Teacher perspectives on the implementation of the PATHS curriculum

Abstract

The research was designed to add to the UK-based literature around the Promoting Alternative Thinking Strategies (PATHS) curriculum, a whole school emotional literacy and social competence intervention. Seven semi-structured interviews were carried out with class teachers and pastoral leads. Questionnaires were designed to explore a number of elements including teachers’ perceptions of the PATHS curriculum effect on children’s social and emotional functioning and understanding, and also their thoughts about the implementation of the programme. Results suggested that teachers found implementing the programme a generally positive experience with some support found for the authors’ claims for improvement of children’s social and emotional functioning, some limited support for improvements in children’s ability to recognise others’ emotions and for improvements in children’s learning. Examination of the data also suggested that teachers felt that the programme needs long-term prioritisation in order to be successful. Implications for practice are discussed and future research directions considered.

Keywords:

• PATHS
• emotional literacy
• intervention
• implementation
• qualitative