Social and emotional aspects of learning (SEAL) for secondary schools: implementation difficulties and their implications for school-based mental health promotion

Ann Lendrum; Neil Humphrey; Michael Wigelsworth

doi:10.1111/camh.12006

Social and emotional aspects of learning (SEAL) for secondary schools: implementation difficulties and their implications for school-based mental health promotion

Child Adolesc Ment Health. 2013 Sep;18(3):158-164. doi: 10.1111/camh.12006. Epub 2012 Oct 11.

Authors

Ann Lendrum¹, Neil Humphrey¹, Michael Wigelsworth¹

Affiliation

¹ Educational Support and Inclusion, School of Education, University of Manchester, Oxford Road, Manchester, M13 9PL, UK.

PMID: 32847253
DOI: 10.1111/camh.12006

Abstract

Background: Increasing concern about adolescent mental health problems has resulted in schools being identified as central sites for their prevention (PsycInfo; ERIC 2000-2012). In this context, SEAL for secondary schools was launched in 2007.

Method: The implementation strand of the national evaluation of secondary SEAL comprised longitudinal case studies of nine schools and used multiple methods and data sources, including interviews, observations and document review.

Results: Implementation was variable, both within and between schools; barriers were identified at programme, teacher and school levels.

Conclusions: Implementation issues identified have implications for SEAL and school-based mental health prevention and promotion interventions more generally.

Keywords: Social and emotional aspects of learning (SEAL); emotional well-being; implementation; school intervention.

Grants and funding

Department for Education