Teach Primary Issue 18.4

I NS I DE TH I S SECT I ON 56 | www.teachwire.net Kate Landsman explains why and how we should be embedding SEL in the curriculum A different kind of LITERACY S ocial and Emotional Literacy (SEL) is a bit of a buzz phrase at the moment. In simple terms, SEL involves the ability to identify and label feelings in ourselves and others, and includes the ability to cope with and express emotions in appropriate ways. By developing SEL skills, we can form stronger relationships, improve problem-solving skills and ultimately have a better quality of life. This is important for people of all ages, but if we develop these skills in children, right from the early years, we set them up to better deal with the challenges that they will face in life. What impact does improved SEL have? Without a good level of SEL, children are unable to identify and understand how they are feeling, and as a result it’s more difficult for them to understand the underlying cause of their behaviour. This may then lead to a child reacting or behaving inappropriately. They may feel confused and frustrated, and act impulsively. In developing their SEL, children build the skills they need to identify and understand their feelings; for example, they learn to acknowledge an unpleasant feeling’s temporary state, and how to sit with it by developing self-soothing strategies. Ultimately, they will gain the ability to transition from these unpleasant feelings to ones they are more comfortable with. A child struggling to regulate their feelings can’t concentrate properly on the activity at hand – whether that be learning, playing or building relationships. So, if we give them the necessary tools to help, there will be a huge improvement in their behaviour, connections with others, communication and academic attainment. Embedding SEL in the curriculum In a busy day at school, wellbeing is often overlooked and seen as another thing to try to fit into the timetable. SEL should be at the heart of everything, as without it children will not be in the right frame of mind to do anything. You will get far more out of a class who have strong SEL skills – and this will then free up time to do all those other things you have to fit in. There are a few advanced Social and Emotional Literacy programmes available with resources to teach children about feelings and emotional regulation. These are based on the following principles, which you can use straight away to improve your pupils’ SEL and embed it into your day: • Link SEL into what you are teaching . There are so many opportunities to discuss feelings in different subjects. Ask children to consider the feelings of historical figures, or of refugees fleeing war. Think about how an artist might be feeling when producing their work, or a sports team winning/losing an important tournament. In doing this, children better understand characters and plotlines, and develop empathy. As well as this, by normalising talking Practical ways to deal with overwhelm... How daily reflections can have a transformative effect on children’s learning... p67 p70 Strategies for supporting bereaved pupils... p63 Don’t miss the end-of-term special in our next issue! Available from 21 June. Health & Wellbeing SPECIAL Practical examples of how a culture of wellbeing can be put in place across a whole school... p59