The Evidence for Social and Emotional Learning
Recent studies have shown that implementing social and emotional learning in schools and extracurricular settings has reduced symptoms of depression and anxiety in the short term (Early Intervention Foundation, 2021). Across EYFS to KS5, it has a consistent, positive impact on student academic achievement (Durlak et al., 2022). It leads to stronger feelings of inclusion, belonging and connection to the school and better attitudes about school and others. (Cipriano et. al, 2023; Synder et al, 2011; Durlak et al., 2011). Further research on SEL can be found on the Collaborative for Social and Emotional Learning (CASEL) website. In the UK, the Education Policy Institute completed a meta-analysis of the evidence base for SEL and found:
SEL can play a central role in helping children to develop the skills for educational success and lifelong wellbeing.
As well as supporting pupil re-engagement after school closures, SEL can reduce the long-standing attainment gap between disadvantaged children and their peers.
It is on these strong foundations that SEE Learning is built. With the additional resources focused on compassion training based on trauma-informed learning, ethics and systems thinking, SEE Learning provides an opportunity to develop the self and relationships with others. Our research is ongoing into the specific impact of SEE Learning, but during the past 12 months, we have found that:
Empathy, Self Awareness and Perspective Taking improve in SEE Learning participants
Self Efficacy regarding school work increases due to SEE Learning
Intrinsic Motivation increases with participation in SEE Learning
Our research is part of the worldwide data collection and analysis led by Emory University. In the UK alone, educators have reported an improvement in children and young people’s emotional regulation, behaviour, empathy and ability to cooperate with others after participating in SEE Learning.
