A new report
from the Public Policy Institute for Wales synthesises research and
policy evaluations related to school-based strategies to promote
emotional health, well-being, and resilience among primary school
students aged 4 to 11 years.
The report argues that school-based work in this area can be very
effective, and school systems need to be strongly connected with each
other in order to translate the research evidence into sustained impact.
While work on emotional health and well-being is relevant to all
students, some children are likely to have additional needs. These
children often come from high-risk groups that can be identified, for
example, those who have socio-economically disadvantaged backgrounds.
The report’s overarching recommendation is to develop a carefully
planned and well-supported approach to social and emotional learning
(SEL) that is integrated with core pedagogical principles and situated
within a connected school. It also calls for an independent evaluation
of a Welsh initiative on SEL that is designed to support emotional
health, well-being, and resilience. Importantly, the focus should not be
on developing an entirely new SEL curriculum or new teaching resources,
since many evidence-based programs with high-quality resources already
exist. Rather, the emphasis should be on identifying specific strategies
for integrating SEL work, engaging families, and broader schools
systems and core pedagogical principles.
Source:Promoting Emotional Health, Well-being and Resilience in Primary Schools (2016), Public Policy Institute for Wales.