Together, these characteristics point to the importance of adopting a whole school approach to enhancing children and young people’s social and emotional skill development. 2017 Jones and Bouffard 2012 Weare and Nind 2011 Ttofi and Farrington 2011 Adi et al. Research indicates that interventions yield most successful outcomes when they are integrated into daily practice and school culture, seek to engage all staff, reinforce skills outside of the classroom such as hallways and playgrounds, support parental engagement, and coordinate work with outside agencies (Barry et al. Social and emotional learning is defined as the process through which students acquire and effectively apply the knowledge, attitudes, and skills necessary to recognise and mange emotions, solve problems effectively, and establish positive relationships with others (CASEL 2005).Ī growing body of research suggests that social and emotional skills are malleable and can be effectively taught using a variety of approaches and formats including classroom-based programming and whole school approaches (Jones and Bouffard 2012). Over the last three decades, the concept of social and emotional learning has served as an umbrella framework for a range of approaches and appears to have the largest and most rigorously evaluated evidence base. Many school-based programmes have targeted an interrelated set of skills that fall under the headings of mental health promotion, character education, social and emotional learning (SEL), bullying prevention, life skills, strengths-based approaches, and youth development. The school also provides a socialising context in which students are able to learn a range of life skills, many of which are associated with academic success (Taylor et al. Schools have been identified as a key setting for building social, emotional, and behavioural outcomes because students spend a substantial amount of time there. Social and emotional skills do not play a role in isolation, they interact with cognitive skills which further enhance children’s likelihood of achieving positive outcomes in life (OECD 2015).Ī common approach to supporting the development of children’s social and emotional skills has been school-based interventions (Jones and Bouffard 2012 Barry et al. Social and emotional skills such as understanding and managing emotions, navigating social conflicts effectively, and making responsible decisions have been shown to influence numerous measures of social outcomes, including improved health, life satisfaction, subjective wellbeing, and reduced odds of engagement in anti-social behaviours (Goodman et al. Further research is required to determine the active ingredients of whole school interventions that we can better understand the components necessary to achieve successful outcomes.Ĭhildren and adolescents need a balanced set of cognitive, social and emotional skills in order to achieve positive outcomes in school, in work, and in life more generally (OECD 2015). Origin of study and the inclusion of a community component as part of a whole school approach were found to be significant moderators for social and emotional outcomes. Interventions were not shown to impact on academic achievement. Post-intervention outcomes demonstrated significant but small improvements in participants’ social and emotional adjustment ( d = 0.220 ), behavioural adjustment ( d = 0.134), and internalising symptoms ( d = 0.109). A total of 45 studies (30 interventions) involving 496,299 participants were included in the analysis. Whole school interventions were included if they involved a coordinated set of activities across curriculum teaching, school ethos and environment, and family and community partnerships. This article presents findings from a meta-analysis which sought to determine the effectiveness of interventions adopting a whole school approach to enhancing children and young people’s social and emotional development.
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