The implementation of SEAL (social and emotional aspects of learning) small group work in primary schools

• Main Author: Friend, Rachel Frances Leonie
• Published: University College London (University of London) 2011
• Subjects: 370.15
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549551

Recent years have seen an increase in school-based interventions designed to promote pupils' social and emotional skills (S&ES), the most widely-used of which in the UK is the SEAL (Social and Emotional Aspects of Learning) programme. Previous research has focused on the impact of similar interventions in schools prior to SEAL. However the majority of investigations in this area are based in the US and in addition, the stringent criteria of systematic reviews limit up-to-date insight into recently developed school-based S&ES interventions implemented in the UK. This study investigates the implementation of the SEAL small group work (SGW) in a sample of primary schools in an inner-city borough of London. Research questions centred on different aspects of the implementation of SEAL SGW, addressing (i) links with the whole-school ethos, (ii) links with the mainstream classroom, (iii) pupil selection, (iv) methods of teaching and learning S&ES, (v) training and support for the facilitator of SEAL SGW work and, (vi) evaluation of outcomes. This research builds on a DCSF-commissioned study by Humphrey et al. (2008). Semi-structured interviews were carried out with fifteen members of staff across four schools. Data from the interviews were analysed using thematic analysis. Five themes emerged which broadly mapped onto the research questions above. A sixth additional theme regarding links with non-school based settings was also identified. Broadly, SEAL was found to be well integrated into the whole school system for those schools where the senior leadership team openly endorsed the intervention and where communication between staff was strong. It was also found that successful delivery of the SEAL SGW was characterised by facilitative and empowering models of pedagogy that encouraged pupils to reflect on and take ownership of their learning. Recommendations are made for policy makers and practitioners in Children's Services.