‘Taught and caught’ – The importance of Social and Emotional Learning in schools
Social and emotional learning (SEL) is a vital part of life and education and describes the ability to thrive socially and emotionally.
The development of social and emotional skills is vital for developing a sense of self-awareness, boosting self-esteem, encouraging emotional self-regulation and for healthy emotional and social development.
Where social and emotional learning is embedded as part of a school approach – is part of the curriculum, explicitly taught and forms part of the ethos, culture and values of the school, research shows more advantageous educational and life outcomes for children and young people.
“It is well-established that healthy socio-emotional development is foundational to a successful school life as well as wellbeing in adult life. Schools present a unique opportunity to equip young people with the necessary socio-emotional skills given their central role in the lives of children and families.”²
Within schools and settings it is recognised that SEL can be taught explicitly through the curriculum, particularly through PSHE and SEMH targetted intervention, but also in a way where the skills are modelled or acquired through a ‘caught’ approach where it is part of the values, ethos and culture of the school. Through a ‘caught’ approach it is modelled, encouraged and is created through the relationships and interactions of all members of the school community and the emotional tone is set by the way staff lead, model and present the values of respect, trust and relational safety. Schools that place emotional wellbeing and relational practice at the centre of their whole approach enable greater capacity for achievement, healthy realtionships and increased opportunity for children and young people to thrive.
What is apparent within the current landscape of society, is the growing need to provide a rich social and emotional curriculum for children and for not only a ‘caught’ approach but a ‘taught’ approach to be given value and time within the educational context.
‘There is extensive international evidence that teaching SEL through planned programmes can have a positive impact on children’s attitudes to learning, relationships in school, academic attainment, and a range of other outcomes.’³
Within the societal context of emotional and mental health there is growing evidence to show the need for greater focus around targeted SEL intervention in schools and particularly for children with greater levels of adversity in their experiences of life or children considered as disadvantaged.
Research undertaken by Panayiotou et al. (2019) draws a correlation between having social and emotional skills (SES) and academic achievement by protecting individuals from poor mental health, which would otherwise reduce their ability to learn.
“The evidence shows that having strong SES enables students to build relationships with teachers and peers, maintain concentration, manage their emotions, navigate challenges and bounce back from failure.”⁴
What becomes evident through the growing body of research, is the need for targeted social and emotional intervention and opportunities for children to develop social and emotional skills but also have opportunities to be heard and given the opportunity to talk about their lives and experiences. All children, and especially those most disadvantaged, need to have their emotional literacy nurtured, supported and encouraged through feeling heard, understood and equipped with social and emotional skills to be able to live life well and to have long-term mental wellness.
“Addressing SES deficits could bring particular benefits to children and young people from socio-economically disadvantaged backgrounds, resulting in a reduction in the attainment gap and reduced inequality in later life.” ⁵
It is therefore apparent that providing both a ‘caught’ and ‘taught’ approach to developing emotional literacy in schools is advantagious, not only in providing the capacity to manage life and relationships well, but also in terms of capacity for achievement, aspiration and capacity to thrive. It is vital then that we provide qualitative and focussed intervention programmes that offer children the opportunity to develop SEL skills and the capacity to learn.
The Education Endowment Foundation in their Social and Emotional Learning in primary schools guidance report suggests that effective universal SEL provision is “likely to require some additional targeted support for pupils with particular social or emotional needs.” The approach they recommend is a ‘SAFE’ approach which stands for:
Hamish & Milo offers a SEMH curriculum that in its whole approach and framework is ‘SAFE’ in providing activities that are…
The resource provides targeted small-group SEMH intervention through ten emotion themes; friendship, resilience, anxiety, diversity, angry feelings, change, conflict, loss, sadness and self-esteem.
Hamish & Milo is designed to promote the development of social and emotional literacy by ensuring children’s voice is central, with time to share experiences, develop empathy and friendships in a small group environment of safety, value and belonging.
The programme:
The SAFE approach is included in the latest EEF 2021 recommendations for SEL provision in primary schools, alongside five other recommendations for effective school practice:
It is a surely moral imperative to provide our children, now and in the future, with the social and emotional skills for the wider world, for healthy relationships and for mental health that enables them to reach for their own dreams and goals. Through the culture and curriculum, schools and educational settings have the unique opportunity to make this happen.
