SEAL

Social and Emotional Aspects of Learning (SEAL)

There are a number of ways schools can develop the social and emotional skills of pupils. However, within the UK the DCSF has particularly promoted social and emotional aspects of learning (SEAL) as the national voluntary programme designed to develop the social and emotional skills of all pupils through:

* using a whole-school approach to create a climate and conditions that promote the skills and allow these to be practised and consolidated

* direct and focused learning opportunities for whole classes, across the curriculum and outside formal lessons and as part of small group work

* using learning and teaching approaches that support pupils to learn social and emotional skills and consolidate those already learned

* continuing professional development (CPD) for the whole school staff.

Good social and emotional skills help pupils to, for example, make friendships, work in teams, solve problems, deal with conflict, manage strong feelings, to be calmer and optimistic, recover from setbacks, compete fairly, and respect others’ rights and value diversity.

The skills are in five groupings:

* self-awareness

* managing feelings

* empathy

* motivation

* social skills.

The SEAL programme acknowledges that schools will have a range of different approaches to the development of the social and emotional skills of pupils. These approaches will be influenced by the needs of pupils and the priorities of schools. The materials that support the SEAL programme, largely developed by the National Strategies, can be used in variety of ways to support the development of pupils. SEAL uses learning and teaching approaches that are familiar to teachers and provides examples embedded within the experience of children and young people. It is aligned with other National Curriculum materials and the National Curriculum programmes of study.

There is also specific guidance on social and emotional aspects of development (SEAD) for EYFS practitioners and a SEAD LA trainers’ handbook. These focus mainly on younger children in the EYFS (birth to 36 months), although may be of interest for those working with children up to the age of five.

Why are these skills important?

* SEAL promotes positive behaviour by progressively developing the underpinning skills and attitudes.

* SEAL helps children to recognise that bullying is wrong.

* SEAL promotes better school attendance through improving motivation and the enjoyment of school.

* SEAL helps overcome social and emotional barriers to learning and helps all children to be more effective learners.

* SEAL contributes to all the ECM outcomes.

* SEAL is increasingly contributing effectively to the delivery of the non-health aspects of the PSHE framework in primary schools.

* SEAL helps children and young people to be responsible citizens, helping to underpin Citizenship delivery.

Pupils benefit from the development of these skills and regular opportunities to practice them at school. Some pupils who have not had proper opportunities to learn these skills at home will derive particular benefit.

SEAL helps schools to create a safe and emotionally healthy school environment where pupils can learn effectively.

The role of parents — family SEAL

Parents’ role here is very important. Family Social SEAL is designed to make explicit links between the support parents and carers provide their children when they are developing social, emotional and behavioural skills and engaging in school-based work. Family SEAL is about collaboration and sharing ideas, with recognition and respect for the beliefs and values of the participants, while understanding that a child will need certain skills if he or she is to cope with the complexity of the social environment of the school. Family SEAL is one way of strengthening parental engagement as recommended by Sir Alan Steer in the concluding report of his review of pupil behaviour in April 2009.