Social and emotional aspects of learning

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Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, methodology): “The most recent national evaluation work on Secondary SEAL (Humphrey et al., 2010a; Wigelsworth et al., 2012) found little overall difference between ‘SEAL schools’ and ‘non-SEAL schools’ in terms of longitudinal impact on measures of pupils’ self-rated social and emotional skills and socio-behaviou”
Relational matters: A review of the impact of school experience on mental health in early adolescence (2010, background): “Programmes such as the ‘Social and Emotional Aspects of Learning in Schools’ (SEAL) (Department for Education and Skills, 2005) presume that teachers and schools have a part to play in developing young people’s well-being.”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Emotions in education have been recognized as significant antecedents of students’ learning and achievement (Glaeser-Zikuda et al. 2013; Hascher 2010; Järvelä 2011; Newberry et al. G. Hagenauer (*) : T. Hascher Institute of Educational Science, Department of Research on School, Learning and…”