In this study, a team of experienced school advisors used a semi‐structured observation and interview protocol to rate various aspects of the implementation of SEAL in 49 primary and secondary schools. A total of 2242 pupils in 29 of these schools completed measures of social experiences and school ethos. School‐level attainment and attendance statistics were collated for all participating schools.

This paper reviews the international and national evidence on the impact of social and emotional learing.

This report was produced in 2010, evaluating the impact of secondary SEAL in a number of schools - regardless of how fully they had implemented the suggested guidelines (e.g. of taking a whole school approach). It is critical of SEAL, and concludes that SEAL does not impact on the key areas explored.

See also Robin Banerjee's report (on the site), published in the same year, for an alternative evaluation (Banerjee tracked a number of primary and secondary schools who had implemented SEAL fully, in the way set out in the guidance).

Robin Banerjee tracked the progress of schools implementing SEAL well (primary and secondary) and found an impact on a number of key variables.

Wave 2 of SEAL is the focus of this evaluation. This element of the programme involves small group interventions for children who are thought to require additional support to develop their social and emotional skills (DfES, 2006). The purposes of these brief, early interventions include helping children by: