Social and Emotional Aspects of Learning

Bill Moore describes a project that brought together Philosophy for Children and SEAL to improve learning

An innovative project brought together vulnerable young people with learners from mainstream schools and the University of East Anglia. Dugald Ferguson reports

It is vital that staff receive the training they need to teach SEAL effectively. Julie Casey describes how she helped schools in one LA to develop a SEAL CPD programme

High-achieving Park View Community School has placed SEAL at the centre of its approach to the curriculum and pastoral system. Kim Cowie explains

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

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

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

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

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

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

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

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'

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

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

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

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

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

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

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

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

Supporting every child is an important concept in EYFS effective practice, and is explored within a range of practical ideas which underpin the information in the Early Years Foundation Stage Principles into Practice cards

During this term we are focusing on aspects of school improvement that can be improved with a ‘spring clean’ (see Issue 10). In this edition it’s time for a spring clean of the indoor and outdoor environments to promote life skills

This assembly by Brian Radcliffe invites students to consider what it means to be generous in tough financial times. Reference points are The Sunday Times Rich List and the Channel 4 programme The Secret Millionaire

This assembly for primary school children introduces them to ideas about schools and education in other countries and cultures

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

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

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

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

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

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

Improvement in PE and sport can have cross curricular benefits across a pupil's school career. Lisa Symonds looks at how a rejuvenated look at sport had a positive impact on SEN and G&T students, as well as on PSHE and self-confidence, at three schools across the UK

Author: Marie Huxtable, Rosalind Hurford & Joy Mounter

Creative and Philosophical Thinking in Primary Schools shows how creative and philosophical thinking can be developed in the everyday classroom. This practical book helps you find better ways to help your children grow educationally

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

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

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

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

Building links between a child's school and home is an excellent way to approach their behaviour and emotional literacy, says Virginia Robinson

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

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

Author: Linda Bell

Peer Support in the Primary Playground is designed to support you in training the pupils in your school to support their peers during playground problems using conflict resolution and problem-solving approaches

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

Author: Tony Pryce

Positive Thinking aims to encourage and inspire positive teaching and learning. A SEAL teaching resource, it explains the benefits of a positive approach to educational thinking and outlines relevant activites

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

The Life Project provides transformational tools and practical skills to parents, educators and teens in the areas of life, work and relationships. Erica Sosna, director of The Life Project, describes three of the facilitated exploration techiniques they use

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

The protection of older young people, particularly from the ages 16 to 18, can be overlooked. One serious case review of the suicide of a 16-year-old girl highlights the issues involved, explains Jenni Whitehead

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

A resource developed by ECPAT UK raises pupil's awareness of child trafficking and invites them to make an informed decision about joining a campaign