Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555564
Title: The impact of the 'social and emotional aspects of learning' framework on primary aged pupils' learning, attendance and behaviour
Author: O'Leary, Joanne Louise
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 2012
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Abstract:
In 2005, twenty four Lindale schools implemented the DCSF (Department for Children, Schools and Families) framework “Social and Emotional Aspects of Learning” (SEAL). The framework was initially introduced for primary aged children with the aim of developing their social and emotional skills, through the domains of self awareness, managing feelings, motivation, empathy and social skills. However, research around the development of children’s social and emotional skills had also suggested that this could improve attainments, attendance and reduce exclusions. This research explores the impact of the DCSF SEAL curriculum on the distal measures of Key Stage 2 SATs (Standardised Attainments Test) results, attendance, exclusions and pupil referrals for social, emotional and behavioural outreach support. It is longitudinal and compares the data for Lindale primary schools implementing SEAL with those who were not implementing the framework. The impact is measured between 2005, when SEAL was first delivered in twenty four Lindale primary schools, to 2009 when all primary schools had received training in this area. In 2007, semi structured interviews were carried out with a sample of the 2005 cohort of schools. Responses are presented from head teachers, SENCos (Special Educational Needs Coordinators), children and other colleagues in the authority regarding the impact of SEAL in these schools. The study also considers, in more detail, the impact of SEAL on five schools from the original cohort, who were considered to be examples of “Best Practice” in this area. The research indicates no association between the implementation of SEAL and improvements in Key Stage 2 SATs results, attendance or exclusions. These findings were replicated in the more in depth consideration of five schools. However, there has been a gradual decrease, year on year, in the number of pupils referred for social, emotional and behavioural outreach support as an increasing number of schools have implemented SEAL. The views of professionals and children, involved in the original cohort of schools implementing SEAL, are positive about the framework’s impact, particularly in terms of pupils’ behaviour.
Supervisor: Farrell, Peter. ; Bond, Caroline. Sponsor: Not available
Qualification Name: Thesis (Doctorate in Educational Psychology) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.555564  DOI: Not available
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