The main aim of this report is to present the results of a survey administered to primary school staff in England. The goal of the survey was to increase understanding of how Social and Emotional Learning is viewed and implemented in schools. This survey was administered online during March 2019. All primary schools in England were contacted, but…

The purpose of this report is two-fold: first, to provide an authoritative and critical overview of the current evidence regarding what is currently known about effective social and emotional learning (SEL) and in doing so, second, to examine common strategies and practices typically deployed in evidence-based SEL programmes in detail. The…

Background: Risk factors for poor school functioning rarely occur in isolation, but instead are likely to cluster together. As they accumulate, cumulative risk theory (CRT) predicts that the likelihood of negative outcomes increases, often disproportionately. Aims: We build upon and extend previous research by (i) examining two critical aspects of…

The Good Behaviour Game (GBG) is a universal behaviour management intervention that aims to to improve pupil behaviour with the following core elements: classroom rules, team membership, monitoring of behaviour, and positive reinforcement (rewards). While it is primarily used with children in primary schools, it can also be implemented in early…

Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation…

This mixed-methods study examines two moderators of the impact of the Good Behavior Game--implementation variability, participant risk status, and the interaction between them--as predictors of behavioral and academic outcomes. Quantitative data from 38 primary schools were utilized, with outcome data collected at baseline and 2-year follow-up.…

This cluster randomized trial evaluated the impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children's psychological wellbeing, peer social support, and school connectedness. Forty-five schools in England were randomly assigned to implement PATHS or continue their usual provision for 2 years. The trial sample was…

Students with autism are more likely to be bullied than their typically developing peers. However, several studies have shown that their likelihood of being bullied increases in the context of exposure to certain risk factors (e.g. behaviour difficulties and poor peer relationships). This study explores vulnerability to bullying from a cumulative…

Background: Students with special educational needs and disabilities (SEND) are more likely to exhibit behaviour difficulties than their typically developing peers. Aim: The aim of this study was to identify specific risk factors that influence variability in behaviour difficulties among individuals with SEND. Sample: The study sample comprised…

The study investigated whether school-level protective factors could moderate the effects cumulative risk has upon behavior difficulties in children with special educational needs and disabilities (SEND). The sample comprised 4,288 children identified with SEND: 2,660 pupils within 248 primary schools, and 1,628 pupils within 57 secondary schools.…

The Wider Outcomes Survey for Teachers (WOST) is a teacher informant-report questionnaire developed to aid the assessment of behaviour difficulties, quality of relationships and exposure to bullying among students identified with special educational needs and disabilities (SEND). This study examines the psychometric properties of the WOST in a…

This paper considers the role played by universal, school-based social and emotional learning (SEL) programmes in addressing the mental health needs of children and young people. Theory and research in the field are discussed. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England, a flagship…

We report on a randomized controlled trial of Targeted Mental Health in Schools (TaMHS), which is a nationally mandated school-based mental health program in England. TaMHS aimed to improve mental health for students with, or at risk of, behavioral and emotional difficulties by providing evidence-informed interventions relating to closer working…

Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights…

Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling…