The Introduction of Emotion Coaching as a Whole School Approach in a Primary Specialist Social Emotional and Mental Health Setting: Positive Outcomes for All

Abstract

Background:This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach.Objective:This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools.Method:A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gainedviainterviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior.Results:Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relationships. Family-school relationships were supported by the school’s use of and modeling of Emotion Coaching with families and the ethos of attunement and non-judgemental interactions implicit in Emotion Coaching. Emotion Coaching promoted an increase in shared emotional language and trust. Shared emotional language and trust were key in the development of both teacher-pupil and family-school relationships. There was an improvement in well-being in that: rates of pupil restraint decreased, pupils made better than expected academic progress, staff absenteeism reduced, and families reported improved family life.Conclusion:We conclude that Emotion Coaching contributes to the promotion of sustainable, holistic improvement in wellbeing for pupils, school staff, and families.

The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools

“…In terms of the perceived benefits to using EC, the findings suggest that staff believed the approach supported emotional development. Several studies have previously highlighted the benefits EC has on children's emotional competence in the context of parents (for example, Gottman et al, 1996;Katz & Windecker-Nelson, 2004) and professionals (for example, Gus et al, 2017) and this research adds further detail to this body of evidence. The subtheme 'empowers children to make better decisions' showed that staff felt that EC differed from more traditional behaviourist approaches because instead of a focus on outward behaviour, children were supported to understand emotions that impacted on their behaviour and develop skills to regulate their emotions and behaviour.…”

“…Rose et al (2015) found that by using EC, adults found difficult situations less stressful, with a positive impact on their wellbeing. In the context of an SEMH school, Gus et al (2017) reported reduced staff absence as an indication of reduced staff stress. Parallels between these previous findings and the current research can be drawn with reflections that having a better understanding of what is driving a child's behaviour helps staff to not take situations with children personally.…”

“…The findings of their mixedmethods study with 127 participants provided the initial evidence that EC was a promising approach in educational contexts, with most staff reporting EC had impacted positively on their practice. The impact of EC was also explored in a specialist provision for primary-aged children with social, emotional, and mental health (SEMH) needs (Gus et al, 2017). Data were gathered from a variety of stakeholders in the school community including school leaders, staff, pupils, and parents who were all generally positive about EC.…”

Attachment Aware Schools: the impact of a targeted and collaborative intervention

“…Implementation of AAS strategies and interventions coincided with statistically significant improvements in pupils' reading, writing and maths. More pupils met, exceeded or strongly exceeded their expected achievement, thus helping to close the attainment gap (see also Gus et al, 2017). The instrument used to assess strengths and difficulties experienced by case study pupils revealed a significant reduction in symptoms of, in particular, hyperactivity and overall difficulties.…”

Emotion Coaching Practice With the Whole School Approach “Emotionally Friendly Kindergarten Transformation Program” Process Analysis

“…Participants stated that the EFKTP process contributed to the growth of a positive learning environment. It has also been observed that teachers who implement emotion coaching in their classrooms increase positive relationships with their students by creating a more empathic environment (Gus et al, 2017). A positive classroom atmosphere and in-class training activities are believed to contribute to teachers solving problems more quickly.…”