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Background

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What is the relationship between SEAL and work to improve behaviour?

The underlying causes of difficult behaviour or persistent absence are often emotional or social, and focusing on these – rather than on behavioural outcomes – enables staff to respond more effectively. They can then take action to understand and prevent difficult behaviour, as well as using rewards and sanctions. Social and emotional skills enable the learner to make informed choices about their behaviour. They enhance the learner’s self-awareness and self-understanding, developing empathy which allows them to predict the outcomes of their behaviour on others, manage their feelings more effectively and develop a range of responses.

Similarly, a consistent and positive response to behaviour has a major part to play in creating an environment where social and emotional skills can flourish. Approaches to behaviour management can either encourage or discourage social and emotional learning. Behaviour management approaches that are consistent with SEAL:

• aim to help pupils learn the skills they need in order to behave well, rather than simply correcting poor behaviour;
• encourage participation in setting rules and consequences that are based upon rights and responsibilities;
• encourage pupils to make a choice about their behaviour;
• recognise and support pupils in managing strong emotions; and
• encourage reflection about the consequences of particular behaviour.

Approaches that are purely based upon a mechanical system of rules, rewards and sanctions and do not encourage pupils to learn social and emotional skills or take responsibility for their own behaviour are not consistent with SEAL. Reviewing or developing behaviour policy with all members of the school community, to ensure that it encourages the learning of social and emotional skills, will therefore often be a part of a SEAL approach.