ADVERTORIAL
Social and Emotional Learning (SEL) - essential skills for life
T
he benefits of Social and Emotional Learning (SEL) are well- documented. SEL forms the foundation for how children regulate emotions, relate to others, navigate life’s challenges, and build the resilience needed to thrive in school and beyond.
As schools face growing complexity in meeting student academic and pastoral needs, SEL stands out as a key protective factor that buffers against mental health risks. SEL equips children with the skills needed to manage their emotions, foster healthy relationships, develop resilience against stress and adversity, promoting long-term wellbeing and academic success. It is social and emotional skills that create our identity, enable aspiration and are what will create our future communities and so it is of primary importance that we prioritise it and ensure the best outcomes for children into adulthood.
These skills support a child’s identity formation, foster aspirations, and lay the groundwork for the kind of inclusive, compassionate communities we want to see in the future.
A growing challenge for schools
Social, emotional and mental health (SEMH) needs are an increasing area of concern in schools. School leaders report significant increases in children lacking social and emotional skills and with SEMH needs, a position sadly confirmed by government data.
COVID-19 magnified the challenges faced by children already facing adversity with increased exposure to stress, instability, and emotional trauma, further disrupting their social, emotional and academic development. Growing numbers of children are reportedly lacking the capacity to manage emotions and engage in learning. This has led to more dysregulated behaviours, increases in suspension and exclusions, increased pressure on staff, and long waiting lists for external services. It leaves schools and families under intense pressure to support the children in their care. Without early intervention, a lack of social and emotional learning presents clear long-term risks: low self-esteem, a lack of self-awareness, behavioural issues, poor decision-making, poor mental health, difficulties managing emotions and relationships and future employment. These risks underscore the need for schools to take a proactive, preventative approach - placing SEL at the heart of their strategy.
Why whole-school SEL works
Schools are ideally placed to identify and support children’s SEMH needs and educational professionals play a pivotal role in supporting children to develop social and emotional competencies. For this to be truly effective, a whole-school community approach is essential. This means ensuring that SEL is woven into the fabric of everyday interactions, the curriculum, classroom
routines and school policies, explicit in the values and culture of the school - not just delivering a one-off programme.
Effective implementation of SEL practice across a school, can foster a more supportive inclusive environment for all children, raise attainment and ensure better outcomes. There is recognition, in best practice, within the whole school context for enhanced social and emotional learning opportunities and targeted intervention for some children who require additional support due to individual challenges or needs.
Key recommendations to build an effective SEL culture
• Develop a whole-school culture rooted in relational practice and emotional safety.
• Establish schoolwide norms, expectations, routines, and policies that promote SEL.
• Align policy with practice, including behaviour, anti-bullying, safeguarding and SEND, with SEL principles.
• Teach SEL skills explicitly through dedicated lessons and across the curriculum.
• Integrate and model SEL skills consistently throughout everyday staff interactions and communication with pupils.
• Carefully plan for and adopt a well-structured, evidence-based SEL programme.
• Use a SAFE curriculum: Sequential, Active, Focused, and Explicit.
• Support, monitor and evaluate SEL implementation to sustain quality and impact.
• Involve parents and caregivers in reinforcing SEL at home and develop collaborative parent partnership.
• Provide comprehensive training and support for all staff to build SEL knowledge, ensure consistency and build confidence.
SEL supports more than just academic success—it fosters emotional wellbeing, a sense of belonging, and the competencies needed to thrive in life. Prioritising SEL helps shape a future where children are equipped to lead happier, healthier, connected and successful lives.
Adapted from Goleman, Faupel and CASEL
Faupel, A. (ed.) 2003. Emotional Literacy Assessment and Intervention Ages 11-16. Southampton: GL Assessment.
Goleman, D. 1995. Emotional Intelligence: Why It Can Matter More than IQ. London: Bloomsbury.
CASEL 2020. CASEL’s SEL Framework: What are the core competence areas and where are they promoted?
https://casel.org/
April 2025
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