Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment

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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): “Findings from evaluations to date (Hallam et al., 2009; Banerjee et al., 2014) indicate that successful implementation is associated with commitment by school leadership, dedicated time for staff training, valuing of social and emotional learning principles by staff, and allocation of sufficient pre”
Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “Because teachers constantly face ethical dilemmas, researchers suggest that ethics or moral philosophy should be more present in teacher education programs (Banerjee et al., 2014; Boon & Cook, 2011; Campbell, 2008; Rabin & Smith, 2013; Warnick & Silverman, 2011).”
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).”