Social and emotional learning in schools: overview, principles, tensions

1. Social and emotional learning in schools: overview, principles, tensions

2. Terminologies, paradigms, discourses

3. Aims and focus Overview of the (evidence based?) principles around SEL in schools Explore some tensions and balances Focus Universal approaches �Programmes� UK

4. Some sources of quality programmes and evidence of effectiveness world wide US � �Social and Emotional Learning� - thousands of programmes at district level. 20+ pass systematic review Australia- Health Promoting Schools, �Resilience�, �Friends� programme, focus Africa - Lifeskills Europe � �mental health�, coping skills, Health Promoting Schools, anti-bullying

5. UK Some home grown work e.g. Antidote, Jenny Mosely, Liz Morris Some imported programmes e.g. Paths, Second Step, EL in Middle Schools, Friends England: SEAL: 2/3 of primary, 10% secondary and growing Targeted approaches, some through SEAL, recent DCSF 60m Scotland, wide range including: Restorative practices, Being Cool in School, Creating Confident Kids Wales Growing interest in EL and SEAL Northern Ireland Mainly through PSHE

6. Some of the key principles driving this work (in UK) Belief SEL/ mental health in school �works� Whole school approach Universal approach Further targeted work to help those with problems Teamwork e.g. supportive agencies, parents as partners, pupil voice Tailoring approaches Continued monitoring and improvement Staff development Explicit learning of skills and values, using diverse methods

7. Some tensions and balances Appropriate terminology, discourses, paradigms Aims of SEL, and of schooling Autonomy/ conformity What constitutes �evidence� and the challenges of collecting it Whole school/group/individual focus Appropriate whole school environments Universal/ targeted balance Degree of prescription Monitoring � proper uses Skills, competences qualities, attitudes/ values Autonomy or compliance

8. Changing view of social and emotional education Traditional view For young children Responsibility of the home Special needs/ those with problems Trouble shooting prevention- therapy? Bolt on extra/low status activity Holistic view Everyone including adults Everywhere e.g. secondary schools, workplaces All of us, including �without problems�(?) Positives e.g. wellness, growth, strengths, Central to educational goals � e.g. learning and behaviour

9. Possible aims �for SEL and for schools�. Keeping the nation competitive - more employable/ skilled students Innovation, change, future proof students Social harmony, community development Personal growth- e.g. happiness, spirituality, emotional literacy, resilience Socially responsible citizens- e.g. sustainable planet Critical thinking, social change, equity

10. Systematic reviews suggest that well designed and effective programmes can improve�. Behaviour Attendance Exclusion � social and educational Cultural and racial understanding Teacher retention, performance and morale Mental health problems - anxiety, depression, stress

11. Some also impact on academic learning across the ability range Paths + thinking skills, problem solving, reading Child Development Project + reading, maths, social studies, science Social decision making + maths, modern languages, arts, social studies Resolving conflict creatively + maths Primary SEAL + reading and science

12. Major influence of neuroscience - the brain is an emotional organ Cerebral cortex - value driven and can only process what the limbic system lets in Limbic system � gatekeeper -responds to what is emotionally meaningful/ valued Reptilian brain � basic survival - all that is left to us under stress

13. Tensions - what constitutes �evidence� in this field? Systematic reviews of �successful� programmes? Controlled studies in classrooms/ groups? Impacts on � behaviour, attendance, learning? Practical experience of �what works�? Qualitative studies? Necessarily eclectic Whole school is a nightmare to evaluate Need for caution Need for action Necessarily eclectic Whole school is a nightmare to evaluate Important to be cautious e.g. about basis for claims, what evidence can hope to show Important to get going on �best evidence� Necessarily eclectic Whole school is a nightmare to evaluate Important to be cautious e.g. about basis for claims, what evidence can hope to show Important to get going on �best evidence� Necessarily eclectic Whole school is a nightmare to evaluate Important to be cautious e.g. about basis for claims, what evidence can hope to show Important to get going on �best evidenceNecessarily eclectic Whole school is a nightmare to evaluate Important to be cautious e.g. about basis for claims, what evidence can hope to show Important to get going on �best evidence� Necessarily eclectic Whole school is a nightmare to evaluate Important to be cautious e.g. about basis for claims, what evidence can hope to show Important to get going on �best evidence� Necessarily eclectic Whole school is a nightmare to evaluate Important to be cautious e.g. about basis for claims, what evidence can hope to show Important to get going on �best evidence

15. Whole school tensions and balances Holism is attractive Striking a balance between skills and environment Is � the school� a meaningful unit? To whom? Can ignore the experience of the individuals, groups within the school Can be overwhelming - where do schools start, or stop? Can encourage top down approach

16. Balance the key features of emotionally effective environments Clarity e.g. rules and boundaries Autonomy e.g. respect, independence Relationships e.g. warmth, listening Participation e.g. belonging, ownership

17. Relationships� Emotional wellbeing at the heart of the process Warmth Belonging/ valuing Empathy/ respect/ genuineness Focus on positives Listening Fun, humour Zero tolerance of bullying, violence � also sarcasm, belittling

18. Clarity Clear aims, strategic plans Explicit expectations, rules, roles Firm boundaries Congruent policies Positive behaviour management Real life rewards and consequences

19. Participation� Teamwork by all Involvement, engagement, ownership Equity, inclusion Open and transparent/ shared goals, values, Diversity/ success for all/ range of learning styles Pupil voice Groupwork, peer learning

20. Autonomy Self determination/ independence Having control Personal responsibility Critical awareness and expression Choices, decision making, responsibility Self reflection

21. Getting the right balance� Clarity only = cold, rigid environment Relationships only = laissez faire Relationships + clarity + participation = coercion, brainwashing Relationships + participation + autonomy =confusing diversity Need all 4 features to balance The �right� balance changes over time, context etc

22. SEL for those with problems - universal approach is the vital base Less stigmatising Problems are widespread, on a continuum, connected Same processes which help everyone help those with problems � �more� not �different� Provides educated �critical mass� of people to help those with problems But also need targeted and early interventions

23. Effective work with special needs within the context of SEL Start early Intervene energetically Use small groups to supplement mainstream work Some schools using topic focused groups e.g. self esteem, anger management, behaviour recovery, open to all pupils Change of role for agencies - to support schools, not just withdraw pupils

24. Getting the balance right between�..? Basic provision for all Targeted at particular groups e.g. year 7 Small groups, for those with problems One to one for those with severe problems Effective involvement of outside agencies/ referral

25. Tailoring SEL e.g. to secondary schools Challenges Size � impersonality Subject rather than child focus Problem behaviour Exam orientation Assets Size � diversity Opportunities offered by subjects Greater range of staff strengths Links with world of work Student involvement

26. Tailoring � some tensions Too much tailoring � dilution, confusion Too much prescription � lack of ownership, depowerment

27. Monitoring and evaluating � current approaches

28. Monitoring and evaluating � good practice

29. Helping staff develop their capacities Integrate SEL with existing and new activities Take change slowly Embed into normal professional development e.g training, coaching, mentoring Encourage critical reflection, dissent Allow new staff/ideas to have an impact on school approach

30. Staff development- some tensions Centrality of modelling to the whole process � guilt? Dealing sense of overload Unease from some � �not out job, not my forte, is it brainwashing� etc Clarifying roles and expertise Need to involve all the SMT

31. Explicitly learning skills and values Vital part of the whole school picture Use methods of skills learning e.g. generalisation, coaching, feedback, modelling Empower, not coerce or manipulate Include attitudes, values Learnt through diverse methods and relevant examples

34. Emotional and social learning is central to education, and what it is to be fully human