Social and Emotional Aspects of Learning

Some participants in a phone-in programme about the roll-out of SEAL thought that happiness could not or should not be taught, and that it was simply a question of 'common sense'. Emotional literacy coordinator Julie Leoni explains why she disagrees

If you thought that Circle Time was just for children, think again! Jenny Mosley explains why the Whole School Quality Circle Time Model focuses first on enhancing the mental health of the adults read more

A recent Ofsted survey of 28 good or outstanding PRUs sought to identify what contributes to effective practice. It also reveals some of the barriers to it, including insufficient data from schools and LAs and inadequate decisions about long-term placement read more

Elizabeth Jarman looks at the impact of the physical learning environment on young children’s speaking and listening skills read more

Michael Fielding, professor at London’s Institute of Education, argues that we need to think a lot harder about what we mean by personalised learning if current developments are to engage people actively in their learning

Principal Ian Johnson describes how an extended school day and a high level of community involvement are central to the strategy for raising achievement at The Marlowe Academy in Ramsgate read more

Raising Achievement Update summarises the useful learning that emerged from the secondary pilot of the Social and Emotional Aspects of Learning programme read more

SEELS (School Emotional Environment for Learning Survey) is a valuable tool to help schools build a more emotionally literate ethos through SEAL read more

Waiting for the birth of her second baby boy, drama teacher and head of emotional literacy Julie Leoni reflects on the difference between teacher time and mummy time read more

A study conducted by Pam Qualter and her colleagues at the University of Lancashire explores the role of emotional intelligence in supporting students as they move to secondary school

Juliet Neil-Hall discusses the importantance of attachment and meeting the emotional needs of young children and their parents

Annie Beaumont says that honesty, respect and trust are the foundations for getting on together read more

Raising Achievement Update looks at what the eight school case studies included in the secondary SEAL resources had to say about how schools can shape an emotionally literate ethos read more

Raising Achievement Update looks at a book that describes practical ways of meeting the challenges of implementing circle time in secondary schools and why it can be so valuable read more

Julie Leoni, head of emotional literacy at the Marches School in Shropshire, found her thoughts about attachment and trust challenged by the experience of acting as a support for a girl giving policy testimony about being sexually abused

How can we help young people deal better with the losses they experience? Secondary drama teacher and SEAL coordinator Julie Leoni reflects on her own experiences read more

Yeading Junior in Hayes has evolved its strategy for putting emotional health and wellbeing at the centre of the curriculum. Headteacher Carole Jones describes how

It will take understanding and patience to shape a situation where all schools focus as much on wellbeing as on attainment argues Colleen McLaughlin, a senior lecturer at the Faculty of Education in Cambridge read more

Evidence is emerging in Scotland that links secondary school pupils’ progress and emotional intelligence to the use of philosophical enquiry as a learning approach in primary schools. read more

In this month’s in-depth focus Anne De A’Echevarria talks about the Thinking Through School approach to learning-focused innovation. She describes the model and, using examples, explores successful implementation in schools and how the impact can be seen to be more than school-wide

What happens when your child AND your partner are both at home sick? Secondary drama teacher Julie Leoni discusses the issues raised by her experiences read more

Sue Roffey describes her way of thinking about how to relate more deeply with students in the classroom

This is what secondary drama teacher Julie Leoni and Bristol Learning Initiative director James Wetz said at a recent Antidote conference about the emotional factors that need addressing if we are to close the achievement gap. read more

Using attachment theory, educational therapist Heather Geddes elaborates on James Wetz’s idea that behaviour is a form of communication about social and emotional experience that we need to understand before we decide how we are going to intervene. read more

A learning partner can help you influence your organisation to move in a more emotionally literate direction, as Peter Sharp, director of learning for MouchelParkman, explains read more

James Park reflects on the progress of personal, social and health education in education today

Unfortunately a large percentage of children have direct experience with divorce. Nikki Parker advises on how to help children young people cope with divorce and similar family disruptions

Bob Jelley argues that success is essential since, for many youngsters, a teacher may be one of the most significant male role models in their lives. read more

Psychologist Sylvia Clare discusses the importance of physical touch in helping children and young people reconnect to learning.

Antidote director James Park and development director Marilyn Tew describe the challenge that schools face if they are to address a decline in student wellbeing between Years 5 and 10

Drawing on his personal and professional experiences, Mark Prever highlights how important it is for schools to actively seek ways to enhance the emotional wellbeing of their pupils. He also makes the case for pupils to have an entitlement to counselling

In a second extract from his book, psychologist Steve Killick describes two approaches to engaging young people in problem-solving conversations. read more

Counselling is often touted as a solution to challenging behaviour and as a way of meeting needs that are beyond the scope of a school’s pastoral care mechanisms. But is it? Adrian King, independent health education consultant and qualified counsellor looks at what it can realistically deliver. read more

Claire Maxwell and Ian Warwick highlight some ways in which student mental health is being addressed in colleges of further education

Secondary drama teacher Julie Leoni writes about how she teaches through the darkest days of winter read more

In an edited excerpt from his new book, clinical psychologist Steve Killick writes about the importance of listening to young people. read more

Graham Haydon argues that we must go beyond vague references to values. read more

Former headteacher Tim Small, a member of of ViTaL Partnerships, introduces some excerpts from his colleague Ruth Deakin Crick’s new book on learning power and the effective lifelong learning inventory (ELLI)

Jenny Fox Eades writes about the Celebrating Strengths project, which uses the Christmas story to explore emotions around hope and spirituality

A new programme from the charity Samaritans links in with current initiatives to create an emotionally healthy culture in schools. read more

A lot more effort needs to go into developing young people’s emotional and social skills, writes behaviour adviser Amanda Whitehead read more

In the first episode of her diary, drama teacher Julie Leoni writes about reconciling her emotional literacy programme with the school’s focus on targets and achievement. read more

In the first of two articles, Jenni Whitehead explores present understanding and research on how abuse experienced in childhood affects the child’s developing brain function and how this in turn affects learning

Susannah Temple, Giles Barrow, Julie Leoni and Trudi Newton describe how teachers can use the principles of transactional analysis (TA) to build relationships that stimulate learning. read more

Teacher and group facilitator Celia Baly describes the challenge of getting out of the way so that children and young people can talk about how emotions affect their experience. read more

Judith Harwood, senior regional adviser for the primary and secondary strategy, describes what one school has been learning from its involvement in the Social, Emotional and Behavioural Skills (SEBS) pilot. read more

Heather Clapp, until recently a behaviour and attendance adviser in Gloucestershire, presents thoughts and reflections on one authority’s experiences of engaging with the pilot programme for Social, Emotional and Behavioural Skills (SEBS)

Toby Wood and Nick Guest describe how they have encouraged implementation of the SEAL materials in Peterborough primary schools.

Programme director Claire Finka writes about how the Sheffield-based Juniper programme helps children find a way to cope with stress. read more

James Park, director of Antidote, explains the benefits for everyone in creating and leading an emotionally literate school and shows how it can be done. read more