SEL programmes and provision

Whilst provision in UK schools is wide-ranging and variable, there are three broad categories of SEL.

  • Whole school approach – developing a positive school ethos – involving staff, parents and the wider community as well as what was taught in the classroom.
  • Universal programmes – take place in the classroom with the whole class.
  • Intervention programmes – targeted at children with particular social or emotional needs.

A whole-school approach, embedding SEL practices in the curriculum, considering schoolwide practices and policies, classroom routines, and culture is the most effective way to implement SEL and can foster a more supportive inclusive environment for all children, but targeted interventions are necessary for children who require additional support due to individual challenges or needs.

Parents and School Children
Hamish & Milo Welcome

For social and emotional learning to be most effective, children must consistently access social and emotional knowledge and apply SEL skills across time and context. SEL is most effective when carried out in nurturing, safe environments by positive, caring teachers and teaching assistants who foster genuine connection and understanding.

By taking part in social and emotional learning interventions, children learn how to apply social and emotional knowledge, skills, and attitudes. SEL does not replace the need for mental health interventions, but SEL can cultivate important ‘protective factors’ such as caring relationships, safe and supportive environments, social and emotional skills – that buffer against mental health risks and intergenerational patterns of inequality and disadvantage

Integrating evidence-based approaches, SEL is effective in creating environments where students of all backgrounds can feel safe and supported enough to pursue their interests and develop their talents.¹

SEL programmes should provide a clear and consistent ready-made curriculum that is informed by theory and evidence. If a school chooses to write their own SEL curriculum it is important to ensure coverage of the core skills at the heart of SEL (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) in a carefully sequenced progression that follows the SAFE principles.

The SAFE Principles

Engagement with families and community

Family is the first place a child learns social and emotional skills and how they model and reinforce SEL competencies at home is essential to a child’s social-emotional development. Schools build on this, providing opportunities for children to model and practice SEL, reinforcing vital social and emotional skills.

When schools and families work together building strong connections, when families feel valued as partners with the school, they can learn how to support and build on school SEL practices in their homes so it’s it is important to foster a culturally responsive, inclusive and welcoming school environment.

Hamish & Milo provides evidence-based intervention programmes for children to improve their emotional and social competencies.

Research suggests that evidence-based SEL programs are more effective when they extend into young people’s home lives.

(Albright & Weissberg, 2010)

¹ Durlak et al., 2011