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Highlights * We tested a model of social-emotional learning in 9-12-year-olds to explore. * The direct effect of social-emotional competence on academic attainment. * The indirect effects through school connectedness and mental health difficulties. * We found that social-emotional competence did not predict academic attainment. * Mental health difficulties was the only statistically significant mediator.
We report on an effectiveness trial of a short, social-emotional intervention called "Going for Goals", developed as part of the primary social and emotional aspects of learning (SEAL) programme in England. Our aim was to investigate the impact of Going for Goals on childrens' social and emotional skills, behaviour and emotional well-being. The sample comprised 182 children (aged 6-11) attending 22 primary schools across England. Data were collected using child self-report, and parent- and teacher-informant report questionnaires in a pre-test-post-test control group design at the beginning of the intervention, at the end of the intervention, and at eight-week follow-up. One hundred and two children took part in the intervention, and 80 acted as a comparison group. Those who took part in the intervention attended weekly 45 minute small group sessions for eight weeks. Child self-report and teacher informant report data indicated that the intervention had a positive impact on the social and emotional skills of children selected for extra support. Teacher informant report data also indicated that the intervention was successful in reducing the behavioural and emotional difficulties of these children. Analysis of follow-up data suggested that the positive impacts had been sustained following the end of the intervention. Parental informant report data yielded null results. Our findings suggest that Going for Goals is successful in promoting social and emotional skills and reducing behavioural and emotional difficulties of children in need of extra support. However, future iterations may need to consider activities beyond the school setting in order to produce changes that are salient to parents. (Contains 3 notes, 12 tables, and 1 figure.)
The aim of this study was to build an implementation process model for social-emotional interventions. Case studies were conducted at five primary schools in England nominated as "lead practise" by their local authorities. Data collection comprised interviews with school staff, children and parents, observations of intervention sessions and other settings, and document analysis. Data were analysed using qualitative content analysis. In brief, the process model of Social and Emotional Aspects of Learning small group work indicates that successful implementation is dependent upon a range of factors, ranging from the skills and experience of the group facilitator to the availability of an appropriate physical space to conduct the sessions. Key aspects of the delivery of small group interventions included setting achievable targets for children, providing constant reinforcement of desirable behaviour, and providing opportunities for pupils to verbalise their emotional experiences. We discuss the implications of the model and make recommendations for future development in this area. (Contains 2 figures, 2 tables and 2 notes.)
This paper considers the role played by universal, school-based social and emotional learning (SEL) programmes in addressing the mental health needs of children and young people. Theory and research in the field are discussed. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England, a flagship National Strategy under the New Labour government whose outcomes were mixed. We examine the findings of the various evaluations of SEAL and consider what learning can be taken forward to inform future attempts to prevent emotional and behavioural problems in school settings. Recommendations include proper trialling of SEL initiatives before they are brought to scale, the use of research to inform and improve programme design, the need to temper expectations, and the importance of educating implementers about the importance of implementation quality.