SEAL: Communication and conflict

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Jowett, Kirsten
Issue Date
Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to develop children's social, emotional and behavioural skills, enhance conflict resolution skills, create a consistent approach to communication, and create a supportive learning environment for the whole school community.

Aims: The main aim was to develop social, emotional and behavioural skills in pupils, reduce reliance on staff for resolution, create a supportive learning environment, and ensure consistency across the whole school for PSED and PSHE.

Methods: Participants included school staff, parents, children, governors, and LA support advisors, all of whom were involved in developing the SEAL curriculum and increasing awareness of PSED and PSHE.
Methods used include LA SEAL training, Jenny Mosely circle time training, whole staff meetings, clear action plans, staff training, exemplar plans, assemblies, parent meetings, and family SEAL materials.

Findings: The main findings are that a whole school focus with a high priority over a period of time allows SEAL to become embedded in the school, leading to improved staff awareness, better problem solving, increased confidence in discussing feelings, and improved learning outcomes.

Implications: The findings suggest that a whole school focus on SEAL and PSHE can have a positive impact on teaching, school organisation and leadership. It can lead to increased confidence in discussing feelings, improved learning outcomes, and increased self-management and risk-taking among staff.
Keywords (free text)
Primary education , Social and Emotional Aspects of Learning (SEAL) , Personal, social and emotional development
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