An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

Abstract

The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the evaluation of the pilot programme included pre-and post-intervention questionnaires for Key Stage (KS)1 and KS2 children in 172 schools, questionnaires for teachers, teaching assistants and head teachers in 29 schools and interviews with school staff and pupils in 13 schools. Of the school staff, 90% agreed that the programme had been at least relatively successful overall. All responding headteachers, 87% of teachers and 96% of non-teaching staff agreed that the programme promoted the emotional wellbeing of children, while 82% of teachers agreed that it increased pupils' ability to control emotions such as anger. Only 48% of teachers agreed that it reduced bullying, although this rose to 74% of non-teaching staff-suggesting that there was a greater impact on playground as opposed to classroom behaviour in this respect. The interview data indicated that the programme had increased staff understanding of the social and emotional aspects of learning and helped them to better understand their pupils, which changed their behaviour, enhanced their confidence in their interactions with pupils, and led them to approach behaviour incidents in a more thoughtful way. Analysis of the responses to the children's questionnaires revealed a range of complex relationships between age, gender, questionnaire responses made prior to the pilot, and school factors which made conclusive interpretation of the data problematic.

Programas de intervenção para o desenvolvimento de competências socioemocionais: Uma revisão crítica dos enquadramentos SEL e SEAL

“…Hallam (2009) afirma que estas competências têm sido organizadas sob os cinco domínios propostos no modelo de Inteligência Emocional de Goleman (1995), nomeadamente: Autoconsciência, Autocontrolo (gestão de sentimentos), Motivação (Competência pessoal), Empatia e Competências Sociais.…”

“…A SEAL é baseada num currículo que visa o desenvolvimento de qualidades e competências que promovem o comportamento positivo e uma aprendizagem eficaz que se foquem nos cinco aspetos socioemocionais da aprendizagem (Hallam, 2009). Humphrey, Lendrum, Wiglesworth e Kalambouka (2009) sugerem que estas competências devem ser desenvolvidas através de 4 estratégias de implementação: (a) da criação de um clima que promova estas competências; (b) do ensino direto destas mesmas competências; (c) do uso de abordagens de aprendizagem e ensino que apoiem igualmente o desenvolvimento destas competências; (d) do desenvolvimento profissional contínuo do pessoal escolar.…”

Developing a model of mental health self-care support for children and young people through an integrated evaluation of available types of provision involving systematic review, meta-analysis and case study

“…23 We are aware of some peripheral work where self-care support might be implied, such as a Canadian (non-systematic) review of self-help therapies for childhood disorders 24 and a systematic review of self-help technologies for emotional problems in young people 25 (undertaken in part by a member of our team, Bower), as well as British research into psychological well-being in CYP in schools, [26][27][28] resilience 29 and the generic Social and Emotional Aspects of Learning ('SEAL') initiative in schools. 30 However this research has not been systematically explored or co-ordinated within the wider context of self-care support.…”

Results of an Emotional Education Program in Primary School

“…Algunos de estos estudios evidencian su eficacia aludiendo a la prevención de conflictos en los centros educativos. Concretamente, se han observado mejoras en la conducta prosocial, en la mejora del comportamiento y el bienestar emocional, en la reducción del bullying, y en un mejor manejo de la ira ante situaciones conflictivas (Hallam, 2009;Jones, 2004). Diekstra (2008) realizó una importante revisión acerca de la eficacia de los programas relacionados con la educación emocional y social en todo el mundo.…”