EEF Blog: Social and Emotional Learning - A primary school perspective
Secondary school SENCo and EEF learning behaviours specialist Kirsten Mould introduces our newest 'Voices from the Classroom' video, which focuses on social and emotional learning.
The impact of Covid-19 has seen school leaders and teachers meeting an array of challenges and adapting to a great deal of change. Social and emotional learning (SEL) has remained a high priority for schools during this unpredictable time.
When carefully implemented, SEL can increase positive pupil behaviour, mental health and well-being and academic performance. An overarching theme from the EEF guidance report, Improving Social and Emotional Learning in Primary Schools, is the importance of implementation and the monitoring of progress, with school leaders prioritising this work if it is to have impact. But what might this look like in practice?
Improving Social and Emotional Learning in Primary Schools
Six recommendations for improving social and emotional learning in primary schools
In this video, Katie, a pastoral lead and Year 3 teacher from Wyndham Primary Academy in Derby, describes her school’s approach to using the EEF guidance to reshape their SEL provision. She talks about their decision to teach SEL vocabulary and associated strategies explicitly and how this SEL curriculum was planned for different year groups across the school.
The Education Endowment Foundation is keen to enable teachers to hear directly from other teachers in our ‘Voices from the Classroom’ video series. We’re keen to share how teachers are applying research evidence to their practice.
It is so hard to visit each other’s schools right now and we hope you will enjoy this opportunity to peek into other classrooms, along with picking up some ideas of what research evidence might look like in yours.