Who are we

The SEAL Community was set up in 2012 as a Community Interest Company (CIC) on a not-for profit basis by Jean Gross CBE, and Julie Casey M.Ed., C.Psychol.

Jean led the SEAL initiative in England between 2003 and 2005 in her role as Senior Director for the National Strategies , and until recently was the government’s Communication Champion for children.

Julie is currently practising as a Senior Specialist Educational Psychologist in Wales, was a leading contributor to the SEAL materials and their roll-out in England and Wales, and is a well-known author, trainer and consultant in the field.

Both Jean and Julie are committed to ensuring that SEAL continues to enjoy a high profile in schools and settings, and that those who use the SEAL resources can continue to share good practice and keep the approach growing and improving.

Jean Gross

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You can visit Jean's website here.  Jean Gross worked as the Senior Director within the government’s Primary National Strategy, responsible for its work on overcoming barriers to learning and achievement. In this role she managed inclusion and behaviour and attendance issues, and led the development of the SEAL curriculum resource. Until recently she was the Government’s Communication Champion for children.

Julie Casey

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Julie is well known in the field of emotional and social literacy.

In 1995 she achieved the award of ‘Britain’s Best Teacher’ having spent sixteen years in the field of primary education.

During this time she also obtained a first class degree in psychology, followed by an M.Ed in Educational Psychology. Julie is Senior Director for The SEAL Consultancy and has played a major role in the development and co-ordination of the Primary National Strategy (PNS) curriculum materials for developing children’s social, emotional and behavioural skills (‘Excellence and Enjoyment: social and emotional aspects of learning’), and the associated professional development materials.

Our supporters include


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Here is my member profile

Chris Wardle

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Chris started his career working in a residential special school for students showing significant challenging behaviour. He then moved to secondary mainstream teaching in an inner city school where he became part of the leadership team.Following this he worked across a number of schools developing interventions in order to prevent exclusion as well as developing a model of teacher coaching supporting teachers with the promotion of positive behaviour.

Deborah Michel

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Deborah is by profession an educational psychologist with a longstanding interest in social and emotional development and how to nurture them. She has wide experience within education both as a teacher, senior educational psychologist and developer of national programmes.

Jenny Mosley

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Jenny Mosley’s approach to raising self-esteem, promoting positive behaviour, encouraging supported self-discipline, and creating respectful, co-operative learning environments has been encapsulated in her Quality Circle Time model.   This vision is now used successfully throughout thousands of educational organizations.  

Julie Hough

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Julie Hough Associates offer educational support, advice and training to governments, local authorities, further education establishments and individual schools.

Katherine Weare

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Katherine Weare is Emeritus Professor at the University of Exeter and Southampton.She was a key player and writer in the development of the primary and secondary SEAL and is keen that the hard work that went into it by so many talented people and excellent practice she has observed at close quarters in schools across the UK should continue and grow. Originally a secondary school teacher who moved into academia but kept close ties with her roots, her field is social and emotional learning and mental health and wellbeing in schools.

Robin Banerjee

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Robin Banerjee is Professor of Developmental Psychology at the University of Sussex.He directs the CRESS (Children's Relationships, Emotions, and Social Skills) research lab, which investigates children's social and emotional development, and involves close working partnerships with practitioners and policymakers in the areas of education and mental health.