Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment

Abstract

A programme of resources and activities relating to 'Social and Emotional Aspects of Learning' (SEAL) has been rolled out nationally to primary and secondary schools in the UK, but we know little about how variations in the implementation of this work relate to key indicators of school success. In the present study, a team of experienced school advisors used a semi-structured observation and interview protocol to rate various aspects of the implementation of SEAL in 49 primary and secondary schools. A total of 2242 pupils in 29 of these schools completed measures of social experiences and school ethos. School-level attainment and attendance statistics were collated for all participating schools. Analysis revealed that ratings indicative of a whole-school universal approach to SEAL were significantly associated with school ethos, which in turn mediated associations with pupils' social experiences, overall school attainment, and persistent absence. Thematic analysis of the advisors' records illuminated key dimensions and exemplars of whole-school implementation. Results highlight the role of school ethos in systematically connecting whole-school practices relating to SEAL with key indicators of school success. Directions for further longitudinal work to elucidate specific causal mechanisms are discussed.

Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction

“…However, these initiatives may be stressful or dissatisfying if teachers feel they lack the skill or support to implement the approach effectively (Collie et al, 2012). This is particularly pertinent in light of the recent push for SEL in schools (e.g., Banerjee et al, 2014), which can place additional pressure on teachers (Collie et al, 2012). Thus, in order to make initiatives like SEL sustainable, SEL professional learning and school-wide support appear to be crucial.…”

“…Educators, researchers, and policy-makers in various countries are increasingly recognizing the importance of addressing students' social-emotional development in efforts to optimize educational outcomes (e.g., Banerjee, Weare, & Farr, 2014;Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). One way of addressing this is through social-emotional learning (SEL), which is aimed at improving students' social and emotional competencies (e.g., selfawareness, relationship skills; Collaboration for Academic, Social, and Emotional Learning (CASEL, 2014).…”

Effective schools, school segregation, and the link with school achievement

“…School ethos and related concepts such as school climate have been found to be positively linked with educational achievement (Banerjee, Weare, & Farr, 2014;Mortimore, Sammons, Stoll, Lewis, & Russel, 1989;Rutter et al, 1979) and negatively associated with health risk behaviours (Bonell, Fletcher, & McCambridge, 2007;Modin & Östberg, 2009). Rutter et al (1979) also associate a "good school ethos" with the possibilities to recruit and develop excellent teachers.…”

Children’s friendships in diverse primary schools: teachers and the processes of policy enactment

“…If teachers find the space in which to emphasize SEL as part of PSHE, they have a fair amount of autonomy over how they do so. A recent study of SEAL initiatives (Banerjee, Weare, and Farr 2014) recommends whole-school and universal (rather than targeted) approaches, and also highlights the variability in school practices. As we have noted, SEL has been criticized for its disciplinary focus on the individual.…”