From rhetoric to reality: the problematic nature and assessment of children and young people's social and emotional learning

Abstract

There is little doubt of the educational and social merits of developing children and young people's social and emotional capabilities. But there lacks consensus on what these capabilities are; what should be assessed or shown to have developed over time; and the most appropriate methods for doing this. Through the conceptual framework of ‘social and emotional dispositions and skills’ (SEDS), and based on research in Wales, we present the argument for an alternative assessment methodology designed to challenge dominant discourses in the field and present a ‘minoritarian’ perspective of children and young people's social and emotional learning. The intention of this paper is to present a rationale for the co‐construction of an understanding of the concept of SEDS and engage in critical debate with researchers and practitioners from a wide range of services for children and young people.

Acknowledgements

We would like to thank colleagues at Arad Consulting in Cardiff, Wales for their input into the development of the ideas presented here, in particular, Sioned Lewis and Hefin Thomas. We would also like to acknowledge the funding provided and the vision for this project from the Welsh Assembly Government. Lastly, we would like to thank a number of academic colleagues for their helpful feedback on earlier drafts of this paper: David Berridge, Ailsa Cameron, Daniel Muijs, Fergus McKay, Neil Watson and the four anonymous reviewers.

Notes

1. Extending Entitlement and 14–19 Learning Pathways.

2. We are working alongside Arad Consulting—a research consultancy based in Cardiff, Wales.

3. See http://wales.gov.uk/topics/educationandskills/learningandqualifications/creditqualificationsframework/publications/reports/?lang=en

4. See http://www.childreninwales.org.uk/areasofwork/emotionalliteracy.html

5. Methodological approach is further described at the end of the paper but it is important for clarity sake to introduce the SEDS constructs here.