SEAL: Why a whole school
approach?
Check-in
What do we want children to be
able to do?
In addition to good academic
results, we all want children
and young people who
‘…..learn how to communicate
their feelings, set themselves
goals and work towards
them, interact successfully
with others, resolve conflicts
peaceably, control their anger
and negotiate their way
through the many complex
relationships in their lives
today and tomorrow’. Adapted
from Reva Klein, Defying Disaffection.
http://nationalstrategies.standards.dcsf.gov.uk/search/results/%22Katherine%20Weare%20video%22
What is SEAL? From 3 – 16 years…
A structured and
progressive curricular
and whole-school
approach to helping
children develop the
social, emotional and
behavioural skills that
underpin effective
learning, positive
behaviour, relationships
and success in its
broadest sense.
So it underpins…
• Effective learning
• Positive behaviour and good attendance
• Staff effectiveness
• Emotional health and well-being
• Positive relationships
SEAL: A continuum of curricular provision
within a positive environment
Explicit teaching
Whole-school
policies and
practice.
Family and
community
involvement
Additional highly
personalised
interventions
Staff CPD
building skills and
confidence
Small-group intervention for
children who need additional help
in developing skills, and
for their families
Quality first teaching of social, emotional and
behavioural skills to all children;
THE ENVIRONMENT EHWB for all
Interactive
learning and
teaching
strategies
SEAL: Gateways to learning
• Self-awareness + selfvaluing
• Managing feelings
• Motivation
– Goal setting and achieving
– Persistence and resilience
– Responsibility and
autonomy
• Empathy
• Social skills
– Communication
– Assertiveness
– Problem-solving + conflict
management
Self-awareness
Managing feelings
Motivation
Empathy
Social Skills
Some examples of SEAL
Learning Outcomes
Self-awareness
4. I recognise when I should feel pleased with, and proud of, myself and am
able to accept praise from others.
9. I understand why feelings sometimes ‘take over’ or get out of control and
know what makes me angry or upset
Managing my feelings
17. I understand how health can be affected by emotions and know a range of
ways to keep myself well and happy.
Motivation
20. I can break a long-term goal into small, achievable steps.
Empathy
31. I can work out how people are feeling through their words, body language,
gestures and tone, and pay attention to them.
Social Skills
39. I can communicate effectively with others, listening to what others say as
well as
expressing my own thoughts and feelings.
A quick activity
Work with someone you
don’t know
• Partner A: Ask
partner B to spell a
difficult word
• Partner B: Ask
partner A to answer a
mental arithmetic
problem (without
writing it down)
The social and emotional demands
of cognitive activities
• What feelings did you
experience when tackling
this task? How did you
manage them?
• What social skills did you
use in the discussion?
Challenge!
Are there any sorts of
learning tasks that do not
require emotional
management and/or
social skills?
SEAL: A whole school concern (1)
Employers’ needs
Employers are looking for more than just
technical skills and knowledge of a
degree discipline. They particularly value
skills such as communication, team
working and problem solving. Job
applicants who can demonstrate that
they have developed these skills will
have a real advantage. Digby Jones,
Director-General, Confederation of
British Industry
SEAL: A whole school concern (2)
Skills for a changing society…
SEAL: A whole school concern (2)
Skills for a changing society…
 A changing society – a
recognition that schools
need to be part of the
solution
 1 in 10 young people
between 5-15 suffers
from a diagnosable
mental health disorder (3
in every class) These
children are more likely to
have academic and
interpersonal difficulties
and to use drugs, alcohol
and attempt suicide. (Green
et al, 2005).
In a school of 1000 pupils
this means:
• 50 with depression
• 10 affected by eating
disorders
• 100 experiencing
‘significant distress’
• 10-20 with obsessive
compulsive disorder
• 5-10 attempting suicide
(www.youngminds.org.uk)