1. University of Southampton
What works in promoting social and emotional well-being and responding to mental health problems in schools?
Katherine Weare
Professor
University of Southampton
Bristol, January 2017

2. Wellbeing, mental health, social and emotional learning
My ‘evidence base’
Teacher
Academic
Wellbeing, mental health, social and emotional learning
Programme development, research and evidence reviews
Mindfulness
Parent
Brief run though of my story.
And more to the point…. 2

3. Advice for schools, framework document and resources

4. 50+ reviews
Control trials, meta-analyses
Evaluations of programmes
Good practice and experience
Neuroscience

5. Key elements of an evidence based approach
Parent/ carer engagement
Pupil engagement
The core:
Climate and ethos
Targeted help with MH difficulties
Developing social and emotional skills
The foundations
Staff capacity
Whole school

6. Wellbeing
Attainment

7. Summary of results of 207 SEL programmes in US:
11% improvement in achievement tests
25% improvement in social and emotional skills
10% decrease in classroom misbehaviour, anxiety and depression (10% in each)
Social and emotional learning (SEL) and
student benefits

8. The link between health and wellbeing and attainment
A briefing for head teachers, school governors and teachers

9. Use whatever language works
Resilience/ grit
emotional intelligence
mental health
Character
PSHE
wellbeing
social and emotional learning
Non cognitive
emotional literacy

10. Address risk and build resilience

11. Neuroscience Reptilian brain – all that is left under stress
Limbic system – emotional gatekeeper, only responds to what is emotionally meaningful/ valued
Cerebral cortex - makes sense, rationalises - but driven by ‘what matters’

12. Negative emotions block learning
Chronic emotional problems make learning difficult
Stress and trauma makes it impossible
Attachment – foundation of motivation and brain development

13. Positive emotions enable learning
Ready to learn when we feel safe, valued
We think about/ process what matters to us emotionally e.g. we feel good about.
Learn better when alert but relaxed, focused, sense of ‘flow’

14. Use a whole school approach

15. But well implemented
Getting from here…
…to here
CASEL at UIC

16. Focus on ethos connectedness and clarity

19. Look behind the behaviour

23. Common sources of stress in schools
Teach SEL skills
Link with main concerns - learning and behaviour
Integrate with normal activities
Take change slowly
Leaders must ‘walk the talk’
Supportive emotional atmosphere - civilized, rational, calm
- OK to be human, wrong, be ill, stressed, frightened
Listen, understand, empathise
Also give proper resources, support

25. Identify and explicitly teach and model core skills (and attitudes and values)
• pupils who are confident about their learning, and who have a ‘growth mindset’8
persist when faced with challenges 9
• pupils who can set goals, manage stress and organise their approach to their school work learn
more and achieve higher grades
• pupils who use problem solving skills to overcome obstacles do better academically 25

26. Teach it well! Lively, fun, relevant Sensitive to differences
Empowering - not coercive

27. Parents and families as partners
Beware stigma
Curiosity and empathy
Shared goals
Authentic involvement
Emphasise the positive
Normalise
Parenting programmes – offered to all
Intensive but sensitive outreach for problem families 27

28. Raise awareness and address mental health problems

29. Balance universal and targeted
Avoids stigma
Problems on continuum, connected
‘More’ not ‘different’
‘Critical mass’

31. Schools and specific mental health issues
Behaviour – can respond to short term interventions
Anxiety, stress - medium term interventions – e.g. mindfulness, relaxation, CBT, body work
Depression – tough and complicated, some interventions can make it worse, long term best. Mindfulness, CBT/Social Skills
Self esteem – tough to influence. Focused on it directly
Suicide, self harm – BEWARE! one to one only

32. Short term - prevents mild problems and improves behaviour
One offs - no
Short term - prevents mild problems and improves behaviour
Difficult and complex problems - longer and carefully targeted interventions .

33. Joined up working

34. Start early and keep going Clear pathways for help

35. Key elements of an evidence based approach
Parent/ carer engagement
Pupil engagement
The core:
Climate and ethos
Targeted help with MH difficulties
Developing social and emotional skills
The foundations
Staff capacity
Whole school

36. Thank you!