SEAL Coordinator

What role does emotional intelligence play in children's learning, and how can teachers use it to improve pupil's behaviour?

Emotional literacy coordinator Julie Leoni pays tribute to a late colleague, and reflects on what she learned from her about emotionally literate leadership

This illustrated worksheet will encourage students to recognise, record and communicate the different types of feelings they experience. This will help embed emotional literacy into day-to-day learning

This resource will help develop students' understanding of stereotyping and the consequences and impact it can have on the people involved

Pupils with low self-esteem may feel isolated, especially if they are not given the support they need to reach their full potential. This resource will help you spot the signs of low self-esteem and suggests some support strategies

Happy slapping is a fad among teenagers and older children. An unsuspecting victim is assaulted, and this is recorded by the attacker's accomplice(s). This resource focuses on the serious implications of such violent behaviour and will help to ensure that pupils are aware of the damage it can cause, as well as the consequences

Life is full of ups and downs. Being able to identify and rationalise serious issues can contribute towards pupils' wellbeing and improve their outlook on life

Author: Brian Radcliffe

Secondary Assemblies for SEAL is a collection of 40 original secondary assemblies designed to tackle the five priority outcomes outlined in the secondary SEAL programme. These SEAL assemblies about inspirational people will support your commitment to enforcing emotional learning in secondary schools

Exploring the instinct of panic with your students touches on both SEAL and PSHE issues. This assembly looks at the emotion within the context of national fuel crises

Louise Coigley enhances and develops the communication of SEN children and adults through inclusive storytelling. Michael Jones describes seeing her in action

Crispin Andrews speaks to practitioners in order to examine the challenges and the opportunities for pupils with SEBD in PE

Counselling services need to be made a normal part of school provision, as new research into UK school counselling shows

The responsibility of SEAL and the development of emotional intelligence ultimately lies with the school, argues headteacher Neil Berry, and can have a real impact on school improvement read more

What does the Children's Plan have to say about shaping up a more emotionally literate education system? read more

What can be achieved by SEAL over three years? Educational psychologist Cate Summers takes a look at results in the London Borough of Westminster read more

Julie Leoni, emotional literacy coordinator at The Marches School, explores how we help young people to understand the difference between aggressive power and positive power

Working in a multi-agency environment to positively engage targeted young people, Paul Rogers explains why no two days are ever the same

Primary learning mentor Ayub Malik explains why he is proud to be working with children experiencing barriers to learning

Starting and changing schools are big transitions. Former headteacher Lynn Cousins shares advice on handling these and less common times of change that children experience read more

Is the pressure of school life too much for young children? Roger Smith investigates

Julie Leoni, emotional literacy coordinator at the Marches School in Shropshire, reflects on the need for teachers to take risks if they are to encourage creative risk-taking in their students

Do G&T children have more than their fair share of social-emotional difficulties? Kalliope Emmanouilidou looks into the research and challenges some stereotypical views

The happiness programme at Wellington College in Berkshire is described by Anthony Seldon, the master, Ian Morris, head of philosophy, and two Year 12 students

Susannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners

Three years after they first started practising Philosophy for Children, Year 6 children, one parent and two of their teachers recorded what the experience had meant for them. We publish below an edited excerpt from the resulting DVD read more

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

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

Some people think that children under five are too young to express opinions, but Sara Bryson and her colleagues found ways of ensuring that babies and children were at the heart of the decision-making process 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

Educational psychologist Alan McLean summarises his model for understanding how teachers can motivate their students

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

A school’s approach to internal disputes is a test of its commitment to justice, equity and peace. Jeremy Cunningham shows how schools can ensure 'just' disciplinary procedures, which are compatible with Human Rights Act, ECM and the Healthy Schools Standard, and can be applied across the school

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

In an extract from his book, Making School Work, headteacher Andy Buck describes how he views the challenge of shaping a climate for learning at Jo Richardson Community School

Christine Fanthome outlines practical strategies for students to aid examination success read more

Graham Haydon responds to the prominence of wellbeing in the news

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

Staff soon discovered that it was more than just a ‘learning to learn’ scheme. Liz Solomon describes the challenges and insights gained from trialling Thinking Through School. read more

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