How to weave Social and Emotional Learning skills into everyday teaching habits

Sam, a Year 5 teacher, has noticed that many pupils in his class are struggling to regulate their emotions. They struggle to navigate relationships and are easily distracted in lessons.

The constant low-level disruption this creates is causing Sam a great deal of stress – he’s at the point now that it’s making him wonder whether teaching is for him.

Sam recognises the impact teaching Social and Emotional Learning (SEL) skills can have on primary school pupil behaviour, wellbeing, mental health, and their academic attainment. He wants to do more but is struggling to work out where it might fit within an already crammed timetable.

Evidence from the EEF’s guidance report ​“Improving Social and Emotional Learning in primary schools” shows that Sam is not alone in identifying time as a barrier to making time for SEL: 71% of schools reported time being the number one reason why it is sparsely taught in their setting. Of course, social and emotional learning interacts with behaviour and classroom routines, so we need to be clear with teachers like Sam what SEL is – and what it isn’t – in concrete terms.