An evaluation of the Social and Emotional Aspects of Learning (SEAL) programme: promoting positive behaviour, effective learning and well‐being in primary school children

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From emotional and psychological well-being to character education: challenging policy discourses of behavioural science and ‘vulnerability’ (2012, unknown): “; Hallam 2009).”
What works in enhancing social and emotional skills development during childhood and adolescence? A review of the evidence on the effectiveness of school-based and out-of-school programmes in the UK. (2015, background): “Primary SEAL resulted in some significant changes in children’s social and emotional skills, however, negative findings in terms of declining academic performance and attitudes to school were also reported (Hallam, 2009).”
School-Based Interventions to Enhance the Resilience of Students (2014, background): “There were multiple programs that were aimed at helping students adopt “positive” behaviours and attitudes (see Farrell, Meyer, & White, 2001; Hallam, 2009; Nelson, Martella, & Marchand-Martella, 2002; Shek & Ma, 2012; Vazsonyi, Belliston, & Flannery, 2004). Such an approach to building resilience c”
Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis (2018, background): “This resource includes a curriculum element which is designed to support both universal and targeted work and whole school materials including resources relating to staff development, school organisation, management and leadership, and school ethos (Hallam 2009; Banerjee et al. 2014).”