Mimi auditing - NEU Document summary by Carla

Pupil level

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Pupil voice/student council, peer mentoring

Staff level

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Staff training, staff wellbeing, staff involvement in policy development etc.

Classroom level

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SEL incorporated into lesson time, circle time, rotational class seating

School/organisational level

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Language of the school reflects principles

Family and community level

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Engagement with families, family workshops, engagement with local communities

Use of evidence based programmes or professional services.

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Tier 3- indicated support, Tier 2 selected support, Tier 1 universal support, trauma informed services, mental health services

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Explicit SEL instruction.

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Students have consistent opportunities to cultivate, practice, and reflect on SECs that are developmentally appropriate and culturally responsive.

SEL integrated with academic instruction.

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SEL objectives are integrated into the instructional content and teaching strategies for academics and other school activities.

Supportive school and classroom climates.

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Systems for continuous improvement. Schoolwide and classroom environments are supportive, culturally responsive, and focus on building relationships and community.

Focus on adult SEL.

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Staff have regular opportunities to

cultivate their own SECs, build trusting relationships, and

maintain a strong community.

Authentic family partnerships.

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Families and school staff

have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional,

and academic development.

Leadership self-audit

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Curriculum self-audit

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pupil level

classroom level

school/organization level

family and community level

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pupil level

staff level

classroom level

school/organization level

family and community level

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SEL Competency components

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Pupils should be able to:

Self-Awareness

identify and recognise their own emotions and feelings;
recognise emotional triggers; ...

Self-Management

monitor and regulate thoughts, emotions and feelings;
manage thoughts, emotions, feelings and behaviour in a range of situations; ...

Social Awareness

identify and recognise others’ emotions and feelings;
recognise and value cultural diversity; ...

Relationship Skills

recognise the qualities of healthy, respectful relationships;
make friends, and build and maintain relationships with others; ...

Responsible Decision-Making

identify problems;
generate possible solutions and evaluate options to resolve their problem; ...

SEL Competency components

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Pupils should be able to:

Self-Awareness

identify and recognise their own emotions and feelings;
recognise emotional triggers; ...

Self-Management

monitor and regulate thoughts, emotions and feelings;
manage thoughts, emotions, feelings and behaviour in a range of situations; ...

Social Awareness

identify and recognise others’ emotions and feelings;
recognise and value cultural diversity; ...

Relationship Skills

recognise the qualities of healthy, respectful relationships;
make friends, and build and maintain relationships with others; ...

Responsible Decision-Making

identify problems;
generate possible solutions and evaluate options to resolve their problem; ...

Ten SEL Strategies

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Teachers can use and adapt the following ten examples of SEL strategies to develop pupils’ SEL competencies.

1. Create a Safe, Secure, Caring and Trusting Learning Environment

2. Develop a Shared Language and Understanding

3. Support Pupils to Self-Reflect

4. Promote Positive Thoughts and Positive Actions

5. Wellbeing Journal

6. Model SEL Competencies

7. Use a Range of Enquiry-based Active Teaching and Learning Methods

8. Construct Social Narratives and Scenarios and use Role Play

9. Support Collaborative Working and Problem-Solving

10. Develop Pupils’ Coping Strategies

1. Create a Safe, Secure, Caring and Trusting Learning Environment

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This is an essential first step in creating a safe space where pupils feel able to express and share their emotions/feelings. The school can nurture a culture of empathy and compassion. Creating a safe climate for discussion depends on building good teacher/pupil relationships. Over time pupils will build trust with their teacher and peers, and develop the confidence and willingness to discuss their emotions/feelings. Teachers can involve pupils in creating classroom procedures and routines.

2. Develop a Shared Language and Understanding

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It is important that all teachers develop and use a common SEL language with pupils. Teachers can progressively introduce and explain the SEL terms and competencies and how they relate to pupils’ EHWB. Teachers can build pupils’ SEL vocabulary by having pupils keep a wellbeing journal. Pupils can record new SEL and EHWB terms. Pupils can create wall displays and posters of key terms and their meanings. These can be displayed throughout the school. This will help pupils to develop their communication skills and vocabulary, and to use appropriate language to express their emotions/feelings in different situations.

3. Support Pupils to Self-Reflect

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Teachers can develop pupil’s metacognitive abilities to support self-reflection by focusing on the social and emotion dimensions of learning and development. Teachers will need to build in time in their lessons to allow for this pupil self-reflection. They can show pupils how they can use their inner voice to monitor, regulate and manage their thoughts, emotions and feelings in a range of situations. Teachers can stress to pupils the importance of being honest with themselves and how self reflection can help them to develop as a person. This can help them to positively respond to compliments, feedback and criticism. Teachers can model self- reflection by, for example, reviewing a lesson or past experience, and explaining their thinking processes and their emotions/feelings at that time. Teachers can provide examples of different situations – learning, relationships, making decisions, and the types of questions pupils might ask themselves. Pupils can then create their own self reflection questions. Self-reflection helps pupils to be self-aware and promotes a growth mindset by helping pupils to realise their capabilities and potential.

4. Promote Positive Thoughts and Positive Actions

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Teachers can encourage pupils to think positively and teach pupils to be optimistic and hopeful. Teachers can use examples to show pupils that setbacks are temporary and changeable. Teachers can encourage pupils to engage in positive self-talk. (...)

Teachers can encourage pupils to take positive actions which will improve their EHWB. Pupils can discuss their lifestyles and research positive actions they might take to improve their EHWB. They could plan some positive actions in their wellbeing journal. (...)

Positive actions might include joining school clubs, voluntary work in the community and acts of kindness. This also provides opportunities for pupils to make connections and build relationships with others. (...)

5. Wellbeing Journal

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Pupils could create a personal wellbeing journal. They could create this online or use video. The teacher could guide them on its structure and headings and what type of experiences they might record. Pupils could also use their wellbeing journal to record new SEL/EHWB terms. Teachers can entourage pupils to regularly self-reflect and write down their experiences, their thoughts, and emotions/feelings. This could include social situations and relationships which made them feel happy or distressed. Teachers could give pupils time at the end of the week to review their journal entries and to reflect on what they now think and feel about their experiences. This will help pupils recognise how their emotions/feelings can change over time and to develop their sense of self-identity. This also will help pupils to make social and emotional connections between themselves and others.

6. Model SEL Competencies

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Teachers can model SEL competencies by demonstrating what these might ‘look like’ in real life. This allows pupils to observe expected actions before putting them into practice. For example, teachers could model effective planning and organising a task. They could provide an example of a task and the steps required to complete it. Teachers could discuss how they set personal goals and how they will improve their practice. Teachers could model problem-solving strategies by showing how they would gather and select information before drawing conclusions. Teachers could also use videos for modelling SEL competencies, for example teachers could show videos of people behaving respectfully towards others. This could be followed by discussion, and pupils demonstrating ways they can show respect towards others.

7. Use a Range of Enquiry-based Active Teaching and Learning Methods

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Teacher can use a range of enquiry-based active teaching and learning methods which are motivating and challenging. Enquiry based learning involves framing learning as a question or a problem, for example: what are the risks to your personal safety of using social media? How does physical activity support your EHWB? What strategies can you use to manage your emotions? Teachers can use active teaching and learning methods such as mind maps, think-pair share, consequence wheel, SWOT analysis, freeze-frame and others. Enquiry-based learning helps pupils to understand learning as a process. It can be used to explore the social and emotional aspects of learning, for example pupils could self-reflect after completing an activity by assessing their strengths and limitations, and thinking about what they might do differently next time. Pupils could also reflect on how their emotions/feelings and attitudes influenced their performance.

8. Construct Social Narratives and Scenarios and use Role Play

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Teachers can provide some examples of narratives of social situations and characters, for example, they could explore responses to peer pressure and making responsible decisions. The teacher could model this activity. Pupils could work in small groups to create their own scenarios and role plays. Pupils could use iPads and iMovie to create and share short videos which could be used for class discussion. This would help pupils develop relationships and decision-making competencies. Scenarios and role play could also be used to develop other competencies, for example the focus could be on developing Self-Management and organising and planning a role play.

9. Support Collaborative Working and Problem-Solving

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Teachers can set pupils problem-solving tasks, including research. The teacher can provide options for activities, challenges and tasks that capture different interests. Pupils can negotiate and agree on their roles. Pupils take responsibility for completing parts of the task. Pupils are encouraged to share ideas, ask questions, and listen to and respect and value others’ views. The teacher can encourage pupils to think aloud by asking effective questions for example, why did you decided to…. instead of…. ? What do think will happen if…. have you thought about ….? Pupils are involved in making collaborative decisions. They can present, discuss and evaluate options and make collaborative decisions about how they will undertake the task. Pupils can agree on expected outcomes. They can monitor their progress and provide evidence of their achievements. Pupils can use peer and self-assessment strategies to evaluate their learning and performance.

10. Develop Pupils’ Coping Strategies

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Pupils will have good and bad days and they will respond to the stresses of their daily lives in different ways. Often this is an unconscious response. Teaching pupils coping strategies help them to recognise and anticipate and deal with stressful situations. Coping strategies help pupils to manage their thoughts, emotions/feelings and behaviour during times of stress. Coping strategies also builds pupils’ resilience by enabling them to overcome setbacks and challenges in their lives. Teachers can model coping strategies and share their experiences of using coping strategies. Teachers can also create social narratives of challenging situations, ask pupils which coping strategies they might use, and explore possible outcomes. Coping strategies might include:

• Talking to a friend, parent/carer

• Taking time out

• Setting boundaries

• Engaging in positive self-talk

• Meditation

• Mindfulness

• Breathing exercises

• Grounding.

Whole Child

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Adopting a holistic, integrated approach.
Recognising that a child or young person entering school feeling happy, healthy, safe and connected to school is more likely to fully engage in learning.
Identifying those children who may not be feeling this way and ensuring that additional support is provided to address their individual needs.
Encourage, support and challenge (where appropriate) to better prepare children and young people for further education, work and adult life.
Recognising that all behaviour is communication – not just “acting out” or being aggressive, but also silent and withdrawn behaviours that can also present in a distressed or worried child or young person.
Create opportunities to hear the voice of the child.

Whole School/Other Educational setting

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A trauma informed compassionate approach.
Leadership prioritises a culture and ethos that promotes a sense of caring, belonging and respect for all and plans strategically to improve emotional health and wellbeing for all.
Providing an emotionally secure and safe environment and spaces.
Recognising parents and carers as being integral to the school and the child’s wellbeing.
Recognising that teacher-pupil and pupil-pupil relationships and relationship between youth workers and young people are crucial for wellbeing.

Whole Community

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Recognising the setting is a key hub within its community.
Linking with local voluntary and community services including youth services, sports clubs, churches and local businesses.

Staff Wellbeing

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Ethos and environment of the school places a high value and significance on staff wellbeing.
An understanding that if staff are not effectively supported they cannot be expected to properly support the children and young people in their care.
A culture of trust where all staff feel valued and know how to access support if needed, for example through the use of staff debriefing/supervision.
Supporting and providing comprehensive and on-going training as deemed necessary.
Support given to the emotional health & wellbeing of educational setting leaders by the employing authority.

Parents and Carers

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Encourage and promote the involvement of parents to contribute to the life of the educational setting.
Creating a better sense of connectedness between parents and settings, and fostering mutual respect.
Recognising that for some parents and carers, engaging with staff can be challenging, for example those who themselves have had a difficult relationship during their own time at school.
Encouraging parental and carer engagement through a welcoming open door policy, invitations to attend informal events (class breakfast/ celebrating achievement etc) helping to build up trust and mutual understanding.
Empowering parents to promote emotional wellbeing within the home environment, reinforcing the wellbeing culture and ethos of the setting.
Recognising that when parents are involved in an intervention there is a higher degree of success.

Figure 7: The approaches schools said they took to promoting SES

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Whole-school approach

Whole-class approach

Target individual students

Other

Figure 8: The activities schools reportedly use to develop students’ SES

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Social and emotional learning programmes

Mentoring programmes

Outdoor adventure learning programmes

Behaviour interventions

Volunteering and service-learning programmes

Social-action programmes

Careers and employability programmes

Teacher training

Arts participation programmes

Sports participation programmes

Religious and cultural activities

A WHOLE-SCHOOL APPROACH

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Staff development and wellbeing

Engaging with parents

Targeted interventions: additional external resources

Staff development and wellbeing

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Teacher education, mentoring and support are key drivers of success for integrating SEE into a curriculum. School staff are expected to: appreciate the importance of developing and maintaining SEE as a key goal of education; establish healthy relationships with students; foster students’ SEE through explicit teaching and programme implementation; promptly recognize and respond to early signs of social and emotional difficulties; and work collaboratively with parents, support staff and professionals (Askell-Williams and

Lawson, 2013; Humphrey et al., 2010; Jennings and Greenberg, 2009).

Engaging with parents

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Engaging parents as active, collaborative partners is imperative in realising schools’ SEE goals (Bartolo and Cefai, 2017; Downey and Williams, 2010; Rampazzo et al., 2016; Weare and Nind, 2011).

Targeted interventions: additional external resources

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Universal SEE interventions delivered by a regular teacher with the support of an inclusive whole-school community is advisable for all children and young people, including those facing risk or experiencing difficulties. Such interventions, however, need to be accompanied by targeted interventions for children and young people with moderate or chronic needs.

Explicit SEL instruction

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Students have consistent opportunities to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.

SEL integrated with academic instruction

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SEL objectives are integrated into instructional content and teaching strategies for academics as well as music, art, and physical education.

Youth voice and engagement

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Staff honor and elevate a broad range of student perspectives and experiences by engaging students as leaders, problem solvers, and decision-makers.

Supportive school and classroom climates

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Schoolwide and classroom learning environments are supportive, culturally responsive, and focused on building relationships and community.

Focus on adult SEL

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Staff have regular opportunities to cultivate their own social, emotional, and cultural competence, collaborate with one another, build trusting relationships, and maintain a strong community.

Supportive discipline

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Discipline policies and practices are instructive, restorative, developmentally appropriate, and equitably applied.

A continuum of integrated supports

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SEL is seamlessly integrated into a continuum of academic and behavioral supports, which are available to ensure that all student needs are met.

Authentic family partnerships

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Families and school staff have regular and meaningful opportunities to build relationships and collaborate to support students’ social, emotional, and academic development.

Aligned community partnerships

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School staff and community partners align on

common language, strategies, and communication around all SEL-related efforts and initiatives, including out-of-school time.

Systems for continuous improvement

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Implementation and outcome data are collected and used to monitor progress toward goals and continuously improve all SEL-related systems, practices, and policies with a focus on equity.

THE SCHOOL ENVIRONMENT

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Most important ... are the interactions that take place in the classroom, in the halls,

on the playground, and in the cafeteria. The rivalries that students experience, the

alliances that they form, the shared interests and working together on a common goal

are life experiences that lay the foundation for success and happiness in the adult years.

THE TEACHER-STUDENT RELATIONSHIP

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Like authoritative parenting, authoritative teaching boosts students’ social and emotional development. Research has shown that this is effective at producing students that are socially competent and responsible, and, in general, more mature. Authoritative teaching has also been shown to promote positive classroom and school environments (Mugny, Chatard & Quiamzade, 2006; Mullen & Tallent-Runnels, 2006; Quiamzade, Mugny & Falomir-Pichastor, 2009; Snyder & Bassett, 2011; Buskist & Benassi, 2012).

POSITIVE LEARNING ENVIRONMENTS

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The more positive the learning environment, the more this promotes student engagement

that, in turn, is critical for creating a positive learning environment.