The Department for Education has recently published its evaluation of the impact of secondary SEAL in schools.
Involving 22 SEAL and 19 non-SEAL schools as well as 9 case studies, researchers found a very mixed picture when analysing SEAL effectiveness but acknowledged that the lack of impact was due to poor implementation rather than the validity of SEAL programmes.
I have always felt that the SEAL program was likely to struggle in many secondary schools due to the fact that many of them implement a compliance model behaviour management. The compliance model sits at the opposite spectrum to what the SEAL program is offering and in my opinion stands very isolated and detached from the day-to-day running of compliance schools.
In addition, many of the young people for whom the SEAL programme is directed, can see this inconsistency in approach from the school. The program rarely takes on a whole school ethos because in my opinion, managers are starting from the wrong point.
In order to implement an emotionally intelligent approach within the School, including the SEAL programme, many issues may need to be dealt with prior to seeing any success.
These include:
In practice, it is often the very opposite that happens and that schools can go from highly punitive and revenge-based institutions into ones that take care of the individual and build the skills necessary for them to succeed in their own emotional lives and with others.
I do think that the SEAL program has at its heart some of the best aspects of emotional learning but when dealt with in isolation, the impact is very limited. I like to consider this like applying a sticking plaster to your skin without there being any injury-it has very little impact. You can see it, you know it's there, you know what it's supposed to be doing but it's all a little bit pointless.
Only when you apply the sticking plaster at the point of stress i.e. when you have cut yourself and your bleeding does it really make sense and have a purpose and use.
First published 23 March 2011
Involving 22 SEAL and 19 non-SEAL schools as well as 9 case studies, researchers found a very mixed picture when analysing SEAL effectiveness but acknowledged that the lack of impact was due to poor implementation rather than the validity of SEAL programmes.
I have always felt that the SEAL program was likely to struggle in many secondary schools due to the fact that many of them implement a compliance model behaviour management. The compliance model sits at the opposite spectrum to what the SEAL program is offering and in my opinion stands very isolated and detached from the day-to-day running of compliance schools.
In addition, many of the young people for whom the SEAL programme is directed, can see this inconsistency in approach from the school. The program rarely takes on a whole school ethos because in my opinion, managers are starting from the wrong point.
In order to implement an emotionally intelligent approach within the School, including the SEAL programme, many issues may need to be dealt with prior to seeing any success.
These include:
- making one's behaviour management program much more supportive
- building in a "done through" resolution programme
- coaching students through resolution pathways
- lowering emotional escalation when faced with conflicts
- avoiding escalation
- resisting the blame game
- building a restorative and reflective approach rather than a punitive and deflective one
In practice, it is often the very opposite that happens and that schools can go from highly punitive and revenge-based institutions into ones that take care of the individual and build the skills necessary for them to succeed in their own emotional lives and with others.
I do think that the SEAL program has at its heart some of the best aspects of emotional learning but when dealt with in isolation, the impact is very limited. I like to consider this like applying a sticking plaster to your skin without there being any injury-it has very little impact. You can see it, you know it's there, you know what it's supposed to be doing but it's all a little bit pointless.
Only when you apply the sticking plaster at the point of stress i.e. when you have cut yourself and your bleeding does it really make sense and have a purpose and use.
First published 23 March 2011