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Wood, P (2022) The interpretation and use of social and emotional learning in British primary schools. International Journal of Inclusive Education. pp. 1-17. ISSN 1360-3116
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The Interpretation and Use of Social and Emotional Learning in British Primary Schools.pdf - Published Version Available under License Creative Commons Attribution. Download (1MB) | Preview |
Abstract
The promotion of social and emotional well-being and positive mental-health has become a key focus for governments across the world, with schools seen as prime locations to facilitate improvements in these areas for children. In response, schools have implemented a wide ranging package of support designed to target well-being and mental health, including ‘Social and Emotional Learning’ (SEL). Although research points to complexities with the implementation of SEL, little is known about the influences behind how it is interpreted by schools and their staff. This paper, drawing on data from 24 individual interviews and 10 focus groups with staff members working across primary schools located in North West England, offers insights into this research gap. The main finding of the study is that individual staff members framed, enacted and valued social, emotional and behavioural work in response to their own roles and working environment, and that schools utilised SEL in light of their own specific needs and priorities. Main conclusions for policy and practice are that ‘emotions’ should be prioritised as the basis of schooling to establish and maintain an ethos where SEL is valued and utilised effectively.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | Education; 1303 Specialist Studies in Education; 1608 Sociology |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Education |
| Publisher: | Taylor & Francis |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 29 Jul 2022 12:33 |
| Last Modified: | 29 Jul 2022 12:45 |
| DOI or ID number: | 10.1080/13603116.2022.2088870 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/17297 |
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