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Outcomes
Emotional health and wellbeing

Qualitative oucomes from schools in Cornwall:

  • Since the introduction of SEAL in September 2007 there have been fewer behavioural and emotional incidents in the playground because the children are demonstrating that they know and can use more strategies to sort out disagreements.
  • Since the introduction of the new Behaviour Management system in January 2008, both students and staff report that there is more clarity when infringements occur and more consistency in the resultant actions, so that the students feel the system is fairer and the staff feel there is less disruption to learning.
  • Since the introduction of SEAL in September 2007, staff report that children are demonstrating that they can recognise and respond appropriately to their own emotions and those of others.
  • Since the implementation of the new Behaviour Management Policy in September 2007, staff feel that there is clearer identification of those students needing intervention strategies to enable them to address their difficulties, develop their social skills and access their full entitlement to an inclusive education.
  • Staff report that since implementing SEAL in small group sessions in May 2007 the targeted children are more confident in a range of situations.
  • Since the introduction in Spetember 2008 of specialist TA time for work on social skills with small groups of identified children, teachers report that there has been a visible increase in concentration skills.
  • The school council and the SCIP project report that the introduction of the SEAL programme in September 2007 has had a positive impact on children’s wellbeing and self-esteem.
  • Since consultation with a student focus group in May 2008, the Behaviour Management system has been further developed to incorporate a clearly defined reward structure. Students now recognise the positive impact of the system on both their behaviour and their own sense of self-worth and achievement because it serves to track improvement and progress both in terms of personal development and academic development. (Secondary school)