Social and emotional aspects of learning (SEAL) programme in secondary schools : national evaluation
Year: 2010
Type: other
Abstract: SEAL is "a comprehensive, whole-school approach to promoting the social and emotional skills that underpin effective learning, positive behaviour, regular attendance, staff effectiveness and the emotional health and wellbeing of all who learn and work in schools" (DCSF, 2007, p.4).National Strategies report that it is currently being implemented in around 90% of primary schools and 70% of secondary schools.The aims of this national evaluation of secondary SEAL were to (a) assess the impact of secondary SEAL on a variety of outcomes for pupils, staff and schools, and (b) examine how schools implemented SEAL, with particular reference to the adoption of a whole-school approach. Research DesignOur research combined quantitative and qualitative inquiry.The former was utilised mainly to provide data pertaining to the impact of secondary SEAL, and the latter was used primarily to provide insights into the implementation process.For the quantitative component, 22 SEAL schools and a matched group of 19 comparison schools were recruited to take part in a quasi-experimental study.Pupils in Year 7 at the beginning of the academic year 2007/8 (N = 8, 630) were the target cohort.Key outcome data (e.g.pupils' social and emotional skills, mental health difficulties, pro-social behaviour and behaviour problems) was collected from the target cohort via self-report surveys on an annual basis: at the beginning of 2008 (Time 1 -baseline), at the beginning of 2009 (Time 2 -interim.NB: this wave of quantitative data collection was only used to inform our unpublished interim reporting) and finally at the beginning of 2010 (Time 3 -post-test).For the qualitative component, nine of the 22 SEAL schools from the quantitative impact strand were recruited to participate in longitudinal qualitative case studies.These case study schools were visited five times (roughly once per term) during the course of our fieldwork.Data collection in the case study schools comprised of observations of lessons and other contexts, interviews and/or focus groups with members of the school community (e.g.pupils, teachers, SEAL leads, head teachers, and LA staff) and analysis of school documents (e.g.SEAL self-evaluation forms, policy documents).After fieldwork had begun, the then DCSF requested that additional quantitative data be collected pertaining to pupil and staff perceptions of school climate, staff social and emotional skills, and pupil understanding, knowledge and involvement in SEAL.These additional quantitative measures were implemented in our nine longitudinal case study schools following the same timetable as described above for the quantitative impact strand.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1606942993