Infrastructural support

Durlak and Dupree (2008) also discuss the importance of ‘technical assistance’ in programme implementation in the form of resources, training, emotional support and mechanisms for problem-solving (also discussed by Greenberg et al, 2005). The support group with other schools accessed by the SEAL Coordinator enabled her to

access this kind of technical assistance, and she was then able to support school staff with each of these aspects through regular meetings, of which problem-solving formed a key part.

The importance of involving parents has been discussed in previous studies, in order for parents to be able to support the skills their children are learning at school (Adi et al, 2007; Greenberg et al, 2005; Hallam et al, 2006; NICE, 2008). Clear themes emerged in this study relating to parents being informed about their child’s progress, involved and supported with their child’s learning, and having a high level of contact and collaboration with school staff. However, these themes did not specifically relate to SEAL, and this school had chosen not to use the SEAL resources for parents relating to each theme.

5.2.6 Mechanisms

This programme follows the recommended sequenced, active, focused and explicit (SAFE) features recommended by Durlak et al (2010) for effective skills training. Many of Greenberg et al’s (2005) strategies for effective programme delivery were also apparent within this school context (an audit is included in Appendix K, page 244).

Key mechanisms through which SEAL lessons are delivered in this school include: (a) explicit teaching of prosocial behaviour; (b) collaborative learning; and (c) use of a range of engaging media which are tailored to the group of children being taught.

These mechanisms have each been supported by previous research studies (Durlak et al, 2011; Humphrey et al, 2009; Rones and Hoagwood, 2000; Weare and Gray, 2003).

Durlak and Dupree (2008) discussed the issue of fidelity and suggested that some adaptation, whilst maintaining fidelity of the programme’s core components, could be beneficial in obtaining a good ecological fit with the setting. As discussed in

Programme Specification 7, in this school flexibility and adaptation to meet the needs of the pupils and the styles of the teachers was felt to be highly important in the success and sustainability of SEAL.

5.2.7 Outcomes

This study is supported by previous studies suggesting that SEL programmes can lead to: increases in prosocial behaviours (particularly at playtimes); calmer

classrooms and playgrounds; and improvements in social and emotional skills, pupil wellbeing, and academic performance (Durlak et al, 2011; Hallam et al, 2006).

Hallam et al (2006) found that staff were more aware of their responsibility as role models for pupils, were more confident in dealing with behavioural difficulties, and approached issues in a calmer and more positive manner. This study would support the finding that staff delivering SEAL are highly conscious of their role in modelling social and emotional skills for pupils, and one member of staff also indicated that she felt more able to deal with behavioural difficulties.

5.2.8 Summary

Overall, the findings of this case study are in line with findings of previous research studies. There was insufficient information collected in this study regarding the involvement of parents in SEAL, evaluation mechanisms in place, continued

professional development opportunities for staff, and the process of decision-making (including which stakeholders were involved in this), to be able to draw conclusions regarding their role in the success of SEAL in this school, although these factors have been identified in other studies to be important.

There were some aspects identified in this study which had not been drawn out of the research literature, suggesting that these aspects need to be the subject of future research studies. For example, the way in which staff viewed teaching social and emotional skills as part of their natural teacher role, and felt that this work had become ‘automatic’ and ‘second nature’ to them, and a part of all their teaching practice. Opportunities to integrate teaching of social and emotional skills into all aspects of the curriculum, and to promote reinforcement and generalisation of these skills were therefore maximised in this setting. The collaborative approach to

planning, with embedded mechanisms for staff to support each other with difficulties, to share ideas, and to further develop and update SEAL activities and resources, was particularly important in this study. This has also not been identified specifically in other SEL studies. The ‘no-shouting’ policy, the promotion of opportunities for ‘social time’ with staff, and the aspects of the physical environment identified which

promoted interaction, are also key factors identified which had not been highlighted particularly within the SEL literature.

One issue identified which needs to be further clarified through research is the

degree of fidelity that is important in order for SEAL to promote the best outcomes for children and young people. The crucial components of SEAL which must be

delivered with fidelity need to be clearly identified, and therefore the degree of adaptation and personalisation to the school context that can be facilitated.

Another issue which needs to be further clarified through research is the degree to which the school must be prepared to adapt and change its existing practices and structures in order to facilitate SEAL, because this may also be a key factor in determining the success of the programme.