Pupils’ inability to regulate their emotions or maintain positive interactions with peers can result in disruption to learning. Evidence suggests that when implemented well, SEL strategies can have positive impacts on a range of outcomes, including attitudes, behaviours, and relationships with peers.
The Collaborative for Academic, Social and Emotional Learning (CASEL) identify some core skills that lie at the heart of SEL. Investing time in building staff knowledge of these so that they can develop their pupils’ SEL skills could contribute to more positive learning behaviours within classrooms.
The fifth recommendation from the EEF’s Improving Social and Emotional Learning in Primary Schools guidance report raises the important role whole school routines have in reinforcing SEL skills. Small tweaks to assemblies, start and end of day routines, and existing school-wide communication systems all offer up the opportunity to re-enforce SEL skills.
