Please use this identifier to cite or link to this item:
Title: Social and emotional learning : a survey of English primary school’s priorities, perceptions, and practices
Authors: Wigelsworth, Michael
Eccles, Alice
Santos, Joao
Keywords: Affective education
Social learning
Elementary schools -- Great Britain
Education, Primary -- Great Britain
Issue Date: 2021
Publisher: University of Malta. Centre for Resilience & Socio-Emotional Health
Citation: Wigelsworth, M., Eccles, A., & Santos, J. (2021). Social and emotional learning : a survey of English primary school’s priorities, perceptions, and practices. International Journal of Emotional Education, 13(2), 23-39.
Abstract: This article reports the findings of a pre-pandemic national survey of English primary schools (n=621) examining how Social and Emotional Learning (SEL) is prioritised and practiced in school. Perceived benefits and prioritisation of SEL, barriers and facilitators in supporting implementation, and the nature and extent to which whole school approaches, classroom interventions and/or individual teaching practices are present, are discussed. Responses showed consistency in respect to some established findings in the field, namely concerns of time in respect to implementation, however some novel findings emerged, including satisfaction with programmes and training approaches, and a higher prevalence of SEL practice than previously reported. Findings are discussed in relation to an increasing nuance in understanding SEL provision within schools. The study contributes to limited research regarding typical practices, especially outside of funded trials, and in doing so provides useful and relevant information for educational professionals responsible for the implementation of SEL post-pandemic.
Appears in Collections:IJEE, Volume 13 Issue 2
IJEE, Volume 13 Issue 2

Files in This Item:
File Description SizeFormat 
IJEE13(2)A2.pdf731.95 kBAdobe PDFView/Open

Items in OAR@UM are protected by copyright, with all rights reserved, unless otherwise indicated.