A national evaluation of the impact of the secondary social and emotional aspects of learning (SEAL) programme

Abstract

In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base.

Keywords:

• social and emotional learning
• universal intervention
• school
• secondary

Notes

aStudents identified as having SEN in schools in England are classified according to the nature and level of additional provision they receive as a result of their difficulties. Thus, they can be at SA, SAP or in receipt of a Statement of SEN (SSEN). Students at SA have their special needs met within the schools’ normal resources. Those at SAP are likely to have additional support from an external agency (e.g. educational psychologist). Finally, students whose needs have not been met at either SA or SAP will typically undergo a full statutory assessment of their needs, resulting in the production of an SSEN which legally secures a particular level of resources that can be used to support the student.

1. The proportion of pupils gaining at least five GCSEs at A^∗–C grades (including English and Maths) at the end of their compulsory education is the attainment metric by which secondary schools in England are judged.

2. Children in England whose parental income is below a certain level are eligible for FSM. This is used as a proxy for socio-economic status.