Making the most out of school-based prevention: lessons from the social and emotional aspects of learning (SEAL) programme

Abstract

This paper considers the role played by universal, school-based social and emotional learning (SEL) programmes in addressing the mental health needs of children and young people. Theory and research in the field are discussed. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England, a flagship National Strategy under the New Labour government whose outcomes were mixed. We examine the findings of the various evaluations of SEAL and consider what learning can be taken forward to inform future attempts to prevent emotional and behavioural problems in school settings. Recommendations include proper trialling of SEL initiatives before they are brought to scale, the use of research to inform and improve programme design, the need to temper expectations, and the importance of educating implementers about the importance of implementation quality.

Keywords:

• social and emotional learning
• SEAL
• schools
• prevention
• evaluation

Notes

1. 1. This is the current title of the English government’s education arm. In the last decade, this body has also been referred to as the Department for Education and Skills and Department for Children, Schools and Families.

2. 2. Note, we do not seek to espouse the view that the only defensible research design involves some kind of control group element and yields quantitative data. Indeed, as pragmatic researchers we firmly believe that the most appropriate research design is the one that best answers the research questions that drive a given study. However, in the context of the SEAL studies, five of the evaluations utilized quantitative approaches and included reference to the ‘impact’ of SEAL. As such, it is only fair to judge their quality according to agreed standards for experimental research (e.g., use of control/comparison groups, random allocation).