Skip to main content

Welcome to the SEAL Community!

Social and emotional learning helps children and young people to:

‘… learn how to communicate their feelings, set themselves goals and work towards them, interact successfully with others, resolve conflicts peaceably, control their anger and negotiate their way through the many complex relationships in their lives today and tomorrow’.

This kind of learning underpins positive behaviour and attitudes to learning, personal development and mental health and wellbeing. It is at the heart of PSHE, relationships and health education.

Research shows it also helps raise attainment. Social and emotional learning is attracting increasing attention in schools. On this website you will find age-related teaching resources and whole school frameworks to support your work.

Many of them come from the national ‘Social and emotional Learning’ (SEAL) initiative. By registering with us (which is free, quick and easy), you can immediately find and download all of the national SEAL curriculum materials and teacher guidance. There’s a progression in learning objectives that can be used in any school, and training materials if you want to introduce or refresh a whole-school SEAL approach. Click on National Resources  then click the Getting Started with SEAL tab.

If you would like regularly updated teaching resources, you can also join our SEAL Community. Set up and supported by leading experts in the field, the SEAL Community is a not-for-profit organisation which aims to promote and develop SEAL through sharing news, practice, resources and expertise. Joining costs £30 for individuals, £75 for schools/settings and £100 for local authorities or other multi-school organisations. Click the Join button on this page to join.

News update

Five years after the launch of the government’s Mental Health Support Team (MHST) initiative, 28% of schools and colleges (about 6,800) are covered by a MHST ...

Calls to Childline from children under 11 struggling with loneliness have risen by 71 per cent in just five years, latest data shows.

Children and young people who feel safe in school, enjoy coming to school, and that they belong in school were less likely to have a mental disorde

The primary collection features 40 books for 3-11-year olds; the secondary collection has 25 books for 12-16-year olds.

Sharing practice

Beckley Ashley Irving, SENCO at Tetney Primary School, describes how her school promotes wellbeing.

At Brookvale Primary School, all children, staff and parents focused for two weeks on acts of kindness and helped each other fill their kindness bu

At The St Christopher School in Southend, helping pupils learn to regulate their emotions is very important – and also challenging, given the range of age, communication skills and cognitive ability the school caters for.

Read here about what the children thought of Shahana Knight’s design for a therapeutic classroom. Just look at the pictures ...

Resource roundup

The UK Trauma Council have created several resources to support children and young people affected by war, migration, and/or asylum, including an excellent animation on the effects of trauma co-produced with young people – subtitled into several languages.

‘Social action’ (children and young people making a difference) is a great way to develop social and emotional skills.

‘Brain break bops: Interoception and self-regulation activities for early years’ is a resource from Australia , consisting of short engaging exercises developed with experts to support children to feel more connected to their bodies, and to interpret and express their emotions.

The Anna Freud Centre have published a useful guide for schools and colleges called ‘Using measurement tools to understand pupils’ mental health needs’ . It signposts available tools and helps us think about what we want to measure, and why.

We’ve come across a new-ish primary SEL programme called myHappymind, which is popular with the NHS and part-funded by some local authority Public Health departments, for example in Cheshire East. Individual schools can also subscribe on a cost per pupil basis.

Practical tools

Why not try out a teacher self-assessment , to help teachers evaluate how well they are doing in incorporating social and emotion

We loved this picture to use as an emotional check-in; children choose which frog best represents how they are feeling.

We came across this in – of all places – a street in San Francisco while on a twice-COVID-postponed big holiday.

We often use punishments and rewards to tackle attendance problems – but some schools approach it differently.

Try these ideas (and age progression) from Edutopia

New research

Researchers at the University of Oxford suggest that a growing body of quantitative research indicates that some school-based mental health interventions can cause adverse effects – specifically, an increase in ‘internalising’ symptoms relative to control groups.

A whole-school UK programme Learning Together (also called INCLUSIVE) has been found by the Education Endowment Foundation to improve academic attainment. This new research builds on an earlier study by the National Institute for Health Research that found the programme reduced bullying and improved pupil wellbeing...

Research for the Education Endowment Foundation aimed to find out if adventure learning – both in outdoor settings and at school – could improve self-regulation, school engagement and behaviour in hard-to-reach students...

A recent report found that fostering socioemotional development and fostering test score growth had nearly identical impacts on ninth-grade test scores...

A meta-analysis of 20 programmes to prevent sexual violence have found them to be successful in reducing both perpetration and experience of sexual violence ..

Top resource

Imagine a world where everyone is kind...

This expanding ball is great for teaching mindful breathing...

We really like this programme to teach young people aged 8 – 16 years to manage their own anxiety and worry. It helps them develop techniques to use on their own when they begin to feel worried; these are printed onto a fan to keep in their pocket or bag.