Emotional literacy: a whole school approach

Connect E.L. with the central concerns of education

Outline kind of holistic approaches we need to promote E.L.

Objectives: to explore

Context of increased interest in EL

Key areas of education that relate to it

Key competencesRationale for a whole

school approach ‘Successful’ LEAs

Overlapping terms

Use whatever terms…...

WorkAre appropriateMake senseBring people

together

Some key terms that work currently

Emotional literacy is…

The ability to understand ourselves and other people, and in particular to be aware of, understand, and use information about the emotional states of ourselves and others with skill and competence.

It includes the ability to understand, express and manage our own emotions, and respond to the emotions of others, in ways that are helpful others and to ourselves.

Emotional and social wellbeing

Broad concern with whole person

Concern with underlying determinants

Focus on context and environment

Growth of research evidence in education

Changes in Education

‘Realisation that effective learning and pursuit of ‘standards’ demands EL too

Development of effective programmes of emotional and social competence/ literacy

Inclusion demands ELGrowth in interest in managing behaviour through

positive approaches and contextual determinantsHealthy schools’ movement - emotional and social

at centre

Gardner’s ‘intelligences’ include

LogicalSpacialVerbalKinaesthetic Intra-personal

(understanding self) Inter-personal

(understanding others)

Goleman’s work on impact of emotional intelligence on...

Work

Education

Personal life

Emotional and social competence ‘missing key’ to many educational problems, e.g.

Learning difficulties

Behaviour problems

Exclusion and disaffection

Teacher retention

Some emotions block learning

Cannot think straight e.g. when angry

Chronic emotional problems make learning difficult

Low self esteem makes us feel incompetent

Lack of attachment to others makes it hard to take direction

Some emotions aid learning

Pupils learn better with self esteem, sense of optimism

Teachers more effective when feel respected

Links between emotions and learning

Need to feel relaxed, calm safe to use whole brain approaches to learning

Whole brain approach based in the emotional centre of the brain

Need to feel safe to use a range of learning styles

Emotions are essential for rationality: we need them toDirect attention to what mattersPrioritisePlanAnticipate our actions and those of othersDetermine value

Emotional and social competences

that are essential to educational and personal success

Self understanding and belief

Accurate self conceptSelf esteem OptimismResilienceAwareness of own powerAbility to change and grow

Self control

Thinking clearly and ‘rationally’Managing the emotionsImpulse controlSelf motivationDeferring gratificationTaking responsibility for own actions

Emotional awareness and expression

Developing emotional complexity through language

Impact of emotions on the body Impact of self on othersAwareness of emotion/ feeling deeplyExpressing self, through language and actionExpressing -ve e.g. fear, guilt, angerExpressing +ve e.g. happiness, having fun, ‘going

with the flow’

Social competence includes….

Communicating effectivelyMaking relationshipsEmpathy Genuineness/ authenticityRespect for othersSociability/ reciprocityBalancing needs of self and others

Social competence also includes...

Anger managementNegotiationCo-operationConflict resolutionMediationActive listeningTolerating/ celebrating difference

A whole school approach

Whole school/ holistic approach also called….

Holistic e.g. whole school, approach means

Focus on organisation not individualIncludes all aspects, not just curriculumFocus on environmental causes, not outcomes

e.g. behaviourSeeing the school in its communityInvolving all parties at all levelsCoordination, congruence between the partsTeamwork, multi professional working

Who/ what is emotional and social education for?

Traditional viewPupilsSpecial needsThose with problemsFocus on behaviour

changeEL worked on for its

own sake only

Whole schoolAnd teachersAnd mainstream All of us Focus on emotional

growth and self empowerment

EL linked with mainstream learning

Why use whole school approach?

All of us need EL – links with wellbeing and effective learning for all

Demonstrably more effective in producing changeLess stigmatising for those with problemsCauses of problems often environmental anywayEmotional and social problems are extremely

widespread and on a continuumProcesses which help some shown to help all ‘Herd immunity’/ critical mass to help those with

problems

Same strategies work for all pupils - and promote wellbeing and learning of all and prevent problems

Same teaching programmes work, if level and amount of input is adjusted

Need early identification and help for all Support teachers to keep students in mainstream

schools where possibleWithdrawal units and rest of school should use

same clear, warm strategies

Whole school approach to special needs

Whole school approach produces higher levels of...

LearningAttendanceResults e.g.examinationsPupil and teacher effectivenessMorale of teachers and pupilsSelf esteemSociable behaviour

Physical environment

Some key areas for a whole school approach

CommunityParentsAgencies

Management

Policies

CurriculumMethods

Relationships

Communication

4 key features

RelationshipsParticipationAutonomyClarity

Relationships based on

Social competenceEmpathyRespectGenuinenessListening: ‘the

listening school?’

Participation means

‘Bottom up’ approachOpen and transparentConsultation and

involvementShared goals, values,

powerWhole ethnic and social

mix ‘Slower’ and ‘difficult’

pupils

Clarity means having clear and positive….

BoundariesStructuresRulesRolesExpectations

Autonomy means...

Self determinationIndependenceHaving controlPersonal responsibilityIndependent thinkingCritical awareness

Need a balance

RelationshipsParticipationClarityAutonomy

Unbalanced….

Clarity only = cold, rigid environmentRelationships only = laissez faireRelationships + clarity + participation

= brainwashing

Effective programmes of teaching and learning

High profile Support at the topWhole school experience Involve all subjects and

all pupilsExplicit and plannedSpiral, developmental

and long termStart early

An effective curriculum for EL

IntegratedPlannedDevelopmentalActive methodsTeaches skills as well

as attitudes and knowledge

Generalises to real lifeCulturally appropriate

Working with parents to promote EL

Parents welcome and comfortable

School listens actively to parents’ interests and concerns

Parents involved in school life, decision making, learning

School and home support one another

DFES project

‘What works in developing emotional and social competency in children and young people?

Review of evidenceCase studies of best practice in 5

‘successful’ LEAs

Successful links and locations for this work in LEAs

Behaviour support teams

National Healthy School Standard

CAMHS

Successful LEAs….

High priority Holistic approachesMultiprofessional

teams Inclusive frameworkExplicit teaching

programmes Staff development