POLICY AND PRACTICE Social-emotional learning


Improving social- emotional learning


Mary Sheard and Steven Ross outline the important elements of social-emotional learning programmes, based on their own research experience in Northern Ireland


FROM AN EDUCATIONAL PERSPECTIVE, parents, educators, and policy makers share the belief that children should leave school not only profi cient in academic subjects but also responsible, respectful, and able to work well with others. Importantly, a growing body of research is demonstrating that particular social- emotional learning (SEL) programmes can have a substantial impact on pupils’ behaviour and learning. Studies of PATHS (Promoting Alternative Thinking Strategies) and related programmes at the primary school level have shown positive effects on social-emotional, behavioural, and cognitive skills. A systematic analysis of more than 700 studies on a wide range of SEL programmes showed participating pupils demonstrated better adjustment, behaviour, socialisation, and academic performance than pupils who did not experience such programmes. However, despite the benefi cial impacts


identifi ed for individual programmes in prior evaluation studies, the strength of the evidence supporting SEL programmes in general remains a topic of debate. As Diane Hoffman indicated in a recent synthesis of the literature “…reviews examining existing studies indicate serious fl aws and constraints in much of the evaluation research, including a lack of experimental design and a preponderance of anecdotal, self-commissioned and self-funded evaluations, suggesting that many of the dramatic claims for SEL are unsubstantiated.” This lack of clear evidence leaves schools wondering how to interpret and use research fi ndings to inform their own provision and practice, and which programmes to choose.


The PATHS Northern Ireland (NI) programme The PATHS (NI) programme (formerly known as Together 4 All), was designed to foster prosocial behaviours and mutual respect


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and understanding among children of different religions and cultural backgrounds in Northern Ireland. The programme was directly designed from the PATHS model, seemingly offering the best fi t of several options with pupils’ needs, and having strong evidence supporting its effectiveness. The programme, adapted to Northern Ireland culture by translating written material into UK English and using culturally appropriate children’s literature and themes, is both


for two years. In the third year of the evaluation, the control group of schools adopted the programme as a second cohort of implementation schools. The evaluation was a longitudinal design, meaning that it took place over several years. Pupils in Primary 1 (4 to 5 years old), P2 (5 to 6 years old), and P5 (8 to 9 years old) were followed on a variety of SEL measures for three years. The P6 (9 to 10 years old) pupils participated in the evaluation for two years, until the end of their primary school education. Multiple data sources for the overall


evaluation consisted of individually administered assessments of children’s skills at recognising emotions and dealing


A systematic analysis of more than 700 studies on a


wide range of SEL programmes showed participating pupils demonstrated better adjustment, behaviour, socialisation, and academic performance than pupils who did not experience such programmes


a specifi c school intervention programme and a prescribed curriculum. It is intended to serve as a potential vehicle for cultural change, promoting social cohesion in a diverse and traditionally divided society, and an agent of social change, in promoting pupils’ self-effi cacy, responsibility, and social problem-solving.


The curriculum consists of scripted age-


appropriate lessons dealing with recognising emotions, expressing feelings, coping with negative feelings such as anger, and reacting to social problem-solving situations. Ongoing training and support for key staff, and the provision of detailed lesson plans and associated resources, are key features of the programme.


Determining programme effects: A three-year evaluation study in NI We, along with several colleagues, evaluated the PATHS (NI) programme in a randomised controlled study commissioned by the developers. Six primary schools were randomly assigned to implement the programme, and six to act as “controls” by delaying implementation of the programme


Better: Evidence-based Education winter 2012


with social confl ict, observations of teachers’ classroom behaviour and of children’s classroom and play activity behaviour, teachers’ ratings of children’s social behaviours, and interviews with different participant and stakeholder groups.


Evaluation fi ndings The evidence presents a positive picture for PATHS (NI). The programme was found to be advantageous in the following ways: ● Increasing pupils’ self-esteem, confi dence, and concentration;


● Increasing pupils’ empathy, coping ability, co-operation, and perseverance;


● Increasing pupils’ ability to provide competent responses to challenging social situations and positive explanations for potentially diffi cult social situations, and suggesting effective ways to resolve problems;


● Identifying feelings, with a higher percentage of positive feelings than negative feelings;


● Supporting pupils to manage their emotions and regulate their behaviour by providing calming down strategies for pupils;


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