The Effect of Social Skills Interventions in the Primary School

Abstract

Social inclusion is currently a priority issue for all in education. Brent Educational Psychology Service implemented two social skills training interventions to promote social inclusion in six primary schools. Educational psychologists in training carried out an independent evaluation of these interventions. Analysis of quantitative and qualitative data showed positive effects of intervention on social skills and social inclusion. The effects of pupil gender and intervention type are also reported and discussed. It is concluded that social skills training is a valid approach to promoting social inclusion in diverse and challenging primary schools and that educational psychologists have a vital role to play in its implementation and evaluation.

Acknowledgement

The authors would like to thank Professor Norah Frederickson for her supervision of this research and for her comments on an earlier draft of this paper.

Notes

1. These authors at UCL were educational psychologists in training at UCL when the research was carried out. They are now working as educational psychologists: Alexa Denham in Swindon, Sarah Hatfield in Norfolk, Elizabeth Tan in Singapore, and Craig Tribe in Hertfordshire.