Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation: Research Brief

Humphrey, Neil; Lendrum, Ann; Wigelsworth, Michael

doi:10.1037/e607192011-001

Cited by 82 publications

(101 citation statements)

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“…It is also worth noting that studies that have gathered data from more than one source often report significant variation between sources, making conclusions difficult (e.g. Malti et al, 2011;Humphrey et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

The Effectiveness and Micro-costing Analysis of a Universal, School-Based, Social–Emotional Learning Programme in the UK: A Cluster-Randomised Controlled Trial

Berry

Axford

Blower

et al. 2015

School Mental Health

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There are a growing number of school-based interventions designed to promote children's social and emotional learning. One such intervention, PATHS (Promoting Alternative Thinking Strategies), was evaluated in a randomised controlled trial involving 5,074 pupils aged 4-6 years at baseline in 56 primary schools across a large city in the UK. The programme was implemented for two academic years. The primary outcome measure was the teacher-rated Strengths and Difficulties Questionnaire (SDQ). A secondary measure was the PATHS Teacher Rating Scale (PTRS). Observations of child and teacher behaviours were undertaken in a third of intervention and control schools using the Teacher-Pupil Observation Tool (T-POT). Regarding fidelity, dose and adherence were measured via weekly logs completed by teachers, and a semi-structured questionnaire completed by PATHS coaches was used as a global measure of fidelity (capturing adherence, dose and quality). A cost-consequence analysis examined programme costs from a multi-agency public sector perspective. At one year post-baseline there were no statistically significant differences between the programme and control groups on the SDQ subscales or the SDQ total difficulties and impact scores. There were statistically significant differences favouring the programme group for six out of 11 sub-scales on the secondary outcome measure (PTRS). At two years post-baseline, there were no statistically significant differences between the groups on either measure. Fidelity, according to the global measure, was relatively strong, and there was no relationship between fidelity and treatment effects. The average cost of PATHS was £12,666 per school or £139 per child. The study, which was fully powered and independent of the programme developer, shows no statistically significant effect of the programme on child behaviour or emotional well-being.3

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Section: Discussionmentioning

confidence: 99%

“…It might be considered an amalgam of existing programmes on the CASEL list, drawing on the expertise of English educationalists. The national evaluation of SEAL showed mixed effects on outcomes in primary school, and no impact at secondary school (Humphrey et al 2008(Humphrey et al , 2010.…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness and Micro-costing Analysis of a Universal, School-Based, Social–Emotional Learning Programme in the UK: A Cluster-Randomised Controlled Trial

Berry

Axford

Blower

et al. 2015

School Mental Health

View full text Add to dashboard Cite

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“…However, analyses by authors such as Nind (2011), Melhuish et al (2007) and Humphrey and colleagues (Humphrey et al, 2010;Wigelsworth, Humphrey, & Lendrum, 2012) indicate that greater attention needs to be given to the state of knowledge and confidence held by teachers who mediate the delivery of initiatives to students. As noted by Lendrum et al (2013), the 'will and skill' of school staff is fundamental to school-based mental health promotion, however there are concerns about teachers' understanding, competence and confidence in this area.…”

Section: Teachers Are At the Core Of Promoting Mental Health In Schoolsmentioning

confidence: 99%

“…Lee et al (2008) warned of dangers when programs that have been tested in relatively controlled, highly resourced trials are broadly rolled-out to settings with fewer resources and limited controls over implementation processes. Humphrey, Lendrum and Wigelsworth (2010) argued that disappointing findings from the Social and Emotional Aspects of Learning (SEAL) program in the UK appeared to be related to lack of structure and consistency in social and emotional education programs, unmonitored delivery, and an inadequate level of human and financial resources. Similarly, Melhuish et al (2007) argued that the Sure Start local programs in the UK were plagued by flexible program description and implementation that had the potential to leave practitioners with little guidance about how to act.…”

Section: Outcomes Of School-based Mental Health Promotion Initiativesmentioning

confidence: 99%

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Askell–Williams

Cefai

2014

Teaching and Teacher Education

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There is international concern about the prevalence and severity of mental health difficulties and the impact such difficulties have upon individuals, families, communities and societies. Policy makers identify schools as strategic settings for promoting students' positive mental health, such as through the explicit teaching of social and emotional skills. Promoting students' mental health requires teachers to possess particular types of subject-matter knowledge, pedagogical knowledge, and knowledge of learners and their characteristics. However, mental health promotion is not typically addressed in pre-or in-service teacher education, thus raising questions about teachers' capabilities to enact policy directives for mental health promotion in schools. This paper reports a questionnaire study of 1029 Australian and Maltese teachers' perspectives about their capabilities for mental health promotion. Multilevel modelling showed significant response variations between teachers and between schools on 11 outcome factors. Maltese teachers' responses were significantly lower than Australian teachers on three outcome factors, namely, Knowledge, Teaching Resources and providing Parenting Support. Differences were also apparent between teachers of secondary and primary students, and between male and female teachers. Years of teaching experience did not show significant effects, highlighting that mental health promotion is a new area of professional learning for teachers. This study indicates that policy directives that situate mental health promotion initiatives in educational settings must be accompanied by opportunities for teachers and schools to build their capabilities in this relatively new domain of school and teacher responsibility. Our participating teachers have reported on issues of international concern, indicating that further attention to the capabilities of teachers and schools for mental health promotion in diverse cultural settings is warranted.

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“…For example, very small effect sizes for desired outcomes in the SEAL program in secondary schools in the United Kingdom were reported by Humphrey et al (2010). The authors suggested that these results appeared to be related to lack of structure and consistency in social and emotional education programs, un-monitored delivery, and an inadequate level of human and financial resources.…”

Section: Introductionmentioning

confidence: 99%

Relationships between students’ mental health and their perspectives of life at school

Askell–Williams

Lawson

2015

Health Education

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Relationships between Australian students' mental health and their perspectives of life at school. Abstract PurposeThis paper explores relationships between students' self-reported mental health and their perspectives about life at school in metropolitan Adelaide, South Australia Design/methodology/approachThe Strengths and Difficulties Questionnaire (SDQ) and a purpose designed Living and Learning at School Questionnaire (LLSQ) were administered to 1715 early adolescents in school years 7, 8 and 9. Correspondence analysis, which is a perceptual mapping technique available in SPSS, was used to examine relationships between students' SDQ subscale scores (emotional symptoms, hyperactivity, conduct problems, pro-social skills) and the LLSQ subscale scores (motivation, learning strategies, coping with schoolwork, bullying, numbers of friends, safety at school, and teacher intervention in bullying events). FindingsThe correspondence analysis produced a two-dimensional visual display (a perceptual map)showing that students' abnormal, borderline and normal SDQ subscale scores were closely related to their low, medium and high LLSQ subscale scores, respectively. A clear Dimension (Factor) emerged, showing a progression from mental health difficulties to strengths, in close association with students' reports about their school experiences.AUTHOR COPY of paper Published in Helen Askell-Williams , Michael J. Lawson , (2015) "Relationships between students' mental health and their perspectives of life at school", Health Education Research limitations/implicationsCaution should be exercised when using the results to interpret events in other contexts. The limitations of self-report methods must be considered. Practical implicationsThe two-dimensional visual display provides a powerful tool for dissemination of the findings of this study about students' perspectives for system-level and school-based personnel. This can inform the selection of intervention programs, such as strategies for self-regulation of emotions and learning behaviours, fostering friendships, and supporting academic achievement, that are related to positive mental health. Social implicationsThis paper can inform school-level policies and practices, such as those relating to professional development to support teachers' and students' capabilities (for example, to manage and prevent bullying) and thus influence the nature of the school experiences that shape students'perceptions. This paper adds students' perspectives to the emerging field concerned with designing programs for mental health promotion in schools. Originality/value

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Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation: Research Brief

Cited by 82 publications

References 0 publications

The Effectiveness and Micro-costing Analysis of a Universal, School-Based, Social–Emotional Learning Programme in the UK: A Cluster-Randomised Controlled Trial

The Effectiveness and Micro-costing Analysis of a Universal, School-Based, Social–Emotional Learning Programme in the UK: A Cluster-Randomised Controlled Trial

Australian and Maltese teachers' perspectives about their capabilities for mental health promotion in school settings

Relationships between students’ mental health and their perspectives of life at school

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