Developing SEAL : what does the evidence say we need to do?

Professor Katherine WeareUniversities of Southampton and Exeter

skw @soton.ac.ukBridgendJuly 2011

Aims

Outline the origins and evidence for the key features and principles of SEAL

Explore what recent research adds to the picture

To clarify what actions you need to take as a result.

My role Health Promoting Schools in Europe: Mental Health

Reviewing evidence e.g. for UK Govt (‘what works”) and EU (Dataprev)

Helping design SEAL programmes

Advisory e.g. TaMHS, Early Intervention, WHO, Scottish Assembly

SEAL drew on international work from a range of interrelated perspectives….

SEAL drew onLong term work in LAs on SEL e.g.

Cumbria, Southampton, Bristol, BirminghamSuccessful whole school approaches e.g.

Healthy Schools, Anti-bullying, diversityEvaluated SEL programmes in UK e.g.

PATHS, Second Step, Incredible Years, Friends

Successful SEL work elsewhere e.g. Australia - resilient schools, Norway - bullying, US – conflict resolution, solving problems, emotional control, optimism

Secondary SEAL – on primary

Schools who opted for SEAL had a range of motives:To raise achievement/ continuous improvementTo support what the school does anyway but get

more explicit and coherent e.g. about skillsTo extend Healthy Schools and PSHE work on

emotional health and wellbeingTo address particular problems – staff or pupilsTo build staff confidence, staff skillsTo get out of special measures/ impress OfstedSecondary – to build on work in primary feeder

schools

Based on a new understanding of the role of social and emotional learning in schools

Traditional view For young children Responsibility of the

home/ health services For special needs/ those

with problems Trouble shooting/

prevention Bolt on extra/low status

activity Wishful thinking - an art

not a science

Modern view Everyone including adults Everywhere e.g. secondary

schools, workplaces All of us, including ‘without

problems’(?) Positives e.g. wellness, growth,

strengths, Central to life and educational

goals – learning, behaviour, relationships, career

Evidence based – it can work

Primary SEAL

Initially mainly curriculum based - 7 themes, 5 levels

1 lesson a week across whole primary school plus assemblies

Delivered how schools wish e.g. PSHE, circle time, literacy etc

Developed whole school guidance, work with parents – Family Seal, work for special needs – silver set

Secondary SEAL

Built on primary SEAL, international evidence, and pilot

Web basedWhole school approach from the

outset – school organisation, staff development, behaviour, parents etc

Using diverse models of implementation

Emphasis on staff developmentLearning materials for years 7-9 and

anti-bullying

Some key landmarks/ evidence What works in promoting emotional and social competence

University of Southampton (2004) – SEL can work, outline of principles, need for home grown approach

Evaluations of SEAL by Institute of Education, Ofsted NFER – SEAL popular with schools, modestly positive on hard outcomes

NICE reviews of primary, secondary, violence related, targeted (2009) principles generally endorsed, SEAL supported

Evaluation of secondary SEAL by University of Manchester (2010) disappointing on outcomes, need for high quality implementation

Evaluation of secondary SEAL by University of Sussex (2010) SEAL can work well – central importance of implementation and school ethos

Dataprev – EU review 2011 – SEL can work if done well, principles endorsed, need for high quality evaluation especially for whole school approaches

Overall findings of reviews Strong group of SEL interventionsFew adverse effectsPositive, and small to moderate

effects, overall (average 0.28) on all the areas reviewed

Some interventions sometimes have much stronger effects in some circumstances

Positive impact on academic learningEffects cannot be relied on – devil is

in the detail

Well designed interventions can impact on

Positive health and wellbeing:Mental health problems -

anxiety, depression, stressSocial and emotional skillsSocial behaviourTeacher retention,

performance and moraleAttendanceLearning

Recent summary of results of 207 SEL programmes in US:

11% improvement in achievement tests25% improvement in social and emotional skills10% decrease in classroom misbehaviour, anxiety

and depression

Social and emotional learning (SEL) and student benefitswww.casel.org/downloads/

EDC_CASELSELResearchBrief.pdf

Key ingredients of effective approaches

Sound theory and evidence based Whole school, integratedSupportive ethos and environment –

balance key featuresBalance universal, targeted,

indicatedDevelop skillsPartnerships with parents High quality implementationMonitoring and evaluationStrong leadership Effective staff development

The key principles/ ingredients of effective approaches

Sound theory and evidence

Evidence from neuroscience- 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

Brains pathways need social and emotional attachments to grow

Learning and performance of staff and pupils is improved by wellbeing

Stress is the enemy of rational thought

Chronic emotional problems make learning difficult

Unattached people find learning difficult

Ready to learn when we feel safe, valued

We think about/ process what we feel strongly about

Learn better when alert but relaxed and focused – flow

Helps staff feel motivated, and perform

Whole school approach with supportive school ethos

Physical environmentCommunityParentsOutside agencies

ManagementLeadershipPoliciesStaff

School climate and ethos

Skill developmentCurriculum andMethodsPupil supportPupil involvement

• More is better, so long as it is coordinated and coherent

The whole school environment

Create balanced environments and ethos

Relationships e.g. warmth, listening, respect

Clarity e.g. rules and boundaries

Participation e.g. belonging, bonding, ownership

Autonomy e.g. independence, critical thinking

CARP?

Relationships…

WarmthSense of connectedness,

belonging, valuing RespectEmpathyFocus on positives e.g.

behaviour managementListeningLearning social skills,

cooperationFun, humour

Participation

Involvement, engagement, ownership

Openness and transparencyDiversity/ success for allBottom up’ approachShared goals, values, powerGroupwork, teamworkPeer learningLearning stylesPupil voice Partnerships e.g. parents,

community, agencies

Clarity– clear, explicit, positive….

Values and aimsGoals - measurableBoundaries, rulesCongruenceConsistency e.g. rewards and consequencesRoles and responsibilitiesStandards and expectationsSense of safety

AutonomySelf determinationQuestioningIndependenceHaving controlPersonal responsibilityIndependent thinkingCritical awareness including staffReal choices, decision making,

responsibilityInvolve pupils e.g. in management

of their behaviour and learning

Balance universal, targeted, indicated

Get right balance

Universal – for allTargeted – at risk

interventionsIndicated – one to one

for severe problems

Universal approach more helpful for those with problems than targeted alone

Less stigmatisingProblems are widespread, on a

continuum, connectedSame processes which help

everyone help those with problems – ‘more’ not ‘different’

Provides educated ‘critical mass’ of people to help those with problems

Targeting - start early and keep goingBrief interventions can sometimes

work with mild problems -but most take time

Target the youngest/ address earlySpiral approach/ booster sessions Integrate with whole school Use small groups and one to one Beware using groups with same

problem, especially bullyingUse experts to support in-school

work, not just withdraw pupilsStrong parental involvement

Specific mental health issuesSelf esteem – tough to influence, best if focused onDepression – also tough, associated problems

make it complicated. Long term, CBT/Social Skills indicated.

Anxiety, stress, easier to influence with medium term interventions using mixed methods e.g. relaxation, CBT, meditation, body work

Conduct disorder – short term can work, long term is better, training teachers to be less negative helps

Bullying – whole school work, with bullies, victims and bystanders

Universal suicide prevention - unwise

Some generally effective targeted approaches

Long term programmes on social and emotional skills – reinforced in all interactions with children

CBTConflict resolution programmesPlay based approachesNurture groupsParenting programmes

Skills and the curriculum

What are the skills are we trying to develop in students and staff?

Self understandingUnderstanding and

managing the emotions

MotivationSocial skillsEmpathy

Learning skills Learning outcomes clear and

explicit through school dayUnderpins all teaching and

learning Includes peer work Sensitive to differences e.g.

cultures, learning styles, stage Empowers - not coercive or

manipulativeUse the key methods of skills

learning e.g. generalisation, coaching, feedback, modelling

Monitored to improve learning, not label the student

Student supportTutorials Counselling and guidanceCareers

Myriad opportunities for learning...

Staff developmentCoachingModelling

Out of classroome.g. sports, trips, visits, student council, work experience

Learning and teaching, thinking

skills

The curriculumSubjectsPSHCECircle time

Methods

Active, varied, experientialGroupworkPeer approachesUse identification/practice/generalisationUse coaching, feedback, mentoringStructured lessons, scaffolding etcModelling

Working with parents

Share the goals Involve parents in delivering the

programmeRecognise parental concerns and

anxieties e.g. about language, stigma, their own difficulties

Normalise -include wellbeing in home/school literature e.g. contracts, postcards home, parents evening discussions

Use variety of outreach methods – meetings, leaflets etc

Integrate it into events parents come to anyway e.g. plays, concerts

Parenting programmes – teach skills

High quality implementation

Explicit: focused directly on desired outcomes

Well defined, specific and measurable goals

Explicit guidelines, possibly manualised

Thorough training and quality control

Ongoing support for staffComplete and accurate

implementationConsistent, comprehensive

coherent, coordinated, congruentSuccess monitored

High quality implementation

Monitoring and evaluation Built into the implementation cycle

Use tailored measures e.g. inventories and questionnaires of skills, values, opinions

Assessment of whole school ethos

Ask all involved, staff, students, parents

Use existing data e.g. attendance, incidents, academic results

Qualitative approach, e.g. interviews, discussions

Use same tools across schools for comparison

Founded on sound leadership and staff development

Key challenge – motivating self, and staff

“What has this got to do with education”?

“Too many other initiatives”

“Our results are good- why do we need it?

“Job of parents- not us”“We are doing it already”“Its not proven”Lack of skillsUncomfortable, threatenedPersonal stress

Address the wellbeing of staffListened toRespectedGiven autonomy and

choiceHelp with own stress

levelsTake change slowlyIntegrate the new with

normal activityTime to develop own

skills

Effective leadership for SEAL

Strong and involved lead from the topClear, focused, explicitClear specification of responsibilitiesClear what is different from what went

before, and whyLinked with concerns of your staff Integrated with normal staff developmentTaken slowly and with sense of ownershipAllow criticism

How far are you looking after your own wellbeing?

Time for selfAllowing yourself to be

human and make mistakes

Seeking as well as giving support

Stress reductionWork- leisure balance

Social and emotional learning is central to good education