Exploring wellbeing in schools; what is it and is it valuable? Carl Emery and Dr Michael Wigelsworth (Manchester Institute of Education).

Give it a name For the purposes of this talk we will be using the term Social and Emotional Learning (SEL) when talking about children's wellbeing in schools

What are we talking about? By SEL we mean universal school based programmes designed influence: emotional wellbeing – this includes being happy and confident and not anxious or depressed psychological wellbeing – this includes the ability to be autonomous, problem-solve, manage emotions, experience empathy, be resilient and attentive social wellbeing – has good relationships with others, behavioural problems (i.e. - disruptive, violent, bullying). NICE, 2012

Key points SEL has become an essential component in the education discourse. One could argue over the past decade it has gone viral. We would estimate that at present in England 90% of primary schools are engaged in some form of SEL activity.

Background to SEL Self esteem movement (1960’s – 2000’s) – Parallel strands across academics, policy makers, practitioners – Thought to be responsible for a wide range of favourable outcomes – Outcomes could be poorly defined (‘life success’) – Ultimately it’s influence was seen to be: More complex than commonly understood Attributable to ‘smaller’ changes than thought Mainly US based Emotional Intelligence (1990s-ongoing) – Parallel strands across academics, policy makers, practitioners – Thought to be responsible for a wide range of favourable outcomes – Outcomes could be poorly defined (‘life success’) – Ultimately it’s influence was seen to be: More complex than commonly understood Attributable to ‘smaller’ changes than thought Mainly US based

CASEL Success in School. Skills for Life. Variation in relative importance of each segment Variation in HOW this is approach is delivered or taught Variation in quality/ quantity of evaluation evidence

SEL in England 2003 – Launch of the Primary SEAL pilot (‘behaviour and attendance’) 2005 – National role out of primary SEAL (social and emotional aspects of learning) – Launch of Secondary SEAL pilot (Social Emotional Behavioural Skills (SEBS)) 2006 – Evaluation of primary SEAL (Hallam, Rhamie, Shaw) 2007 – Launch of Secondary SEAL – Evaluation of SEBS (Smith et al, Ofsted) 2008 – Evaluation of primary SEAL (small group work) 2010 – Completed evaluation of Secondary SEAL (Humphrey, Wigelsworth, Lendrum)

SEL research Coalition government Central mandate -> Open market Promoting Alternative Thinking Strategies Incredible Years Second Step Penn Resiliency Life skills ….

An alternative view To paraphrase Newsweek in October 2009, how did biased science lead to an emotional intelligence curriculum in all UK Schools? (Bronson, 2009, quoted in Watson, Emery, Bayliss 2012)

Who decides what SEL is?

England – SEAL (and similar programmes) national prescribed model OLT. Funded and delivered by the state or private sector. Discourse – Behaviour, employability. Emphasis is placed on the individual to modify their behaviour and fit into the wellbeing list SEAL is a set of powerful tools for teachers ‘to make sure good behaviour and an atmosphere of respect are the norm in all schools. (Ed Balls, 2007)

Who decides what SEL is? National Government, WHO, Academics, Philosophers, Psychologists - feed the policy machinery In all of the OLT approaches, the question arises: what should go on the list? There are criticisms that list theories are elitist as they rest on other people’s judgments of what is good for you, even if you do not agree. Who applies the list? A new para profession of educational wellbeing workers

SEAL language School social and emotional wellbeing language blurs into capability language of the type used in HR and the workplace I know how to be friendly – I can look and sound friendly, be a good listener, give and receive compliments and do kind things for other people’ (DFES, 2005, p 43, my emphasis) I can break friend without hurting peoples feelings Are these directions for a hotel receptionist or primary school child?

SEL and inequalities The language and content of SEL presupposes that we all wish to be lean, competitive, self managing, workers. Transient Flexible Emotionally intelligent Self reliant These programmes take little account of context, poverty, community, ethnicity, gender..we are all one mass of smiley faces....?

SEL and inequalities Where is the exploration of why they are angry and need to calm down?

SEL and inequalities Social and emotional learning or Social and emotional compliance? ‘... the socially competent child is shaped and cultivated through self-regulating techniques (SEL) aiming at creating a docile body, a body that will be a good citizen, a pliant member of the social order.’ (Bartholdsson et al., 2014, p 201)

Some questions? Should we be teaching children SEL If so, who is deciding what is important in SEL? If you teach it, should we measure it? Is it learning skills and abilities or learning to conform? (behaviour and employability)

What is SEAL? Self Awareness Managing Feelings Motivation EmpathySocial Skills Better behaviour Lower stress and anxiety Increased attendance Improved well-being More effective learning

SEL in England 7 studies have been conducted that have evaluated at least one component of SEAL in some way

The evidence base for SEAL Overstated impact – “[Primary SEAL] had a major impact upon children’s well-being, confidence, social and communication skills, relationships, including bullying, playtime behaviour, pro-social behaviour and attitudes towards school” Hallam, Rhamie & Shaw, 2006, p.1) – Inspection of this report in fact reveals marginal effect sizes Null results – Secondary SEAL (Humphrey, Lendrum & Wigeslworth, 2010) – Primary SEAL small group work (Humphrey et al, 2008) (for parent ratings and maximal measures) – Family SEAL (Downey & Williams, 2010) (for parent ratings) Negative effects – Primary SEAL (Hallam, Rhamie & Shaw, 2006) (academic performance in KS1, attitudes to school in KS2)