As education is very different in the UK it is useful to explore both what research has been undertaken and what it has highlighted. Five papers to share this information and research are:

The need for a common language and the recommendation of the terms social and emotional competencies

Prioritising the focus on Social and Emotional competencies at Local Authority level

The importance of an evidence-based practice within the field

The development of social and emotional competencies can achieve: greater education and work success; improvements in behaviour, increased inclusion; improved learning; greater social cohesion; improvements in mental health

What works in developing Children’s Emotional and Social Competence and Wellbeing? (Weare and Gray)

The learning of social and emotional competencies is at the heart of learning how to be a warm caring and empathetic human being who can make worthwhile relationships with others

Evidence suggests that only a small proportion of teachers are in favour of promoting emotional wellbeing and that the majority do not want to get involved due to lack of knowledge understanding and training

A Qualitative Evaluation of a project to enhance Pupils Emotional Literacy through Student Assistance Programme (Carnwell and Baker)

The SEAL evaluation for small group work review was undertaken in 2008 and assessed the impact of the small group work on children requiring more support in developing their social and emotional skills. They found that there was significant evidence that the Primary SEAL small group work had a positive effect and that the impact was sustained over time and sustained outside the small group environment. 

They identified a range of factors that influenced this success:

The experience and skill of the facilitator

Constant reinforcement for desired behaviours

Allowing children the space to talk about their emotional experiences and engendering a sense of fun

Primary Social and Emotional Aspects of Learning (SEAL) Evaluation of Small Group Work

The SEAL National Evaluation was taken by many to show that the programme had been unsuccessful and that supporting children in this way within secondary school was of no benefit. When reading the report this is not the case. The analysis found the implementation to be superficial, variable and fragmented. 

The report highlighted a range of factors that had influenced the findings including: time span to embed a new initiative; a variable approach to implementing the whole school approach; staff skill and will; additional time given for training, implementation and support and resources.

Due to these fundamental issues in delivery and implementation the evidence showed that the work had not had a positive impact on young people. These misinterpretations led to Schools Minister Nick Gibb during his address to the Education Reform Summit describe the SEAL Curriculum as ‘a well-meaning attempt which failed.’ (Gibb 2015)

Social and Emotional Aspects of Learning Programme (SEAL) in Secondary Schools: National Evaluation

The Welsh report provides a synthesis of research and policy evaluations relating to school-based strategies to support emotional health and wellbeing and resilience in primary schools. It shares compelling evidence sharing the importance of school-based strategies that promote the development of social and emotional competencies including enhancement of skills and the positive attributes and reduction of emotional and behavioural difficulties.

The evidence clearly indicates that schools have a valuable role to play in identifying and meeting the needs of pupils with respect to emotional health and wellbeing. School based activities have the potential to make a significant and lasting positive impact on young people’s wellbeing.

The report states that there is a variety of high quality evidence based programmes which provide resources and support in delivery for staff. They point out that the best results are achieved when social and emotional competencies are imbedded throughout a school and the broader pedagogical approach.

The report also recognises that vulnerable children are at the greatest risk of developing difficulties in social and emotional development and highlights the need for good professional development, sharing of practice, good assessment, and early support. This support might be therapeutic intervention or prevention work.

One of their main recommendations is that every school has a member of its Senior Leadership Team (SLT) with responsibility for co-ordinating whole school work.