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
What can be achieved by SEAL over three years? Educational psychologist Cate Summers takes a look at results in the London Borough of Westminster
What does the Children's Plan have to say about shaping up a more emotionally literate education system?
Is the pressure of school life too much for young children? Roger Smith investigates
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
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
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
Susannah Temple uses concepts from transactional analysis to highlight an important psychological issue for teachers in developing their own identity as effective practitioners
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
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
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
Elizabeth Jarman looks at the impact of the physical learning environment on young children’s speaking and listening skills
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
SEELS (School Emotional Environment for Learning Survey) is a valuable tool to help schools build a more emotionally literate ethos through SEAL
Raising Achievement Update summarises the useful learning that emerged from the secondary pilot of the Social and Emotional Aspects of Learning programme
