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Oxford Review of Education Volume 35, 2009 - Issue 3: Well-being in Schools
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Original Articles

An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

Susan Hallam Institute of Education, University of London, UKCorrespondence[email protected]
Pages 313-330 | Published online: 27 May 2009

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Deborah Holt, Stephanie Hardley, Shirley Gray & Ruth McQuillan. (2023) Facilitating a positive transition: a case study exploring the factors that support social, emotional and mental wellbeing from primary to secondary school. Pastoral Care in Education 41:3, pages 306-324.
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Emma Hoctor, Eddie Murphy, Leda Connaughton, Martin O’Connor, Louise McHugh, Heidi McCarron, Julie Breen & Gary O’Reilly. (2023) Schoolchildren’s Experience of Engaging in A Lust for Life Schools Programme. Journal of Research in Childhood Education 37:2, pages 216-244.
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Ceri Brown & Michael Donnelly. (2022) Theorising social and emotional wellbeing in schools: a framework for analysing educational policy. Journal of Education Policy 37:4, pages 613-633.
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Alice Wignall, C. Kelly & P. Grace. (2022) How are whole-school mental health programmes evaluated? A systematic literature review. Pastoral Care in Education 40:2, pages 217-237.
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Jochem M. Goldberg, Marion P. J. Sommers-Spijkerman, Aleisha M. Clarke, Karlein M. G. Schreurs & Ernst T. Bohlmeijer. (2022) Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial. School Effectiveness and School Improvement 33:1, pages 148-167.
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Clare Rawdin. (2021) Towards neuroparenting? An analysis of the discourses underpinning social and emotional learning (SEL) initiatives in English schools. Educational Review 73:3, pages 279-296.
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Peter Wood. (2020) Emotional Intelligence and Social and Emotional Learning: (Mis)Interpretation of Theory and Its Influence on Practice. Journal of Research in Childhood Education 34:1, pages 153-166.
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Peter Wood. (2018) ‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social, emotional and behavioural skills amongst pupils attending disadvantaged primary schools. Education 3-13 46:7, pages 741-754.
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Peter Wood. (2018) Promoting and marginalising young children’s social and emotional experiences through SEL. Early Child Development and Care 188:7, pages 879-891.
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Peter Wood. (2018) Social and emotional learning schemes as tools of cultural imperialism: a manifestation of the national and international child well-being agenda?. Pastoral Care in Education 36:3, pages 253-265.
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Agnieszka Bates. (2017) The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education 26:1, pages 66-81.
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K. Ecclestone & C. Rawdin. (2016) Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings. Cambridge Journal of Education 46:3, pages 377-393.
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Luis López-González & Xavier Oriol. (2016) The relationship between emotional competence, classroom climate and school achievement in high school students / La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria. Culture and Education 28:1, pages 130-156.
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Tim Corcoran & Dave Finney. (2015) Between education and psychology: school staff perspectives. Emotional and Behavioural Difficulties 20:1, pages 98-113.
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Catherine Mulryan-Kyne. (2014) The school playground experience: opportunities and challenges for children and school staff. Educational Studies 40:4, pages 377-395.
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Chunlei Lu & Andrew Buchanan. (2014) Developing Students' Emotional Well-being in Physical Education. Journal of Physical Education, Recreation & Dance 85:4, pages 28-33.
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Neil Humphrey, Ann Lendrum & Michael Wigelsworth. (2013) Making the most out of school-based prevention: lessons from the social and emotional aspects of learning (SEAL) programme. Emotional and Behavioural Difficulties 18:3, pages 248-260.
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Helen Askell-Williams, KatherineL. Dix, MichaelJ. Lawson & PhillipT. Slee. (2013) Quality of implementation of a school mental health initiative and changes over time in students’ social and emotional competencies. School Effectiveness and School Improvement 24:3, pages 357-381.
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H.C.M (Tim) Carroll. (2013) The social, emotional and behavioural difficulties of primary school children with poor attendance records. Educational Studies 39:2, pages 223-234.
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Kathryn Ecclestone. (2012) From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’. Research Papers in Education 27:4, pages 463-480.
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Kathryn Ecclestone. (2011) Emotionally‐vulnerable subjects and new inequalities: the educational implications of an ‘epistemology of the emotions’. International Studies in Sociology of Education 21:2, pages 91-113.
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Anne Cooke, Janine King & Kathryn Greenwood. (2016) “We could end up in a lot of trouble”: teachers’ communications with young children about mental health. Journal of Public Mental Health 15:2, pages 103-114.
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YAYOI WATANABE. (2015) A Universal Preventive Intervention for Promoting a Healthy School Climate :. The Annual Report of Educational Psychology in Japan 54:0, pages 126-141.
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