ERIC Number: EJ1319804
Record Type: Journal
Publication Date: 2021-Nov
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2073-7629
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Available Date: N/A
Social and Emotional Learning: A Survey of English Primary School's Priorities, Perceptions, and Practices
Wigelsworth, Michael; Eccles, Alice; Santos, Joao
International Journal of Emotional Education, v13 n2 p23-39 Nov 2021
This article reports the findings of a pre-pandemic national survey of English primary schools (n=621) examining how Social and Emotional Learning (SEL) is prioritised and practiced in school. Perceived benefits and prioritisation of SEL, barriers and facilitators in supporting implementation, and the nature and extent to which whole school approaches, classroom interventions and/or individual teaching practices are present, are discussed. Responses showed consistency in respect to some established findings in the field, namely concerns of time in respect to implementation, however some novel findings emerged, including satisfaction with programmes and training approaches, and a higher prevalence of SEL practice than previously reported. Findings are discussed in relation to an increasing nuance in understanding SEL provision within schools. The study contributes to limited research regarding typical practices, especially outside of funded trials, and in doing so provides useful and relevant information for educational professionals responsible for the implementation of SEL post-pandemic.
Descriptors: Social Emotional Learning, Elementary Schools, Barriers, Program Implementation, Teaching Methods, Intervention, Time, Satisfaction, Foreign Countries, Teacher Attitudes, Administrator Attitudes, Vocabulary, Value Judgment, Staff Development, Educational Change, Curriculum, Educational Resources, Educational Finance
Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
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