England's flagship primary school social and emotional learning programme has had little impact on pupil behaviour, a study has suggested.
England's flagship primary school social and emotional learning programme has had little impact on pupil behaviour, a study has suggested.
Neither the parents nor the teachers questioned by researchers reported any effect on the key social skills targeted by the Seal programmes.
Neither the parents nor the teachers questioned by researchers reported any effect on the key social skills targeted by the "Seal" programmes.
But many of the 600 pupils in the study reported improvements in their own behaviour at school.
But many of the 600 pupils in the study reported improvements in their own behaviour at school.
All children are meant to have lessons in social and emotional skills by 2011.
All children are meant to have lessons in social and emotional skills by 2011.
And schools are soon to be rated by Ofsted on pupil well-being.
And schools are soon to be rated by Ofsted on pupil well-being.
The national Seal (Social and Emotional Aspects of Learning) programme was introduced to improve children's behaviour and attendance, and now runs in 80% of primary schools.
The national Seal (Social and Emotional Aspects of Learning) programme was introduced to improve children's behaviour and attendance, and now runs in 80% of primary schools.
It is also gradually being introduced to secondary schools.
It is also gradually being introduced to secondary schools.
'No impact'
'No impact'
Seal uses small group work to boost pupils' personal development, social skills and develop their relationships with others by improving their self-awareness and motivation.
Seal uses small group work to boost pupils' personal development, social skills and develop their relationships with others by improving their self-awareness and motivation.
The Manchester University researchers, commissioned by the government, assessed more than 600 pupils in 30 schools aged six to 11, their teachers and parents.
The Manchester University researchers, commissioned by the government, assessed more than 600 pupils in 30 schools aged six to 11, their teachers and parents.
Although there was a general view that the programme had a positive impact, the researchers found little evidence of this when schemes were formally evaluated, particularly with parents and teachers.
Although there was a general view that the programme had a positive impact, the researchers found little evidence of this when schemes were formally evaluated, particularly with parents and teachers.
Parents reported no improvement in any of the core skills being targeted by the schemes.
Parents reported no improvement in any of the core skills being targeted by the schemes.
And teachers in only one of the four schemes evaluated recorded any positive impact at all on pupils' behaviour and social skills.
And teachers in only one of the four schemes evaluated recorded any positive impact at all on pupils' behaviour and social skills.
The report said: "Furthermore, there was no evidence of impact for any of the core skills being targeted for each theme in any of the staff, pupil or parents ratings."
The report said: "Furthermore, there was no evidence of impact for any of the core skills being targeted for each theme in any of the staff, pupil or parents ratings."
It also noted that the pupil-rated increases in social skills were in line with what had been predicted in just one of the four schemes.
It also noted that the pupil-rated increases in social skills were in line with what had been predicted in just one of the four schemes.
There was a general feeling, from research focusing on six school case studies, that small group work did have a positive impact on pupils' social emotional skills.
There was a general feeling, from research focusing on six school case studies, that small group work did have a positive impact on pupils' social emotional skills.
'Barrier to improvements'
'Barrier to improvements'
Schools also provided data suggesting it had a positive impact on learning, but evidence relating to parents and attendance was much more sparse.
Schools also provided data suggesting it had a positive impact on learning, but evidence relating to parents and attendance was much more sparse.
"There was no evidence to suggested that small group work had any substantive impact at the school level," it added.
"There was no evidence to suggested that small group work had any substantive impact at the school level," it added.
The researchers said it appeared that what small improvements in behaviour the programme had notched up, were not transferred to the home setting.
The researchers said it appeared that what small improvements in behaviour the programme had notched up, were not transferred to the home setting.
The report highlighted how one boy who had been asked how the group sessions had helped him outside school said: "No, I smash windows at home."The researchers suggested this failure to transfer may be down to a lack of parental involvement or the "light touch" nature of the interventions.
The report highlighted how one boy who had been asked how the group sessions had helped him outside school said: "No, I smash windows at home."The researchers suggested this failure to transfer may be down to a lack of parental involvement or the "light touch" nature of the interventions.
The researchers also suggested there was only so much that school-based programmes could do on their own, and that a child's home circumstances could be a "barrier" to improvements.
The researchers also suggested there was only so much that school-based programmes could do on their own, and that a child's home circumstances could be a "barrier" to improvements.
The basic model for group interventions is one weekly 40-minute session over six to eight weeks.
The basic model for group interventions is one weekly 40-minute session over six to eight weeks.
A more lengthy intervention was necessary for children with emotional difficulties, the report said.
A more lengthy intervention was necessary for children with emotional difficulties, the report said.
It suggested that projects should last a whole term and that more resources should be made available.
It suggested that projects should last a whole term and that more resources should be made available.
