The promotion of mental well-being in school contexts: a pilot evaluation of a social and emotional learning programme

The broad focus of this thesis is to explore social and emotional learning in school based settings

 It is presented in four parts:

1. an introduction to the thesis as a whole
2. a systematic literature review
3. empirical paper
4. a critical appraisal

The Review Paper explores the evaluative research for school based social and emotional learning programmes in the United Kingdom. It systematically reviewed and analysed seventeen papers which evaluated school based social and emotional learning programmes delivered in UK schools.

This review found that there was promising evidence for the systematic promotion of mental well-being through social and emotional learning in schools. However, insufficient evidence was available to reliably recommend a particular approach for the UK school population. Implications for future research and practice are discussed.

The empirical paper investigates the immediate and long-term impact of the "My FRIENDS Youth" programme on students' trait emotional intelligence, student engagement and coping orientations for problem experiences.

The study employed quantitative methodology, using a quasi-experimental wait-list comparison design where participating students were compared to their peers who undertook the social, personal and health curriculum as part of their normal timetable.

Fifty three adolescents completed measures prior to programme implementation, after programme completion, and three months after programme completion.

The results suggest that there was a non-significant difference between the intervention group and comparison group for all three measures.

Withingroup analysis for the intervention group yielded a significant increase in scores in trait emotional intelligence and a significant reduction in the use of 'seeking diversion and enjoyment' as a means of coping with problem experiences.

Response to Intervention analysis found that the two groups responded significantly differently to the programme in terms of changes in trait EI and a dimension of student engagement.

The possible reasons for these findings are discussed.