Heather Webb

This study investigates the ways in which the Social and Emotional Aspects of Learning (SEAL) programme is being implemented and maintained within the context of a first school identified as an example of good practice using a Realistic Evaluation approach. The findings are used to inform the development of a Programme Specification relating to SEAL implementation. Methods employed to gather this information included interviewing school staff and parents, a focus group with pupils, observations, and analysis of SEAL documents and artefacts. The findings have emphasised the importance of a supportive school ethos, a high level of interaction across the school context including promotion of 'social time' for pupils and staff, integration of SEAL across all school activities, and a high level of consistency in approach to behaviour and teaching of social and emotional skills across all staff. Specific aspects of the role of the SEAL Coordinator, and specific characteristics of members of staff delivering SEAL have also been highlighted as important in order to allow the mechanisms to function effectively. Through using a Realistic Evaluation framework for the research, it is hoped that the theory (or Programme Specification) developed will be of relevance and applicability to other settings, in order that understanding and knowledge about SEAL implementation can be further developed through future research studies.

A Realistic Evaluation Exploring the Implementation of the Social and Emotional Aspects of Learning (SEAL) Programme Across a Whole-school Context (Volume 1), &, Professional Practice Reports (Volume 2).

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