SEAL Coordinator

Inclusion Development Programme

Deborah Michel investigates a new web-based staff-development resource to support children and young people with behavioural, social and emotional difficulties

Developing programmes to support the emotional well-being of teenage boys: part 2

Part one of this e-bulletin focused on why it is important to focus on the development of boys’ emotional literacy , while in this issue Tina Rae focuses upon some general group approaches to ensure the inclusion of boys and young men within such programmes of support

Developing programmes to support the emotional well-being of teenage boys

Tina Rae considers the unique and often troublesome position of boys within today’s complex society, and the need to promote their emotional literacy within the learning context. Next issue will provide some practical ideas as to how to promote their emotional literacy

Supporting the emotional well-being of teenage girls

Unfortunately, in the move through adolescence towards adulthood, many teenage girls encounter significant difficulties in terms of loss of self-esteem and identity. This ebulletin focuses on how to develop effective programmes to support and maintain the emotional well-being of teenage girls

Developing social and emotional skills in early years

It is essential that children’s social and emotional skills are nurtured and taught as early as possible, in order to give them the best chance of developing healthy emotional and social intelligence later on. Tina Rae offers programme ideas and explains how you can measure progress

Using motivational interviewing techniques to promote behaviour change

Tina Rae discusses how to use the technique of motivational interviewing (MI) to trigger behaviour change in students. MI accepts that students may not always be ready or willing to modify their behaviour, so focuses on exploring ambivalence before change

Creating support systems to promote staff well-being

The best way to protect and improve pupil wellbeing at your school is to create support systems to promote staff well-being, says Tina Rae. Having emotionally literate teachers is vital when working with students at risk of developing emotional problems

Helping students to manage stress

Defining stress is quite a difficult and complex process as it can mean different things to different people. Here, Tina Rae gives advice on how to recognise stress in your students, as well as detailing practical approaches at tackling it

A quick roundup of the main political parties’ school manifesto points

What do the four main parties (Labour, Conservative, Liberal Democrat and Green) have to say about education?

Developing approaches to manage self-harming behaviours

In this edition we consider self-harm and discuss what teachers can do to help young people who are vulnerable to self-harm

The key to motivating students

The focus of this SEAL-focused e-bulletin is motivation; specifically, how to engage with students who appear disengaged and less resilient within the learning context. Tina Rae reminds practitioners that motivation is a two-way process between the teacher and the student, and offers strategy ideas for improving it through communication to raise self-esteem

Solution-focused brief therapy (SFBT): helping students solve their own emotional problems

In this third e-bulletin, Tina Rae considers the use of solution-focused brief therapy (SFBT), which encouragestudents to consider how positive change can be brought about via the principles of 'solution building' as opposed to 'problem solving'

Cognitive behaviour therapy (CBT) to promote SEAL

How to use cognitive behaviour therapy (CBT) approaches with young people to promote positive thinking, feeling and behaviour

Building self esteem in students

Practical strategies and ideas for supporting pastoral and curriculum leaders and SEAL co-ordinators. This first issue discusses different types of self-esteem, and how to focus on preventing students from engaging in a negative learning cycle

Primary Assemblies for the Global Dimension

Author: Gerald Haigh and Jane West

Primary Assemblies for the Global Dimension provides 40 primary school assemblies to add value to your school curriculum by bringing in the added aspect of global dimension

Strengthening transition and transfer between schools with classroom dialogue

The transition between schools can be hard. Julie Roberts describes how an action research project on classroom dialogue has been used to explore and overcome some of the barriers to learning across the transition from KS2-3

How to teach boys through play

Boys and girls learn differently, as Steve Mynard discovered first hand when teaching five-year-old children. Here he explains how equal opportunities in school can be achieved by acknowledging gender differences in school

Gender differences in school: implications for education

Steve Mynard considers gender differences in schools by looking at the social, emotional, intellectual and physical contrasts to bear in mind when teaching boys and girls. He explains we may need to treat them differently in order to give equal opportunities in school to both sexes

Emotional literacy in teenage boys: raising achievement

Fostering emotional literacy in teenage boys is that aim of the programme developed by educational psychologist Tina Rae and SENCo Lisa Pedersen. Here they describe it

Raising boys' achievement: starting at early years

What are the social, emotional, intellectual and physical differences between early years boys and girls, and how does this affect their attainment in school? Reception teacher Steve Mynard discusses boys' attainment and SEAL

Working cooperatively: educational professionals in the classroom

School classrooms no longer host one adult and a group of pupils - there are often a team of educational professionals working together, which can have detrimental affects on behaviour. This article offers practical advice and strategies to help all adults working in the classroom to be more effective in their management of behaviour

Developing pupils' social skills to improve behaviour

This article on social skills concludes Behaviour Matters' series on how implementing the social and emotional aspects of learning (SEAL) initiative can have a positive effect on pupil behaviour

How to develop independent student learning

Does combining SEAL, Philosophy for Children (P4C) and thinking skills seem like a recipe for effective independent student learning? If so, read Kate Mawer's description of William Parker School's curriculum development for Year 7s

Develop your pupils' empathy skills

Developing your pupils' empathy can be an effective way to improve their behaviour. Dave Stott discusses, offering practical tips

Motivate pupils for better behaviour

How can teachers motivate their pupils to improve their behaviour? Dave Stott continues the SEAL approach to improving classroom behaviour, offering practical tips

Tips for pupils on how to manage their feelings

Effective anger management techniques for pupils can be led by their teacher. This Behaviour Matters continues to look at how SEAL can have a direct link to improving behaviour

Linking self-awareness to improved behaviour

How can pupils' self-awareness, one of the principal domains of the social and emotional aspects of learning (SEAL) initiative, contribute to improving their behaviour? Dave Stott explains

Social and Emotional Learning Update

Author: Edited by Deborah Michel

For regular and up-to-date information on social and emotional aspects of learning (SEAL), our newsletter Social and Emotional Learning Update can provide you with what you need, whether you have a primary or a secondary SEAL focus

A qualification for life skills development

Do your pupils struggle to reap the benefits of GCSEs? Would your school benefit from courses which reward your students' personal effectiveness and social skills? Bedminster Down School in Bristol feels that it did

Using ASDAN to reward PSHE

The ASDAN curriculum offers pupils a unique opportunity to achieve recognition for personal and social development skills. Chief Executive Roger White charts the development and benefits of this curriculum framework and explains why it is as relevant today as when it started

SEAL: focusing on internal validation

Working with SEAL we try to value people for who they are, not what they've done. That means we need to focus on internal validation, not just on external achievements says Julie Leoni

Being aware of insecurity and social anxiety

Paying attention to pupils' insecurities and social anxieties is very important, argues Robin Banerjee, lecturer at the University of Sussex

Focusing on relationships in schools

Schools need to be redesigned with a focus on relationships in order to raise achievement, says policy adviser Charles Leadbeater

Shaping an emotionally literate school environment

A school environment of confidence and respect can raise achievement and emotional literacy. Hazel Pulley, headteacher of Caldecote Community Primary School in Leicester, discusses how she did this in an amalgamated school

Improving social skills using sport

Social skills such as teamwork can be effectively demonstrated and taught using sport. Jody Specht discusses this cross-curricular method

Positive Thinking: Celebrating success and achievement

This SEAL activity for key stage 3 encourages students to celebrate success and achievement

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SEAL: teaching adults as well as children

Emotional literacy is a skill much more innate in children than in adults. This means that, when teaching SEAL, we need to be in touch with our own emotions and needs, explains emotional literacy coordinator Julie Leoni

Promoting students' happiness

Teaching children to pursue happiness can have real effects. Director of SEN service Dr Ruth MacConville writes about the happiness curriculum she developed in the London Borough of Ealing

Linking personal and social development to curriculum aims

What is the role of personal and social development, or PSHE, in delivering national outcomes for children and young people? Marilyn Tew, chair of NSCoPSE discusses

Student happiness resource: what works well for them?

This free SEAL resource aims to help students with emotional learning by introducing them to the "Happiness Curriculum"

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Education employment law: statutory leave and pay entitlements

Do you know your way around educational employment law? Does your school's pay and remuneration package meet or exceed minimum standards? Tamara Ludlow gives a legal overview of essential information for both leadership teams and staff

Your positive moments in SEAL

We've been collecting your stories about the inspiring and encouraging experiences you’ve had at work during 2008. Here is a collection of the SEAL themed responses you sent to the question, What has been your most positive experience at work this year?

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