Institutional setting

Five particularly relevant aspects of the institutional setting will be discussed in relation to the research literature: staff knowledge and support; programme implementation; ethos; behaviour management; and provision of a nurturing environment promoting pupil wellbeing and independence.

5.2.4.1 Staff knowledge and support

Commitment and involvement of the senior leadership team in managing

implementation was an important contextual factor identified which is supported by other studies (Durlak and Dupree, 2008; Hallam et al, 2006). The existence of a designated coordinator has also been identified in other studies as an important factor in successful implementation (Greenberg et al, 2005; Hallam et al, 2006).

Durlak and Dupree (2008) also refer to support by management and supervisors as important in programme delivery. In this study, the support that was most valued appeared to be collaborative support from each other, and staff were very much perceived as a ‘team’ supporting each other in a non-hierarchical manner. The collaborative planning and sharing of ideas was an important mechanism identified, and is in line with Greenberg et al’s findings (2005).

Hallam et al (2006) discuss the importance of staff having sufficient time to develop their understanding of the conceptual basis of the programme, and to plan how SEAL should be implemented. Humphrey et al (2009) also refer to the importance of ground work and preparation of resources for SEAL small group interventions. In this study, these factors were particularly relevant for the managers in this study, for whom ‘space to reflect’ and time to establish a clear structure and curriculum for SEAL were important.

5.2.4.2 Programme implementation

This school adopted a universal and holistic whole-school approach to implementing SEAL, which is an approach supported by many other research studies (Hallam et al, 2006; NICE, 2008; Weare and Gray, 2003; Wells et al, 2003). A long-term

developmental approach was taken, with a focus on SEAL topics over a period of time such as a term, within a spiral curriculum so that children can fully engage with the issues. This model is also supported by evidence from studies investigating

programmes promoting positive mental health and social and emotional skills (Adi et al, 2007; Hallam et al, 2006; Weare and Gray, 2003).

Integration of a curriculum for the development of social and emotional skills across the whole school curriculum (cross-curricular integration) has also been supported by review studies (NICE, 2008; Rones and Hoagwood, 2000). In this case study school, emphasis was placed upon SEAL Assemblies to introduce and reinforce themes, which is supported by Hallam et al’s (2006) research which found that Assemblies reinforced the SEAL classroom work and showed the commitment and participation of senior staff.

5.2.4.3 Ethos

Compatibility or ‘fit’ of the programme with the organisation’s values and ethos was identified as an important facilitating factor by Durlak and Dupree (2008) and

Greenberg et al (2005). This is in agreement with the findings of this study;

particularly Programme Specifications 3 and 5; which describe aspects of the ethos such as respect, trust, acceptance and nurture which were viewed as key to

facilitating SEAL work. Durlak and Dupree (2008) also indicated that a ‘shared vision’ is important in order for members of the organisation to be united in values and purpose. There was triangulation of evidence in this study across many of the aspects of ethos identified including: mutual respect; acceptance of others and self; shared high expectations; a focus on positive behaviour; and promotion of pupil independence, suggesting that there was a united vision across the school.

The importance of integration of new programmes into existing practices of the school has been highlighted by a number of implementation review studies (Durlak and Dupree, 2008; Greenberg et al, 2005), as well as studies more specific to SEAL (Hallam et al, 2006; Humphrey et al, 2009). The full integration of SEAL was

identified in Programme Specification 1 as an important contextual factor, but in this study some interviewees’ responses suggested that their practices had been adapted to suit SEAL, rather than the other way around.

5.2.4.4 Behaviour management

The reinforcement of positive behaviours and SEAL skills across the school context was identified as particularly important in this study, which is supported by many other studies investigating promotion of positive mental health and social and

emotional wellbeing (Hallam et al, 2006; Humphrey et al, 2009; NICE, 2008), and the benefits for generalisation of skills have also been noted in other studies (Durlak et al, 2011). Clarity regarding expectations, rules and boundaries was also a particular strength noted, which was also identified by Weare and Gray (2003) as important in SEL programmes. A key aspect of this school’s ethos was also the high expectations of pupil behaviour and learning, which is supported by the research of Durlak et al (2011) who refer to ‘norms’ that convey high expectations.

5.2.4.5 Nurturing environment promoting pupil wellbeing and independence

This study found that a nurturing environment where staff were interested in children’s wellbeing, and had a high level of interaction and rapport with children, contributed to the successful delivery of SEAL. This is supported by Durlak et al (2011) and Weare and Gray (2003), who pointed to the value of warm and caring relationships in the school environment to promote these skills. Staff in this setting also felt that it was important to provide opportunities for children to express

themselves and to talk about their worries. This is also in agreement with Humphrey et al (2009), who also found that verbalising emotional experiences, and inviting children to talk about their worries, was an important component of small group SEAL.

Finally; active promotion of pupils’ independence, responsibility and participation in school life were identified as key components of this school’s practices, which are supported by other studies investigating the promotion of social and emotional skills (Hallam et al, 2006; Humphrey et al, 2009; Weare and Gray, 2003).