Social-emotional learning programmes can be effective for typically-developing children and young people in improving their social-emotional skills. This systematic literature review, evaluating peer-reviewed literature from 2007 to 2018, investigated whether these programmes are also effective for children and young people with learning…

Guidance for schools regarding the promotion and enhancement of psychological wellbeing represents an invitation to intervene to promote effective, evidence-informed, whole-school approaches for school staff, students and parents. With its transdiagnostic approach and evidence from empirical literature, Acceptance and Commitment Therapy (ACT) is…

Nurture Groups (NGs) are a short term, psychotherapeutic intervention aiming to provide reparative attachment experiences for children within an educational setting. The social skills of 16 children (aged between 6.0 and 9.75 years) were assessed through teacher ratings and children's self-report to hypothetical and challenging social situations.…

Recent policy developments (such as the Children's Plan) and the introduction of a new national strategy (the Social and Emotional Aspects of Learning programme) have re-emphasised the importance of social and emotional skills in educational contexts. As such, educational psychologists are increasingly likely to be involved in the measurement of…

The prison population has increased substantially in countries around the world and significant numbers of these prisoners are parents. Children of prisoners experience separation from the imprisoned parent. The separation and precursors to the separation often diminish these children's social-emotional and educational well-being. In this paper,…