Mental Health and Social and Emotional Learning: Evidence, Principles, Tensions, Balances

Abstract

This paper gives an overview of current evidence, practice and driving principles in mental health promotion and social and emotional education in schools, and explores some tensions, balances and debates in the field. It examines the evidence base for such work in terms of its impacts on learning, behaviour and mental and emotional well-being. It suggests some key sources of evidence and so-called ‘good practice’ world-wide. It outlines some principles to be derived from this growing practical experience which are rapidly becoming the new orthodoxy, in theory if not in practice. The principles include the need to base practice on sound theory, research and evaluation, implement consistently, take a whole-school approach, ensure explicit learning of skills, balance universal and targeted approaches, encourage teamwork between the appropriate agencies including parents and students, support staff development and encourage autonomy rather than compliance. It suggests that there is a current lively debate on some of the key tensions and balances inherent in the work, including debates about which terminologies and discourses are appropriate, what the aims of social and emotional learning should be and what constitutes ‘evidence’. It suggests that we need a balance between critical scepticism about some of the claims made and the potential dangers of certain approaches, and the urgent practical need to promote the well-being of children currently going through the school system.

Keywords:

• MENTAL HEALTH
• SOCIAL AND EMOTIONAL LEARNING
• SCHOOLS
• CHILDREN
• YOUNG PEOPLE