSEAL


3.4.3 Creatingourvision

3.4.4 BehaviourandattendancepolicyandSEAL

Case studies

3.4.5 Targetedapproach

3.4.6 Tutorled

3.4.7 Policyreview

3.5 How can we involve all pupils?

Whenaschoolaimstodevelopsocialandemotionalskillsitisnecessarythatthoseinvolvedshouldbeconstantlyaskingthemselveshowtheycanencouragepupilstotakeownershipoftheirlearning.Ideasmightinclude:

• involvingpupilsfullyinthedecisiontoimplementSEALandmakingsurethatpupils,aswellasadults,understandthepurposeoftheworkandthehoped-foroutcomes;

• involvingpupilswhenreviewingpolicyandpractice;

• providingopportunitiesforpupilstoplananddeliverlearningopportunitiesbothtotheirpeersandyoungerpupils;

• involvingpupilsintheidentificationofcriteriathatdemonstratesuccess;

• involvingpupilsintheevaluationoftheirlearning;

• providingchoiceastohowactivitiesandtasksarecompletedandinformationpresented;

• providingopportunitiesforpupilstobeinvolvedindevelopingandrunningpeersupportsystemssuchasmentoring,counselling,buddying,peermediationandsoon;

• providingopportunitiesforpupilstotakepartincommunityactivitiesoutsideschoolthatinvolvesocialandemotionallearning;

• allowingpupilstodeterminetheirownquestionsforenquiryanddebate;

• providingopportunitiesforpupilstodetermineclassandplaygroundrulesandroutines,

andgroundrules;

• providingopportunitiesforpupilstoexplorehowtheymightestablishaclassroomenvironmentandethosthatpromotesgoodlearningandemotionalwell-being.

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Manyschoolshaveschoolcouncilsthatallowpupilstotakepartindecisionmakingwithinthewhole-schoolcontext.Thesearemosteffectivewhenallpupilshaveanopportunitytocontributethroughtutor-timediscussions.

Participationcantakepupilsbeyondjustreceivingwhatisofferedthroughthe‘taught’curriculum.Itchallengesandsupportsthemtobecomeactiveagentsinshapingandinfluencingschoolprovision.

Inordertoengageyoungpeopleeffectivelyinlearningsocialandemotionalskills,itisimportanttounderstandthemanditwillbehelpfulifstaffreflectuponandchallengesomeofthestereotypesthatarecurrentlyheldaboutadolescence.Adolescentsareoftendepictedastroubled,argumentativeandmoody.However,thefactsshowaverydifferentpicture.Findingsfromrecentresearchonthereal-lifebehaviourofyoungpeople(GordonandGrant,1997;Ahmadetal.,2003;Graham,2004)suggestthatyoungpeopleinearlytomid-adolescence:

• aremoreoftencheerfulthanmoody(althoughasignificantminoritydohaveemotionalproblemssuchasanxietyanddepression),andascheerfulastheyaregoingtobefortherestoftheirlives;

• arelessviolentandhavefewersexualpartnersandunwantedpregnanciesthanpeopleaged18–21andmostdonotcommitcrime;

• areabletogetonwellwiththeirparentsorcarers;

• areenjoyingschool(althoughasignificantminorityfinditboringorstressful,especiallyexamsortests).


Further reading

3.5.1 InvolvingpupilsinSEAL

3.5.2 Whatareyoungpeoplelike?


3.5.3 Pupilstalkaboutgettinginvolved

Case studies

3.5.5 Residentials

3.5.6 Pupilvoice

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3.6 How can we involve parents and carers?

AcrucialpartofSEAListoencouragepupilstoapplytheirlearninginarangeofsituationsbothinsideandoutsideschool,includinghome.ThismeansthatparentsandcarershaveaparticularlyvaluableroletoplayinSEAL.Itisessentialthatparentsandcarersknowwhatskillsarebeingtaughtandhowtheycansupportthelearning.

Someschoolshaveprovidedparentswithashort,accessibleleafletaboutSEALwhileothershavehostedspecialparents’eveningstoexplaintheSEALapproach.Oneusefulapproachisforpupilstoprepareapresentationoftheirworkforaparents’eveningorothermeetingortoproduceashortvideoaboutsomeoftheworktheyaredoing.

Partnershipswithparentsandcarersareimportant,astheyareakeyinfluenceonayoungperson’ssocialandemotionaldevelopment.Theyareusuallytheexpertsontheirownchild,andtheirknowledgeabouttheirchild’sdevelopingskillscanprovidevaluableinformationaboutwhatisworkingandwhatisneeded.TheycanprovideimportantinsightsintotheimpactofSEALonthebehaviourofthepupils.

Inallofthisitisessentialtobeawareofthediversityintheparent/carergroup,andchooseapproacheswhichreachouttoallparents/carers,includingthoseforwhomEnglishmaybeanadditionallanguage,thosewhoseexperiencesofeducationhavenotbeenpositiveandthosewhoappeartoespousedifferentvaluesfromthoseoftheschool.Itisnecessarytochallengeassumptionsthatsomegroupswillnotbeinterestedinwhattheschoolhastooffer.Theremaybeaneedforextraencouragementorsupporttoenablethemtobeactivelyinvolved.Demystifyingeducationandexplaininghowparents/carerscansupporttheirchildrenindevelopingsocialandemotionalskillsmighthelpthemtoovercomefearsandotherhiddenbarriers.


Further reading

3.6.1 Buildingpartnershipswithparents/carers


3.6.2 Buildingpartnershipswithparents/carerstosupportsocialandemotionalskills

3.6.3 Howwelcomedoparentsfeel?Questionnaireforparentsandcarers

Case study

3.6.4 Parentalinvolvement

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3.7 What role can members of the wider community play?

Mostschoolshavelinkswiththelocalcommunitythatcanprovidemanyopportunitiestodevelopandpractisesocialandemotionalskills.Examplesmightbecommunityprojectsinvolving:olderadultsoryoungchildren;charitywork;communityartsprojects(includingthoseinvolvedinCreativePartnerships);sportscoaching;workexperienceandsoon.ItwillgreatlyenhancethedevelopmentofSEALandtheseinitiativesifthoseinvolvedareawareofhowtheschoolisdevelopingsocialandemotionalskillsandareclearabouthowtheycancontributetosocialandemotionallearning.

Thereisawiderangeofagenciesbothstatutoryandvoluntarythatarebecominginvolvedindevelopingandsupportingworkinthisarea.Theyinclude:

• Children’sServices,includingeducationalpsychology,behavioursupportservices,behaviourandattendanceconsultants,giftedandtalentedconsultants,healthyschoolscoordinators,personaladvisers;

• healthservices,includingtheschoolnursingservice,speechandlanguagetherapyservice,ChildandAdolescentMentalHealthServices(CAMHS)anddrugactionteams;

• voluntaryandcommunityservices,includingthoseworkingincreativearts,sexandrelationshipseducationandyouthwork,andwithparticularsocial,faithandethnicgroups;

• policeservices;

• localemployers.

Children’sServiceshaveadutytopromotecooperationbetweenstatutoryandvoluntaryagenciestohelpchildrenandyoungpeopleachievethefiveEveryChildMatters(ECM)outcomesandarelikelytobeabletoputschoolsintouchwithpeoplewhocanhelp.

Representativesfromsomeoralloftheseagenciesmightmakeusefulcontributionstosteeringgroups,incontributingtoSEALlessons,oridentifyingwaysinwhichtheworktheydowithyoungpeoplealignswiththeschool’sSEALdevelopments.

ManyschoolshaveformednetworksorpartnershipssothattheycansupporteachotherwiththeimplementationofSEAL.Whereithasworkedwell,partnershipshaveofferedsupporttoawiderangeofpeopledevelopingSEALinschools.Thishasbeenthroughsupportgroupmeetingsforsubjectteachers,learningmentorsorschoolmanagers.

AllschoolswillbeexpectedtobeamemberofaSchool Partnership to Improve Behaviour and Tackle Persistent AbscencebySeptember2007.ThesealsoprovideanopportunityforschoolstosupporteachotherwithSEALimplementation.Specialschoolsandpupilreferralunitscanmakeavaluablecontributiontothesepartnershipsastheybringparticularskillsandexpertise.

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Further reading

3.7.1 Involvingthewidercommunity

Guidanceforschoolpartnershipstoimprovebehaviourandtacklepersistentabsence

www.teachernet.gov.uk/wholeschool/behaviour/collaboration

3.8 How can we tell what we are doing already and identify our first steps?

Somesecondaryschoolsalreadyhaveawell-developedpolicyandpracticestopromotesocialandemotionalskills;othersdonot.BeforeintroducingSEALordevelopingexistingwork,ithelpstogetaclearpictureoftheschool,forexamplewhatisgoingwellandcanbelearnedfrom,builtonandcelebrated;andwhatisgoingnotsowellandneedsdeveloping.

TheaimofSecondarySEAListohelpschoolsfocusonthepositivesintheirexistingpracticewithoutfeelinginadequateiftheyhavenotyetdevelopedworkinthisarea,toidentifyhowthiscanbedevelopedfurther,andtolookforstartingpointsifthisareaofworkisnewtothem.Figure4illustratessomeofthedifferentpointsfromwhichschoolshavestarted,andthesubsequentstagesofdevelopmentintheirworktodevelopsocialandemotionalskills.


Further reading

3.8.1 Whatistheschoolalreadydoingtopromotesocialandemotionalskills?

3.8.2 MonitoringtheimpactofSEAL



3.8.4 Whatcanweusetofindoutaboutsocialandemotionalskillsinourschool?

3.8.5 SEALschoolself-review

Case study

3.8.6 GettingstartedwithSEAL

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focusing

Schoolsareatanearlystageofdevelopingworkonsocialandemotionalskills.Seniorleadersintheschoolemphasisetheimportanceofthisworkinrelationtoschoolimprovement(includinglearningandteaching,thecurriculum,behaviourandattendance,staffrecruitmentandretention);avisioniscreatedandpromotedacrossthewholeschool;thestatusoftheworkisraisedwithintheschool,evidencedthroughcommitmentfromtheseniorleadershipteam;aworkinggroupisestablishedcurrentpracticeisreviewedandpriorityareasforactionareidentified.

developing

Currentpracticeisreviewedinthelightoftargetssetwithintheschoolimprovementplanincluding:thepromotionofsocialandemotionalskillsisreflectedinschoolpolicy;embeddedandreinforcedwithinthecurriculum,includingmainstreamschoolsubjects;apositiveethospermeatestheschoolandisevidencedinlearningandteachingstyles,positiverelationshipswithpupils,parents/carersandcommunitycontributionstothelifeoftheschool;allpupilsandstaffareprovidedwithopportunitiestodevelopsocialandemotionalskills,reflectupontheirlearning,achievementsandqualityofsupport.Achallengeforschoolsistoensuresustainabilityofprogress.

establishing

Existingpoliciesarereviewedinconsultationwiththewhole-schoolcommunityandaframeworkforimplementationisestablishedtoensureastrongerfocusthroughouttheschoolonsocial,emotionalandbehaviouralskills.Appropriatetargetsaresetwithintheschoolimprovementplan;schoolsbegintodevelopapositivecultureandethostosupportimplementation;improvementstothephysicalandsocialenvironmentarenoted;mechanismsforwhole-schoolinvolvementarestrengthened,includingpupilvoice;provisionforstaffcontinuingprofessionaldevelopment,includinguseoflearningandteachingmaterialstopromotetheseskills,areintroduced.Someschools,havingestablishedearlyworkonskillsdevelopment,maybeinapositiontoreviewandstrengthenprovision.

Theneedtodevelopsocialandemotionalskillsisunderstoodbytheentireschoolcommunity,includingpupilsandparents/carers,andskillsarethereforeimplementedconsistentlyacrossthewholeschool,including:thetaughtcurriculum,proceduresfordealingwithincidentsofbullyingandchallengingbehaviour,mechanismsforpupilparticipation,systemsforstaffandpupilsupportservicesandlinkswithexternalagencies.Allactivitiesreflecttheneedsofthewhole-schoolcommunity;mechanismsforassessingandreportingachievementsareestablishedandopportunitiesforcelebratingsuccessregularlytaken.Theaboveactionsreflectaschoolcommitmenttodevelopingtheseskills.Thisisamoreadvancedstageforschoolstoachieve.

Figure 4 Social and emotional skills – ongoing improvement and development

enhancing

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3.9 How might we monitor and evaluate our progress?

FindingsfromschoolsinvolvedinSEALsuggestthatitishelpfulifaschool’sstartingpointisinformedbysounddataanalysis,sincethisprocesswillinfluencetherationaleforwork,itsaimsandcontent,aswellastheapproachtoimplementationadopted.Thiswillhelpidentifystrengthsandweaknesses,setprioritiesforaction,andmonitortheeffectsofanychangesmade.Itisbesttousearangeofsourcesofinformationinanattempttoobtainthecompletepicture.Thereisalottobelearned,forexample,throughobservationanddiscussionwithstaffandpupilsbothformallyandinformally.Thismightinclude:

• howpupilsrelatetoandsupportoneanotherandsolveinterpersonalproblems;

• howeffectivelypupilsworkcollaborativelyingroups;

• howpupilsrespondtolearningchallengesandacceptfeedback;

• howstaffrelatetopupilsandsupporttheirlearning.

SchoolsthathavealreadybeguntoimplementSEALhaveusedarangeofapproachestohelpthemmeasuretheimpactoftheirwork.Somehaveanalysedthedatacollectedroutinely,forexamplethroughincidentlogs,pupilattainment,attitudesurveysandattendancedata,whileothershaveconcentratedonobservationsbothaspartoftheevaluationprocessandtoimprovethequalityoflearningandteaching.Questionnairesthatarecompletedbypupils,staff,parentsandcarers,andothermembersoftheschoolcommunitycanallprovideusefulinformationabouttheimpactoftheworkoftheschooltoimproveSEAL.Thesecanbedevelopedinternallyorbeselectedfromthewiderangeofpublishedtoolsthatclaimtoprofile,assessandsometimesmeasuresocialandemotionalskills.Mostoftheseareconcernedwiththeskillsofindividuals;onlyafewattempttogetapictureofwholeschoolsandclassrooms.

Whenselectingassessmenttools,schoolsshouldexaminethemcarefullytoensurethattheyfitwiththeaimsandethosoftheschoolandtheirapproachtodevelopingsocialandemotionalskills.ItisbettertoselectthosethatsetouttomeasuretheskillsandcompetencesofSEALandhaveapositivefocus.Manyofthoseavailablemeasurealimitedrangeofskillsorfocusonanti-socialbehaviour,mentalhealthproblemsoremotionalstatesratherthansocialandemotionalskills.

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Further reading

3.9.1 Someissuesintheassessmentofsocialandemotionalskills

3.9.2 Profilingandassessingsocialandemotionalskillsusingpublishedtools

Toolsforprofiling,monitoringandevaluation(Appendix2)


3.9.3 Assessingsocialandemotionalskillsofindividualpupils

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Section4:Professional Development

4.1 What is the importance of SEAL for adults?

ProfessionaldevlopmentisacrucialpartofSEALasthewholeschoolcommunitywillbeinvolved.ProfessionaldevelopmentwillberequiredtoensurethatallstaffunderstandthesignificanceandthenatureofSEALanddevelopandextendtheirownunderstandingofsocialandemotionalskills.Aneffectivewhole-schoolapproachforpromotingsocialandemotionalskillstakestheneedsofpupilsandstaffseriouslybecause:

• evidencefromtheUSshowsthatprogrammeswhichincludestaffdevelopmentandeducationaremorelikelytohaveanimpactonpupilbehaviourthanthosethatdonot(WeareandGray,2003;Faupel,2003);

• socialandemotionalskillsareascentraltotheperformanceandemotionalwell-beingofstaffastheyaretothelearningandwell-beingofyoungpeople;

• modellingisoneofthemostpowerfulwaysofteaching;

• teachingisfundamentallyasocialactivity–staffneedhighlevelsofsocialandemotionalskillstodotheirjobeffectively,andhavinghigherlevelsmakesthejobmoreenjoyableandmanageable.Theseskillscontributetostaffwell-being,andthustostaffretention;theyhelptolowerlevelsofstress,andreducetimeoffworkandprematureretirement.

Thedevelopmentofpupils’socialandemotionalskillsinvolvesboththeformalandtheinformalcurriculum,anditisthereforeimportantthataspectsofplannedprofessionaldevelopmentincludeallschoolpersonnel,includinglunchtimesupervisors,coversupervisors,sitesuper-visors,administrativestaff,techniciansandanyotherstaffwhohavedirectcontactwithpupils.


Further reading

4.1.1 Theimportanceofthesocialandemotionalskillsofstaff


4.1.2 Thelinkbetweenstress,socialandemotionalskillsandstaffperformance

Case study

4.1.3 Coaching

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4.2 What professional development do we need?

AnimportantelementoftheSEALapproachisthedevelopmentofthesocialandemotionalskillsofstaff.SchoolsinvolvedinSEALhavefoundthatimprovingstaffsocialandemotionalskillshasapositiveimpactonpupillearningandbehaviour.

Teachingisbaseduponsocialinteractionandeffectivelearning,andteachingrequireshighlevelsofskill.Thisisofparticularimportancewhenthefocusofteachingisonthesocialandemotionalskillsthemselves.Staffwillneedsocialandemotionalunderstandingandcompetencesotheyhavetheconfidencetomodel,demonstrateandcoachwhenteachingtheseskillstopupils.Inaddition,theywillneedtomodeltheskillsatalltimes,intheirrelationshipsandinteractionswithcolleagues,pupilsandparents/carers,andduringeverydayroutinesinandoutoftheclassroom.

Staffwillneedtobeawareoftheskillsthattheyhaveandthosetheyneedtodevelopfurther.Itisimportantthatthisisseenasalearningjourneyratherthanadestination,andthatschoolsrealisethateveryonecandevelopandrefinesocialandemotionalskills,andthateveryonehasskillsonwhichtheycanbuild.

Thereareseveralmethodsfordevelopingstaffskills,andtheseareoutlinedbelow.

• Usingsystemsofstaffdevelopmentthatexistwithintheschool,e.g.lessonobservation,pairingstafftoworktogether,shadowing,coaching,mentoring,demonstrationofmodellessons,etc.Thesecanbeextendedtoincludeworkonthedevelopmentofsocialandemotionalskills.

• Inschoolprofessionaldevelopment,deliveredeitherbystaffthemselves,withthebehaviourandattendanceconsultant,withothermemberofchildren’sservices,orwithanoutsidetrainer.Professionaldevelopmentmightfocusonsocialandemotionalaspectsoflearningingeneral,oronparticularareas(e.g.angermanagement,assertiveness,etc.).

• Settingupanin-school‘SEALworking/supportgroup’inwhichstaffcometogethertodiscussandplanlearningopportunitiesandlearningandteachingapproaches,reviewsuccessesandsolveproblems.Itisimportantthattheatmosphereisasafeoneinwhichpeoplefeelthattheycancelebratetheirsuccesses,takerisksandexpressanyfearsorworries.

• Joiningalocalauthorityclustergroupforprofessionaldevelopmentandcollaborativesupportforlearning,forexample,theNationalProgrammeforSpecialistLeadersinBehaviourandAttendance(NPSLBA).

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Further reading

Staffdevelopmentbooklet

GettingstartedwithSEAL:apresentation.NationalProgrammeforSpecialistLeadersofBehaviourandAttendance(NPSLBA)

www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/


4.2.1 Auditofstaffskills

Case study

4.2.2 Actionresearch

4.2.3 SettingupanLAwritinggroup

4.2.4 Wholeschoolinset

4.3 How can we use professional development within SEAL?

Schoolsneedtodevelopatargetedprofessionaldevelopmentprogrammetoaddresstheirparticularneedsinrelationtosocialandemotionalskills.TheSEALwebsiteandCD-ROMincludedwiththisguidancebookletincludesawiderangeofprofessionaldevelopmentopportunitiesthatprovidestheflexibilitytoselectactivitiesthatcomplementexistingwhole-schoolapproachesandprogrammes.Itisanticipatedthatasubstantialnumberofprofessionaldevelopmentactivitieswillbeusedtopromotelearningaboutsocialandemotionalskills.

Workonsocialandemotionalskillscanbesensitiveandarousestrongfeelings.Thefollowingstepscanhelpcreateasafeandsupportiveenvironmentinwhichpeoplefeelcomfortableenoughtoexpresstheirideasandfeelingsandtakesomerisks.

• Negotiate,setandreinforcegroundrules,forexampleabouttolerance,notbeingjudgemental,confidentialityandnotbeingobligedtodisclosethings.

• Setspecificandtime-limitedtasks,sopeopleareclearwhattheyhavetodoandknowtherearesafeboundaries.

• Ensurethattherationalefortheactivitiesismadeexplicitsopeopleunderstandwhattheyarebeingaskedtodoandwhy.

• Givesufficienttimeforanyactivities,includingtimeforreflection.

• Provideactivitiesandlearningopportunitiesthathaveaclearandlogicalsequence.

• Referto,andbuildupon,theparticipants’workinprevioussessions,sotheyfeelengagedandhaveasenseofprogress.

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• Usearangeofactivemethodsforengaginglearnersandappealingtodifferentlearningstyles.

• Allowtimetoreflectuponandreviewlearningandconsiderhowlearningmightbeapplied.

• Modelsocialandemotionalskills.


Further reading

Staffdevelopmentbooklet


4.3.1 Settingourgroundrules

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Section5:Learning and Teaching

5.1 What helps us learn social and emotional skills effectively?

Helpingpupilslearnsocialandemotionalskillsislikehelpingthemtolearnanyotherskill.Thesameprinciplesapplybutthefollowingmightbeconsideredtobeofparticularimportance.

• Makesurethecontentisrelevanttothepupilsandtheycanseethebenefits.

• Identifypupils’currentunderstandingandskillsandbuildupontheirpriorknowledgeandexperience.

• Makesurelearnersbelievetheycanlearnandthatitiswithintheirreachandcapability.

• Makesurethatpupilsknowwhatistobelearnedandhowtheywillknowwhenithasbeenlearned.

• Modelthesocialandemotionalskillsthatthepupilsarebeingencouragedtolearn.

• Createanenvironmentthatisemotionally,sociallyandphysicallysupportiveforlearning.

• Encouragelearnerstolearnfromanythingthatwentwrongandhelpthelearnertryagain.

• Discusshowlearningcanbeapplied,giveregularopportunitiestoconsolidateandpractiselearningandhelpthepupilgeneraliselearningtootherexamplesandcontextsandembedthelearningineverydaylife.


Further reading

5.1.1 Socialandemotionalskillsandlearning


5.1.2 Methodsforpromotingsocialandemotionalskillsinlearning

5.2 How does SEAL contribute to personalised learning?

Personalisinglearningmeanstakingastructuredandresponsiveapproachtoeachpupil'slearning,inorderthattheycanprogress,achieveandparticipate.Itdependsonengagingpupilsasactiveandcuriouspartnersintheirlearning.Italsohingesonassessment,bothformativeandsummative,arrivedatthroughtechniquessuchasopenquestioning,peer-assessment,

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andsharingobjectivesandsuccesscriteria.Well-developedsocialandemotionalskillshavethepotentialtoactasasolidfoundationtothesetechniques,ultimatelyimprovingpupils’potentialtomakeprogressintheirlearning.

ManyschoolsareusingtheNationalStrategiesmaterials,Assessment for learning –whole-schooltrainingtosupportthiswork.Whenlearningsocialandemotionalskills,thesameassessmentprinciplesapplyandtheuseofAfLapproachesisanecessarypartoflearningandteachinginSEAL.Table5exemplifieshowassessmentforlearningmightbeappliedwithinSEAL.

Table 5

Assessment for learning Social and emotional skills

Share learning objectives with pupils. Share SEAL learning outcomes with pupils.

Support pupils’ understanding of the level or grade they are aiming for and review or reflect on progress.

Support pupils’ understanding of the social and emotional skills they want to develop and review or reflect on progress. Encourage pupils to set success criteria for meeting the SEAL learning outcomes.

Help pupils to recognise what a level or grade looks like, and what behavioural skills look like.

Help pupils to recognise what social and emotional skills are and evaluate how effectively they have been achieved.

Develop peer assessment. Develop peer and self-assessment.

Promote confidence in going for goals. Promote confidence in going for goals.


Further reading

Assessment for Learning–whole-schoolandsubject-specifictrainingmaterialswww.standards.dfes.gov.uk/secondary/keystage3/all/respub/afl-ws

2020 Vision: Report of the Teaching and Learning in 2020 Review Group www.teachernet.gov.uk/docbank/index.cfm?id=10783

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5.3 How might we plan our curriculum provision to promote SEAL?

Theevidenceisclearthat,inadditiontocreatingtherightenvironment,anyeffectivewhole-schoolapproachneedstoincludeopportunitiestoexplicitlyteachandlearnsocialandemotionalskills(Weare,2004).Explicitlearningandteachinghaveavitalroletoplayintheoverallprocessofdevelopingsocialandemotionalskills.SEALincludesideasforlearningopportunitiesthatcanbeusedwithpupilsandincludesmorefocusedopportunitiesforpupilswithadditionalneeds.Thereareseveralplacesinthetaughtcurriculumwhereschoolscouldplacespecificteachingaboutsocialandemotionalskills:

• integratingsocialandemotionalskillsintoPSHE,Citizenshipandtutortime;

• integratingsocialandemotionalskillsacrossmainstreamsubjects;

• holding‘themeweeks’thatfocusonsocialandemotionalskills;

• specialinterventionstoteachsocialandemotionalskillsmoreintensivelyforthosewithadditionalneedsinthisarea.

FromSeptember2007,teacherswillbeplanningtointroducetherevisedsecondarycurriculum.ThiswillprovideanopportunityforallsubjectteacherstoidentifyhowtheirsubjectmaycontributetodevelopingsocialandemotionalskillsandincorporatetheSEALlearningoutcomesintotheirplanningandteaching.Eachsubjectwillhaveaparttoplaybothbyreinforcingandconsolidatingskillsandwhereappropriatebydevelopinglearningopportunitiestointroducenewskills.Staffinvolvedwillrequiretimeto:

• developanunderstandingofsocialandemotionalskillsthroughprofessionaldevelopmentopportunities;

• developteachingapproachesthatpromotethedevelopmentofsocialandemotionalskills;

• absorb,understandandapplyskills;

• agreealanguagetodescribetheprocessandprogressionofskilldevelopment;

• plan,reflectandagreeindicatorsofsuccessandreviewcollaborativelyandindividually;

• monitorimpactoftheapproachesandgatherarangeofevidencetoassessprogress;

• engageinprofessionaldialogueabouttheirworkandreflectuponthesuccessesandchallenges;

• involvepupilsandothermembersoftheschoolcommunity.

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Further reading

Year7resource


5.3.1 PlanningforSEALusingtheYear7resource

Case studies

5.3.2 Teachingandlearning

5.3.3 Subjectled

5.3.4 SEALandLiL

5.4 How might we teach SEAL through discrete learning opportunities?

WhereschoolshaveimplementedSEALmosteffectivelytheyhaveprovidedanopportunityforpupilstolearnsocialandemotionalskillsthroughdiscretelearningopportunities.ThesehaveoftenbeenplacedwithinPSHEortutorperiodsbutmanyothersubjectareasalsolendthemselveswelltothissortofwork,forexampledrama,English,art,PE,etc.SEALprovidesasetoflearningopportunitiesforuseinYear7.Thesearebaseduponsomekeylearningandteachingapproachesthatmightbeappliedgenerallyandareoutlinedbelow.

• Ensuringthereisasafelearningenvironmentwherepupilsbelievethaterrorsandmistakesareanessentialpartofeffectivelearning.Theyneedtobereassuredthatiftheyareunsuccessfulthentimewillbeprovidedforthemtoreflectandlearnfromtheexperience.Thiswillrequireaclassroomwheregroundrulesarenegotiated,agreedandreinforcedpositivelyandpupilsarelistenedtoandtheiropinionsvalued.

• Theuseofwarm-upsandenergisers–thesearemosteffectiveiftheyreinforceorintroducetheskillstobeexploredandaredesignedsothatpupilsprepareforactivelearningandlistening,buildgroupcohesion,trustandrespectaswellasprovidingtheopportunitytopractiseanddevelopspecificsocialandemotionalskills.

• Theuseofcollaborativegroupchallengeswherepupilsareprovidedwithataskandchargedwiththeresponsibilitytocompleteittomeetagreedcriteriaandwithinasettime.Oneofthecriteriawillbethatallmembersofthegrouptakearoleandparticipate–formalrolesmightbetimekeeper,groupleader,groupsupporterandrecorder/observer.Thistypeofopportunityencouragespupilstoenquireintothetopicorskillwhiletheypractisethesocialandemotionalskillsrequiredtoworkinateam.Manyofthesechallengesinvolveaperformancebutallshouldinvolveanopportunityforpeerevaluation.Reviewingthegroupprocessesandlearningwillbeanimportantpartofthesechallenges.

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• Groupenquiryfacilitatedthroughuseofhigher-orderquestioningandopportunitiesforindividualandgroupreflection.Manyofthelearningopportunitiesrequirepupilstoquestionandrespondtoastimulusorstructuredactivity,forexampletheuseofdramaorroleplay.Thisallowslearnerstoexploreambiguityandcomplexityinthesocialsituationsinwhichtheyfindthemselves.InschoolsfamiliarwithPhilosophyforChildrenthismightbeusedveryeffectivelytopromotesocialandemotionalskillsifthestimuliarechosentoexploresocialandemotionalskills.

• Experientiallearningthrougharangeofstructuredandactivelearningopportunities.Theseshouldbuildontheconcreteexperienceofthepupilsandprovideopportunitiesforthemtoobserve,reflectandexperimentandthenformulatetheirownconceptsandtrythemoutinnewsituations.Theprocessesofidentification,modelling,coaching,feedback,practice,reflection,consolidation,internalisationandgeneralisationareallanimportantpartofthelearningprocess.

• Questionsforreflectionandenquiryprovideanopportunityforpupilsandadultstoreflectuponopen-endedquestionsanddeveloptheirownmeanings.Thisallowsforambiguityandcomplexitywithinemotionalandsocialsituationstoberecognisedandexplored.

• Recognisingthatlearningwillonlytakeplaceifopportunitiesareprovidedforthepupilstosharetheirexperiencesandexplicitybuilduponpriorlearning.Itisimportanttobalancetheneedforfamiliarityandsearchfornovelty.

• Encouragingindependencesothatlearnershavetheabilitytoseekoutandgainnewskills,newknowledge,newunderstandings,engageinself-reflectionandtoidentifythenextstepsintheirlearning.Staffshouldequiplearnerswiththedesireandthecapacitytotakechargeoftheirlearningthroughdevelopingtheskillsofself-awareness.

• Usinglessonplenariestoencouragelearnerstoreviewwhattheyhavelearntandagreehowtheymightapplythislearningtonewsituationsinsideandoutsideschool.

Clearly,learnersneedinformationandguidanceinordertoplanthenextstepsintheirlearning.InsomeschoolstherehasalreadybeenamovetowardsincorporatingtheSEALlearningoutcomesintoapupil’slearninggoalsandthisappearstobehelpfulinreinforcingtheskillstopupilsandstaff.

Staffneedto:

• pinpointthelearner'sstrengthsandadviseonhowtodevelopthem;

• beclearandconstructiveaboutanyareasfordevelopmentandhowtheymightbeaddressed;

• provideopportunitiesforlearnerstodevelopandimprovetheirskills.

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Further reading

5.4.1 Helpingpeoplelearnaskill

5.4.2 SEALandcollaborativegroupwork

5.4.3 Promotingsocialandemotionalskillsthroughcommunitiesofenquiry

5.4.4 PromotingSEALthroughcircletime

5.4.5 Theexperientiallearningcycle

5.4.6 Guidanceonpotentiallysensitiveandcontroversialissues

5.5 How might we teach SEAL across the school?

Schoolsprovideextensiveopportunitiesforsocialandemotionalskillstobeboth‘caught’and‘taught’,notonlyinformallessonsbutalsoinassemblies,inthewaythatstaffrespondtoincidentsthatoccur,extra-curricularactivities,andinthewaythatstaffmodelthebehaviourandskillsthattheschoolwishestopromote.Approachesthatteachsocialandemotionalskillsareenhancedwhenpupilshavethechancetoputnewlyacquiredskillsintopracticeoutsidetheclassroom,forexamplethroughpupilparticipationactivities.Thefollowingaresuggestionsforwaysinwhichtheskillswithinthefivesocialandemotionalaspectsoflearningmightbedevelopedacrossthewholeschool.

Examples of how to help develop self-awareness

• Ensureallpupilscanachieveandexperiencesuccess.

• Helppupilsidentifytheirownlearningstyle(e.g.visual,auditory,kinaesthetic).

• Usearangeofmethodsandapproachestoensurethatalllearningstylesarecateredfor.

• Givecarefulandsensitivefeedbacktopupilsaboutwhatisgoingwellandhowtoimproveareasofweakness.

• Ensureeverypupilfeelsknown,valued,consultedandlistenedto,andisnotjustpartofagroup.

• Valuetheexperiencepupilsbringfromhomeandfromtheirownculture.

• Helppupilsmakesenseoftheirlifestory(especiallyimportantforthosewhoseliveshavebeenfragmentedandchaotic),forexamplethroughworkinlanguage,citizenshipandhistory.

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Examples of how to help pupils manage their feelings

• Allowconsiderationofhowpeoplefeel,aswellaswhattheythink,tobepartofeverydaydiscussionsintheschoolandclassroom.

• Encouragepupilstoexperience,identifyandexpresstheiremotionsanddeveloparichemotionalvocabulary,throughtalking,writingandmovement.

• Useeverydayincidents(e.g.conflictbetweenpupils)tocoachpupilsintheirresponses,forexamplenoticeandrewardwhentheymanagetoresistunhelpfulimpulses,andtalkthroughalternativeresponses.

• Teachpupilscalmingtechniques,forexamplecountingtotenbeforereacting,steadybreathing,relaxation,positiveself-talk.

• Modelcalmresponsestochallengeanddifficulty.

Examples of how to help develop motivation

• Havepositiveandhighexpectationsofeverypupil.

• Encourageanattitudeof‘OK,let’sstartagain’ratherthandismissingapupil’spotentialtolearnorbehavedifferentlynexttime.

• Attempttoensureexperienceofsuccessandmasteryforeachpupil–setrealisticshort-termtargetsandgivesupporttoachievethem.

• Usepositiveandconsistentrewardsystems.

• Helppupilsbelievethat‘peoplelikeme’succeedandfindpositiverolemodels.

• Useeverydayincidentstocoachpupilsintheirresponses,forexamplenoticeandrewardwhentheyshowresilience,talkthroughalternativeresponsestodifficultsituations.

• Encouragecreativeproblemsolving,generatingarangeofresponsestoproblemsratherthanlookingforsingleanswers.

• Useformativefeedbackthatisnon-judgementalandprovidesclearsuggestionsforimprovement.

Examples of how to help develop empathy

• Usestorytelling(literature,film)toseetheworldfromanotherpointofview.

• Useeverydayincidentstoteachskillsofconflictresolutionandencourageyoungpeopletoarticulatewhattheproblemlooksliketoanotherperson.

• Demonstrateandmodelempathy,forexamplereallylistentowhatthepupilsaresaying,showrespectanddonotbequicktojudge.

• Usedisciplinarysystemsthatencourageexplorationofhowpeoplefeltandwhatwasintheirmindsatthetime,discussion,listeningtoanotherpointofview,resolution,repairingrelationshipsandmovingforwardtogether.

• Promotetheschoolvaluesandethosoftoleranceandcelebrationofdiversity.

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Examples of how to help develop social skills

• Encourageteamwork,cooperativelearningandgroupprojectsaswellasindividualwork.

• Provideopportunitiesforpeermediationandconflictresolution.

• Encourageactiveproblemsolvingandindependentthinkingratherthanrotelearning.

• Modelsocialskills,forexampleactivelistening,friendliness,interestinothers.

• Useeverydayincidentstocoachinconflictresolutionandsearchfor‘win–win’solutions.

AnessentialpartofSecondarySEAListheexplicitteachingofSEALlearningoutcomeswithinallsubjects.SomesubjectsareparticularlywellsuitedtopromotingsomeofthesocialandemotionalskillsandsomesuggestionsaboutthisaremadeinTable6.

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Table 6

School subject Examples of social and emotional skills that particular subjects are well suited to cover

Arts subjects Direct emotional experience – through seeing, listening and taking part.Expressing own emotions – through movement, facial expression, sound and pictures.Cooperation and communication with others.Self-confidence.Drama can be used to teach skills directly, e.g. assertiveness, negotiation.

Citizenship Focusing on preparing pupils to participate and take responsible action, for example autonomy, empathy and social skills – such as conflict resolution, tolerance, anti-bullying, anti-racism, cooperation, negotiation and assertiveness.

Design technology Developing skills of motivation, including goal setting and evaluation and review.Developing autonomy, having an appropriate level of independence from others.Being aware of their own learning styles and strategies, and strengths and limitations as learners.

English language Developing an emotional vocabulary and expressing feelings.Developing positive self-concept through talking and writing about themself.Sense of coherence through exploring own and family life history.Writing stories that explore empathy.Improving communication skills, including listening.

English literature Encouraging empathy through seeing the world through another’s eyes. Broadening and deepening emotional experience, vicarious emotion, anticipatory experience.Sense of coherence and resilience through experiencing others making sense of their lives.Comfort, sense of connection through reading about others in similar situations.Understanding the causes of emotions through exploring why people do what they do.

Geography Seeing the world from another’s point of view – through examination of social, cultural, religious, ethnic diversity of different societies.Considering long-term challenges against short-term benefits.Attaching value to different moral positions.

History Developing tolerance, understanding and empathy through exploration of past experiences.Understanding relative impact of individual action versus social forces in shaping events.Sense of personal coherence through study of family and local history.Exploring role of emotion as part of the causes that shape major events. Positive influence of emotions, e.g. desire for peace, justice, humanitarianism.

ICT Creating good presentations suited to the needs of others.Sharing experiences and opinions of use and potential of ICT. Solving problems and making sense of information.

Maths Generating alternative ways to overcome difficulties.Recognising the value of assumption when deducing results.Choosing and monitoring the effectiveness of problem-solving strategies.

Modern foreign languages

Developing language and listening skills.Developing cultural awareness.Expressing and discussing feelings and opinions.

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School subject Examples of social and emotional skills that particular subjects are well suited to cover

Personal, social and health education

Can include comprehensive work on social and emotional skills, through the focus on, for example, positive self-concept; self-protection; making relationships; resisting pressure; decision making; stress management; communication skills; negotiation. Sex and relationships education (SRE) focuses on loving and respecting others, empathy, assertion, making decisions and taking responsibility.Drugs education focuses on self-care and social skills including resisting pressure; assertion; making decisions; taking responsibility; finding alternative ways to meet emotional need to let go and have a good time.

Physical education Expressing self through movement.Social cooperation through group work.Exploration of the mind and body link: importance of motivation, optimism, positive belief.Relaxation and stress reduction.Competing fairly and losing with dignity and respect for competitors.

Religious education Recognising how values are demonstrated through social and global issues.Examining causes of suffering and how they might be overcome.

Science Examining emotional changes in adolescence.Understanding how the brain works, centrality of emotion to how we think, learn, behave and experience the world.Emotion and social bonding in animals. Debating the benefits and drawbacks of scientific developments including those linked to environment, health and quality of life.


Further reading

5.5.1 Promotingsocialandemotionalskillsintheclassroom

5.5.2 LearningandteachingstrategiesandapproachesthatpromoteSEAL

Pedagogy and practice: teaching and learning in secondary schools,DfES0441-2004.

Leading in learning: developing thinking skills at Key Stage 3,DfES0034-2005G.


5.5.3 Whatdoesmysubjecthavetooffer?

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5.6 How might we support pupils with additional needs?

Traditionally,worktopromotesocialandemotionalskillsinschoolshasbeenfocusedmainlyonpupilswithadditionalneedsinthisarea.Incontrast,whole-schoolapproachesconsiderthattheseskillsareimportantforeveryoneandattempttodevelopthemforallpupilsinallyearsandforallstaff.Thisisbecausethereisclearevidence(summarisedinWeare,2004)that‘universal’approachesthattargeteveryonearebetteratpreventingandmanagingissuesthanapproacheswhichtargetonlythoseexperiencingproblems.

Agoodbackdropofuniversalprovisionisthebestplatformfromwhichtoprovidemoreintensivehelp.Aschoolinwhicheveryonehasareasonablelevelofsocialandemotionalskillsprovidesanenvironmentinwhichtherearenumerouspeople,bothadultsandpupils,whocanprovidehelp,supportandunderstandingforthoseexperiencinggreaterdifficulty;andalsocreatesaschoolenvironmentthatislesslikelytotriggeremotionalandsocialproblemsinthefirstplace.

Behavioural,emotionalandsocialdifficulties(BESD)areinacontinuum.BESDmay,forexample,presentaswithdrawn,depressive,oraggressivetendencies.Inaddition,itmaybealliedtoothertypesofspecialeducationalneeds(SEN).ItislessstigmatisingforthosewithSENtoreceivewherepossiblemostofthehelptheyneedfromthesamepeoplewhoareprovidingitforeveryoneandthisismoreacceptableforparentsandlearnersaswell.

Researchshowsthat,fundamentally,theprocessesthathelpthosewithdifficultieshelpall;itisjustthatthosewithparticularneedsrequiremoreofthem.Theseprocessesinclude:interveningearly;teachingskills;promotingself-esteem;givingpersonalsupport;buildingwarmrelationships;settingclearrulesandboundaries;involvingpeopleintheirlearning;encouragingautonomy;involvingparents/carers;creatingpositiveclimatesandtakingalong-term,developmentalapproach(Rutteretal.,1998).

TheuniversalapproachtopromotingsocialandemotionalskillsisrepresentedinFigure5.Thisdescribesprovisionintermsofthreewaves.WhenaschoolisfullyimplementingtheSEALapproachitwillhaveplannedopportunitiestosupportthelearningofsocialandemotionalskillsforallpupils.Thiswillbepersonalisedasfaraspossiblewithinmainstreamprovisionatwave1.However,aswithanyotherareaoflearning,somepupilswillhaveadditionalneedsintheareaofsocialandemotionaldevelopment.Thesemighthavebeenidentifiedatprimaryschool;theymightbecomeapparentwhenthepupilsfindithardtorespondtolearningopportunitiesdesignedtoteachsocialandemotionalskillsorwhenrespondingwithinthecomplexsocialenvironmentofthesecondaryschool.Manyschoolsareattemptingtoidentifythosewithadditionalneedsearlyandintervenemoreenergeticallytoaddressthem,usingarangeofstrategiesaspartofwave2provisionoraspartofamoreintensiveapproachaspartofwave3provision.Smallgroupinterventionsforpupilswhofindithardtolearnsocialandemotionalskillsorwhohaveparticularneedsinthisareaarelikelytobeoneelementofaschool’sapproachtoSEAL.

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Figure 5 Universal approach to promoting social and emotional skills

GuidanceabouthowtosetupandrunfocusgroupinterventionstosupportthedevelopmentofsocialandemotionalskillsisincludedasfurtherreadingonthewebsiteandtheCD-ROM.Thefocusgroupsaredesignedtoprovideasafeandsupportiveenvironmentwheretheskillscanbedevelopedandpractisedatalevelmatchedtothatoftheindividualsinvolved.Thesegroupsareaboutlearningandteachingofspecificskills.Groupfacilitatorswillrequirehigh-levelteachingandfacilitationskillsbutarenotexpectedtooffertherapytotheindividualsinvolvedinthegroups.

Somepupils,includingthosewithBESD,mayfindithardtoacquiresocialandemotionalskillswithinagroupcontext.TheSENCodeofPractice(2001)setsoutagraduatedapproachdesignedtohelppupilstowardsindependentlearning.Itrecommendsthat,whenapupil’sprogresscontinuestocauseconcern,theschoolshouldintervenethroughSchoolActionandSchoolActionPlus,thereforeofferingamorespecialistinterventionfromamemberofChildren'sServices,forexample,aneducationalpsychologist,CAMHSworkerorbehavioursupportteacheroroneofthevoluntaryagencies.

AdditionallysomepupilswhofindithardtoacquiresocialandemotionalskillswillbeprotectedfromdiscriminationundertheDisabilityDiscriminationAct(DDA)1995.TheDDAdefinesapersonashavingadisabilityifheorshehasaphysicalormentalimpairmentwhichhasasubstantialandlong-termadverseeffectonhisorherabilitiestocarryoutnormalday-to-dayactivities.

UnderPart4oftheDDA,responsiblebodiesofschoolsmustnotdiscriminateagainstdisabledpupilsintheiraccesstoeducationandassociatedservices–abroadtermthatcoversallaspectsofschoollifeincludingschooltripsandschoolclubsandactivities.Schoolsshouldbemakingreasonableadjustmentsintheirpractices,proceduresandpoliciesfordisabledchildrenincludingthosewhofindithardtoacquiresocialandemotionalskillsatdifferentlevelsofschoollife;andfortheindividualdisabledchild.

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Schoolsarealsounderadutytoplanstrategicallytoincreaseaccess,overtimetoschools.Thisshouldincludeplanninginanticipationoftheadmissionofadisabledpupil,includingthosewithsocialandemotionaldifficultiessothattheycanaccesstheschoolpremises,thecurriculumandtheprovisionofwrittenmaterialsinalternativeformatstoensureaccessibility.

SEALgenerally,orthroughtheuseoffocusgroupwork,hasavaluablecontributiontoplayforallpupilswhoattendlearningsupportunits(LSUs)andpupilreferralunits(PRUs)buttheapproachislikelytobemosteffectivewhenpupilsreturntoaschoolwhereSEALisfullyimplemented.


Further reading

Introductiontofocusgroupwork

5.6.1 UsingSEALtoprovidetargetedsupport


5.6.2 Identifyingpupilswhoneedadditionalsupporttodevelopsocialandemotionalskills

Case study

5.6.3 Studentsupportprogramme

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References

Ahmad,Y.,Dalyrymple,J.,Daum,M.,Griffiths,N.,Hockridge,T.andRyan,E.(2003).Listening to children and young people,UWEResearchMonograph,UniversityoftheWestofEngland,Bristol.

Antidote(2003).The emotional literacy handbook: promoting whole school strategies,DavidFulton,London.

Cunha,F.,Heckman,J.,Lochner,L.andMasterov,D.(2005).Interpreting evidence on life cycle skill formation,DiscussionPaperinEconomics05–02,UniversityCollegeLondon,London.

Damasio,A.(2000).The feeling of what happens, Virago,London.

Faupel,A.(2003).Emotional literacy: assessment and intervention ages11–16,nferNelson,London.

Gardner,H.(1983).Frames of mind: the theory of multiple intelligences,BasicBooks,NewYork.

Goleman,D.(1996).Emotional intelligence: why it can matter more than IQ,BantamBooks,NewYork.

Gordon,J.andGrant,G.(1997).How we feel: an insight into the emotional world of teenagers,JessicaKingsley,London.

Graham,C.andHill,M.(2003).Negotiating the transition to secondary school,SCRE,Glasgow.

Graham,P.(2004).An end to adolescence,OxfordUniversityPress,Oxford.

Kolb,D.A.andFry,R.(1975).‘Towardanappliedtheoryofexperientiallearning’,inC.Cooper(ed.)Theories of group process,JohnWiley,London.

LeDoux,J.(1998).The emotional brain,Phoenix,London.

Murray,J.(2005).Social–emotional climate and the success of new teachers: a new look at the ongoing challenge of new teacher retention.A look at the literature. WellesleyCollege,Wellesley,MA.

Rutter,M.,Hagel,A.andGiller,H.(1998).Anti-social behaviour and young people,CambridgeUniversityPress,Cambridge.

Weare,K.(2000).Promoting mental, emotional and social health: a whole school approach,Routledge,London.

Weare,K.(2004).Developing the emotionally literate school,SagePublications,London.

Weare,K.(2007).Education 3–13, special edition on Every Child Matters. Delivering Every Child Matters – the central role of social and emotional learning in schools,DfES,London.

Weare,K.andGray,G.(2003).What works in promoting children’s emotional and social competence?,DfES,London.

Zins,J.E.,Weissberg,R.P.,Wang,M.C.andWalberg,H.J.(Eds)(2004).HYPERLINK,TeachersCollegePress,NewYork.

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Section6:Appendices

Appendix 1: SEAL learning outcomes

Self-awareness

Knowing myself

1. IknowthatIamauniqueindividual,andIcanthinkaboutmyselfonmanydifferentlevels(e.g.physicalcharacteristics,personality,attainments,attitudes,values,etc.).

2. Icanidentifymystrengthsandfeelpositiveaboutthem.

3. Icanidentifymycurrentlimitationsandtrytoovercomethem.

4. IrecognisewhenIshouldfeelpleasedwith,andproudof,myselfandamabletoacceptpraisefromothers.

5. IcanidentifywhatisimportantformeandwhatIexpectfrommyself,takingintoaccountthebeliefsandexpectationsthatothers(e.g.friends,family,schoolstaff)haveofme.

6. Icanreflectonmyactionsandidentifylessonstobelearnedfromthem.

7. Icanmakesenseofwhathashappenedtomeinmylifeandunderstandthatthingsthatcomefrommyownhistorycanmakemepronetobeingupsetorangryforreasonsthatothersmayfinddifficulttounderstand.

Understanding my feelings

8. IknowandacceptwhatIamfeeling,andcanlabelmyfeelings.

9. Iunderstandwhyfeelingssometimes‘takeover’orgetoutofcontrolandknowwhatmakesmeangryorupset.

10. IunderstandthatthewayIthinkaffectsthewayIfeel,andthatthewayIfeelcanaffectthewayIthink,andknowthatmythoughtsandfeelingsinfluencemybehaviour.

11. Icanrecogniseconflictingemotionsandmanagetheminwaysthatareappropriate.

12. IcanusemyknowledgeandexperienceofhowIthink,feel,andrespondtochoosemyownbehaviour,planmylearning,andbuildpositiverelationshipswithothers.

Managing my feelings

Managing my expression of emotions

13. Icanexpressmyemotionsclearlyandopenlytoothersandinwaysappropriatetosituations.

14. IunderstandthathowIexpressmyfeelingscanhaveasignificantimpactbothonotherpeopleandonwhathappenstome.

15. Ihavearangeofstrategiesformanagingimpulsesandstrongemotionssotheydonotleadmetobehaveinwaysthatwouldhavenegativeconsequencesformeorforotherpeople.

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Changing uncomfortable feelings and increasing pleasant feelings

16. Iknowwhatmakesmefeelgoodandknowhowtohelpmyselfhaveagoodtime(e.g.tofeelcalm,elated,energised,focused,engaged,havefun,etc.)–inwaysthatarenotdamagingtomyselfandothers.

17. Iunderstandhowhealthcanbeaffectedbyemotionsandknowarangeofwaystokeepmyselfwellandhappy.

18. Ihavearangeofstrategiestoreduce,manageorchangestronganduncomfortablefeelingssuchasanger,anxiety,stressandjealousy.

Motivation

Working towards goals

19. Icansetgoalsandchallengesformyself,setcriteriaforsuccessandcelebratewhenIachievethem.

20. Icanbreakalong-termgoalintosmall,achievablesteps.

21. Icananticipateandplantoworkaroundorovercomepotentialobstacles.

22. Icanmonitorandevaluatemyownperformance.

23. Icanlooktolong-termnotshort-termbenefitsandcandelaygratification(forexampleworkinghardforatestorexaminationnowtogetagoodjoborgointofurther/highereducationlater).

24. Iknowhowtobringaboutchangeinmyselfandothers.

Persistence, resilience and optimism

25. Icanviewerrorsaspartofthenormallearningprocess,andbouncebackfromdisappointmentorfailure.

26. IcanidentifybarrierstoachievingagoalandidentifyhowIamgoingtoovercomethem.

27. Icanchoosewhenandwheretodirectmyattention,resistingdistractions,andcanconcentrateforincreasingperiodsoftime.

Evaluation and review

28. Icanusemyexperiences,includingmistakesandsetbacks,tomakeappropriatechangestomyplansandbehaviour.

29. Ihavearangeofstrategiesforhelpingmetofeelandremainoptimistic,approachingnewtasksinapositiveframeofmind.

30. Icantakeresponsibilityformylife,believethatIcaninfluencewhathappenstomeandmakewisechoices.

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Empathy

Understanding the thoughts and feelings of others

31. Icanworkouthowpeoplearefeelingthroughtheirwords,bodylanguage,gesturesandtone,andpayattentiontothem.

32. Iunderstandthatpeoplecanallfeelthesamerangeofemotions,butthatpeopledonotnecessarilyrespondinthesamewaytosimilarsituations,andthatdifferentpeoplemayexpresstheirfeelingsinmanydifferentways.

33. Icanseetheworldfromotherpeople’spointsofview,canfeelthesameemotionastheyarefeelingandtakeaccountoftheirintentions,preferencesandbeliefs.

Valuing and supporting others

34. Icanlistenempathicallytoothers,andhavearangeofstrategiesforrespondingeffectivelyinwaysthatcanhelpothersfeelbetter.

35. Icanshowrespectforpeoplefromdiverseculturesandbackgrounds,andforpeoplewithdiverseinterests,attainments,attitudesandvalues,andIaminterestedin,enjoyandcelebratedifferences.

36. Iunderstandtheimpactofbullying,prejudiceanddiscriminationonallthoseinvolved,ammovedtowanttomakethingsbetterforthemandcanuseappropriatestrategiestodoso.

37. Icansupportotherswhoareexperiencingpersonalproblems.

38. Irecogniseandtakeaccountofmyfeelingsofempathyandactonthembyconsideringtheneedsandfeelingsofothers.

Social skills

Building and maintaining relationships

39. Icancommunicateeffectivelywithothers,listeningtowhatotherssayaswellasexpressingmyownthoughtsandfeelings.

40. Icantakeothers’thoughtsandfeelingsintoaccountinhowImanagemyrelationships.

41. Icanassessrisksandconsidertheissuesinvolvedbeforemakingdecisionsaboutmypersonalrelationships.

42. Icanmake,sustainandbreakfriendshipswithouthurtingothers.

Belonging to groups

43. Icanworkandlearnwellingroups,takingondifferentroles,cooperatingwithotherstoachieveajointoutcome.

44. Iunderstandmyrightsandresponsibilitiesasanindividualwhobelongstomanydifferentsocialgroups,suchasmyfriendshipgroup,schoolclass,school,familyandcommunity.

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45. Icanachieveanappropriatelevelofindependencefromothers,chartingandfollowingmyowncoursewhilemaintainingpositiverelationshipswithothers.

46. Icangiveandreceivefeedbackanduseittoimprovemineandotherpeople’sachievements.

Solving problems, including interpersonal ones

47. Icanusearangeofstrategiestosolveproblemsandknowhowtoresolveconflictswithotherpeople,suchasmediationandconflictresolution.

48. Icanmonitortheeffectivenessofdifferentproblem-solvingstrategiesandusemyexperiencestohelpmechoosemybehaviourandmakedecisions.

49. Ihavestrategiesforrepairingdamagedrelationships.

50. Icanbeassertivewhenappropriate.

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Appendix 2: The resource and how it is organised

ApartfromthisguidancebooklettheSEALresourcecanbefoundontheSecondarySEALwebsite.ThefullresourcehasbeencopiedontotheCD-ROMincludedwiththisguidanceforyourconvenience.ThisallowsthoseusingSEALtochoosetheirownroutethroughthematerialsexploringrelevantelementswhenrequired.

Thewebsiteisorganisedintofivesectionssubdividedunderthekeyquestionsorsubheadingsusedintheguidancebookletsothatoncefamiliarwiththeguidanceindividualsandgroupscanselectelementsformoredetailedstudyorenquiry.

Mostsubsectionshaveoneormoreadditionalresourcestoenhanceunderstandingorsupportwholeschoolorcurriculumdevelopment.Thesemightincludeoneormoreofthefollowing.

• afurtherreading;

• aprofessionaldevelopmentactivity;

• acasestudy,orextractfromacasestudy,fromoneofthepilotschools;

• abookletoftoolstosupportprofiling,monitoringandevaluation.

• furtherreadingincludesDfESreportsandotherNationalStrategymaterialsthatarenotontheCD.

Areadinglistisprovidedforeachsection.

Alloftheadditionalresourcesarenumberedsothattheycanbeeasilylocated.Thefirstnumberreferstothesection,thesecondnumberreferstothesubsectionandthethirdnumberisspecifictotheadditionalresource.TofindaspecificresourceonthewebsiteorCD-ROMyouwillneedtonegotiatethroughthesectionsandsubsectionstotheappropriatewebpagethenlocatethespecificresourcefromthedownloadslistedontheright-handside.

InadditionaseriesofbookletsareavailableinPDFformatthatcanbeprintedforstaffuse.Theseare:

• astaffdevelopmentbookletthatincludesalltheactivities;

• abookletoffurtherreadings;

• anintroductorybookletand4themebookletsthatmakeuptheYear7resource;

• abookletofcasestudiesfromtheSEALpilotschools;

• abookletoftoolsforpublishing,monitoringandevaluation.

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Appendix 3: The SEAL Year 7 Resource

TheSEAL Year 7 Resource isdesignedforuseaspartofthewhole-schoolapproachtoSEAL.Itmakesanexplicitlinkbetweenthelearningthatpupilshaveundertakeninprimaryschoolandsecondaryschooldevelopments.LikePrimarySEALitisorganisedintothemes,althoughtherearefournotsevenasusedinprimaryschool.ThesefourthemesarechosentobuildonlearningfromprimaryschoolandtointroduceSEALtothosepupilswhoareunfamiliarwiththeapproach.

ItincludesanintroductorybookletwhichprovidessomebackgroundtotheresourcewithamodelofimplementationandspecificCPDactivitiestosupportthoseinvolvedindeliveringthelearningopportunitiesthatmakeupthebulkoftheresource.

Eachofthefourthemesincludes:

• asetof‘core’learningopportunitiesthataredesignedtobeusedaspartofdiscretesessionstopromoteSEALlearning

• ideasforuseacrosstheschoolday

• suggestionsforencouragement

• ideasforhowtheSEALlearningoutcomescanbedeveloped,reinforcedandconsolidatedacrossthecurriculum.

Opportunitiesforreviewinglearningacrosstheyearandplanfortransitionintothenextyeargroupareprovided.

TheSEAL Year 7 Resource providesanexampleofthescopeandtypeoflearningopportunitiesthatmightbedeveloped.Itisanticipatedthattheexplicitlearningofsocialandemotionalskillswillbecomeanimportantpartoflearninginallschoolyearsandthatschoolswillbeinvolvedindevelopingmaterialstosupportthis.

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Appendix 4: Map of the website and the CD-ROM

FR=Furtherreadingbooklet

SD=Staffdevelopmentbooklet

CS=Casestudybooklet

Welcome Page

Section 1: Introduction Reading list, section 1

1.1 Whatistheguidanceandwhoisitfor?

1.2 WhatisSEAL?

1.2.1 Theimportanceofsocialandemotionalskills(FR)

1.3 WhatarethesocialandemotionalskillsandaspectsoflearningthatSEAListryingtodevelop?

1.3.1 TheSocialandEmotionalAspectsofLearning,skillsandoutcomes(FR)

1.3.2 WhyembarkonSEAL?(SD)

1.3.3 Aninventoryofskills(SD)


1.4 WhatisnewaboutSEALandhowdoesitbuildonwhatisalreadyinplace?

1.4.2 Findingoutaboutsocialandemotionalskillsinourschool(SD)

1.4.3 Carryingoutanaudit(SD)

Section 2: Background Reading list: section 2

2.1 WhyisthereaninterestinSEAL?

2.1.2 Thevalueofsocialandemotionalskills(SD)

2.1.3 Howsocialandemotionalskillsrelatetosuccessatwork(SD)

2.2 Whyaresocialandemotionalskillscentraltoschoolimprovement?

2.2.1 Socialandemotionalskillsarecentraltoschoolimprovement(FR)

2.3 WhatroledoesSEALplayinlearning?

2.3.1 Evidencetodemonstratethelinksbetweenworkonsocialandemotionalskillsandacademiclearning(FR)

2.3.2 Theroleofsocialandemotionalskillsinlearning(SD)

2.3.3 Qualitiesoflearningandteachingthatenhanceinternalmotivation(SD)

Learning behaviour: the report of the practitioners’ group on behaviour and discipline

School discipline and behaviour policies guidance (under production)

2.4 WhatistherelationshipbetweenSEALandworktoimprovebehaviour?

2.4.1 Helpingpupilsresolveconflict(SD)

2.4.2 Asystemforbehavioursupport(CS)

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2.5 WhatroledoesSEALplayinworktoimproveattendance?

2.5.1 Attainment,attendanceandSEAL(FR)

2.6 Whyaresocialandemotionalskillsessentialintheworkplace?

2.6.1 EmployabilityskillsandSEAL(FR)

2.6.2 Pupilactivity:helpingpupilstoseetheimportanceoflearningsocialandemotionalskills(SD)

2.7 HowdoesSEALsupportinclusion?

2.7.1 AnintroductiontofocusgroupworkinSEAL(FR)

2.7.2 Culturaldifferencesintheexperienceandexpressionofemotion(FR)

2.7.3 Pupilprofiles(SD)

2.8 HowdoesSecondarySEALbuildonworkinprimaryschoolsincludingPrimarySEAL?

2.8.1 Wherearepupilsstartingfrom?(FR)

Excellence and Enjoyment: social and emotional aspects of learning

2.8.2 Transition(CS)

2.9 HowdoesSEALlinkwithotherinitiatives?

2.10 HowdoesSEALsupporttheEveryChildMattersagenda?

2.10.1SEALandthefiveoutcomesforchildren(FR)

2.10.2SEALandtheECMoutcomes(SD)

2.11 HowdoesSEALcontributetoPSHE?

2.11.1LinksbetweenPSHEandcitizenshipandSEAL(FR)

2.12 HowdoesSEALcontributetotheNationalHealthySchoolsProgramme?

2.12.1Emotionalhealthandwell-beingandSEAL(SD)

National Healthy School Standard Audit and Prompts for Emotional Health and Well-being

2.12.2NationalHealthySchoolsProgrammewhole-schoolapproachandSEAL(SD)

2.13 HowcanSEALcontributetotheworkschoolsaredoingtoreducebullying?

Section 3: Implementation Reading list: section 3

3.1 Whatisawhole-schoolapproach?

3.1.1 Whattakingawhole-schoolapproachmeans(FR)

3.1.2 Theimpactofthewhole-schoolapproach:apupil’spointofview(SD)

3.1.3 Balancinguniversalandtargetedapproaches(SD)

3.1.4 Promotingsocialandemotionalskillsacrossthewholeschool(SD)

3.1.5 Aschoolexperience(CS)

3.2 Whatisthelinkbetweenschoolculture,environmentandSEAL?

3.2.1 Environmentsthatmakeusfeelhappy,successfulandreadytolearn(SD)

3.2.2 ThepartthattheschoolenvironmentplaysinSEAL(SD)

3.3 Whatistheroleofleadershipandmanagement?

3.3.1 LeadershipandmanagementofSEAL(FR)

3.3.2 SEAL:wholeadswhatandwhichskillsdotheyneed?(SD)

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3.4 HowdoweimplementSEAL?

3.4.1 StagesinimplementingSEAL(FR)

3.4.2 PolicydevelopmentandSEAL(FR)

3.4.3 Creatingourvision(SD)

3.4.4 BehaviourandattendancepolicyandSEAL(SD)

3.4.5 Targetedapproach(CS)

3.4.6 Tutorled(CS)

3.4.7 Policyreview(CS)

3.5 Howcanweinvolveallpupils?

3.5.1 InvolvingpupilsinSEAL(FR)

3.5.2 Whatareyoungpeoplelike?(FR)

3.5.3 Pupilstalkaboutgettinginvolved(SD)

3.5.4 Residentials(CS)

3.5.5 Pupilvoice(CS)

3.6 Howcanweinvolveparents/carers?

3.6.1 Buildingpartnershipswithparentsandcarers(FR)

3.6.2 Buildingpartnershipswithparents/carerstosupportsocialandemotionalskills(SD)

3.6.3 Howwelcomedoparentsfeel?Questionnaireforparentsandcarers(SD)

3.6.4 Parentalinvolvement(CS)

3.7 Whatrolecanmembersofthewidercommunityplay?

3.7.1 Involvingthewidercommunity(FR)

Guidanceforschoolpartnershipstoimprovebehaviourandattendance

3.8 Howcanwetellwhatwearedoingalreadyandidentifyourfirststeps?

3.8.1 Whatistheschoolalreadydoingtopromotesocialandemotionalskills(FR)

3.8.2 MonitoringtheimpactofSEAL(FR)


3.8.4 Whatcanweusetofindoutaboutsocialandemotionalskillsinourschool?(SD)

3.8.5 SEALschoolself-review(SD)

3.8.6 GettingstartedwithSEAL(CS)

3.9 Howmightwemonitorandevaluateourprogress?

3.9.1 Someissuesintheassessmentofsocialandemotionalskills(FR)

3.9.2 Profilingandassessingsocialandemotionalskillsusingpublishedtools(SD)

Toolsforprofiling,monitoringandevaluation(Appendix2)

3.9.3 Assessingsocialandemotionalskills(FR)

Section 4: Professional Development Reading list: section 4

4.1 WhatistheimportanceofSEALforadults?

4.1.1 Theimportanceofthesocialandemotionalskillsofstaff(FR)

4.1.2 Thelinkbetweenstress,socialandemotionalskillsandstaffperformance(SD)

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4.1.3 Coaching(CS)

4.2 Whatprofessionaldevelopmentdoweneed?

4.2.1 Auditofstaffskills(SD)

4.2.2 Actionresearch(CS)

4.2.3 SettingupanLAwritinggroup(CS)

4.2.4 Whole-schoolINSET(CS)

4.3 HowcanweuseprofessionaldevelopmentwithinSEAL?

Staff development activities booklet

4.3.1 Settingourgroundrules(SD)

Section 5: Learning and Teaching Reading list: section 5

5.1 Whathelpsuslearnsocialandemotionalskillseffectively?

5.1.1 Socialandemotionalskillsandlearning(FR)

5.1.2 Methodologiesforpromotingsocialandemotionalskills(SD)

Year7resource

AssessmentforLearning–wholeschoolandsubjectspecificmaterials

5.2 HowdoesSEALcontributetopersonalisedlearning?

5.3 HowmightweplanourcurriculumprovisiontopromoteSEAL?

Year7resource

5.3.1 PlanningforSEALusingthe7yearresource(SD)

5.3.2 Teachingandlearning(CS)

5.3.3 Subjectled(CS)

5.3.4 SEALandLiL(CS)

5.4 HowmightweteachSEALthroughdiscretelearningopportunities?

5.4.1 Helpingpeoplelearnaskill(FR)

5.4.2 SEALandcollaborativegroupwork(FR)

5.4.3 Promotingsocialandemotionalskillsthroughcommunitiesofenquiry(FR)

5.4.4 PromotingSEALthroughcircletime(FR)

5.4.5 Theexperientiallearningcycle(FR)

5.4.6 Guidanceonpotentiallysensitiveandcontroversialissues(FR)

5.5 HowmightweteachSEALacrosstheschool?

5.5.1 Promotingsocialandemotionalskillsintheclassroom(FR)

5.5.2 LearningandteachingstrategiesandapproachesthatpromoteSEAL(FR)

5.5.3 Whatdoesmysubjecthavetooffer?(SD)

5.6 Howmightwesupportpupilswithadditionalneeds?

Anintroductiontofocusgroupwork(FR2.7.1)

5.6.1 UsingSEALtoprovidetargetedsupport(FR)

5.6.2 Identifyingpupilswhoneedadditionalsupporttodevelopsocialandemotionalskills(SD)

5.6.3 Studentsupportprogramme(CS)

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Section 6: Appendices


Appendix2:Theresourceandhowitisorganised

Furtherreadingsbooklet

Staffdevelopmentactivitiesbooklet

Casestudybooklet

Bookletoftoolsforprofiling,monitoringandevaluation

Appendix3:TheSEALYear7Resource

Appendix4:MapofthewebsiteandtheCD-ROM

Year 7 resource

Introductorybooklet

Theme1:Aplacetolearn

• Learningopportunities

• Resourcesheets

Theme2:Learningtobetogether


• Resourcesheets

Theme3:Keeponlearning


• Resourcesheets

Theme4:Learningaboutme


• Resourcesheets

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