Read the full guidance report
Recommendations poster
Overview
What this guidance report covers
This guidance report aims to help primary schools support children’s social and emotional development. It draws on a recent review of the evidence about social and emotional learning conducted by the University of Manchester, which was funded by the Education Endowment Foundation (EEF) and the Early Intervention Foundation (EIF). It also draws on a wider body of evidence and expert input.
Improving Social and Emotional Learning in Primary Schools reviews the best available research to offer school leaders six practical recommendations to support good SEL for all children. It stresses this is especially important for children from disadvantaged backgrounds and other vulnerable groups, who, on average, have weaker SEL skills at all ages than their better-off classmates.
Evidence from the EEF’s Teaching and Learning Toolkit suggests that effective SEL can lead to learning gains of +4 months over the course of a year. Yet – even though SEL is already a large (and often unrecognised) part of their current job – few teachers receive support on how they can develop these skills in their everyday teaching practice. This is particularly important at a time when schools are reviewing their core vision and curriculum offer, and planning to implement statutory Relationships and Health education.