An Evaluation of the Social and Emotional Aspects of Learning (SEAL) Programme: Promoting Positive Behaviour, Effective Learning and Well-Being in Primary School Children

Autor/in	Hallam, Susan
Titel	An Evaluation of the Social and Emotional Aspects of Learning (SEAL) Programme: Promoting Positive Behaviour, Effective Learning and Well-Being in Primary School Children
Quelle	In: Oxford Review of Education, 35 (2009) 3, S.313-330 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Student Attitudes; Questionnaires; Interviews; Program Effectiveness; Teaching Assistants; Emotional Development; Social Development; Foreign Countries; Bullying; Elementary School Students; Well Being; Child Behavior; Teacher Student Relationship; Age; Gender Differences; Program Evaluation; Teacher Attitudes; Administrator Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Gefühlsbildung; Soziale Entwicklung; Ausland; Mobbing; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Alter; Lebensalter; Geschlechterkonflikt; Programme evaluation; Programmevaluation; Lehrerverhalten; Großbritannien
Abstract	The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the evaluation of the pilot programme included pre- and post-intervention questionnaires for Key Stage (KS)1 and KS2 children in 172 schools, questionnaires for teachers, teaching assistants and head teachers in 29 schools and interviews with school staff and pupils in 13 schools. Of the school staff, 90% agreed that the programme had been at least relatively successful overall. All responding headteachers, 87% of teachers and 96% of non-teaching staff agreed that the programme promoted the emotional well-being of children, while 82% of teachers agreed that it increased pupils' ability to control emotions such as anger. Only 48% of teachers agreed that it reduced bullying, although this rose to 74% of non-teaching staff--suggesting that there was a greater impact on playground as opposed to classroom behaviour in this respect. The interview data indicated that the programme had increased staff understanding of the social and emotional aspects of learning and helped them to better understand their pupils, which changed their behaviour, enhanced their confidence in their interactions with pupils, and led them to approach behaviour incidents in a more thoughtful way. Analysis of the responses to the children's questionnaires revealed a range of complex relationships between age, gender, questionnaire responses made prior to the pilot, and school factors which made conclusive interpretation of the data problematic. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10