Social and Emotional Learning: A survey of English primary school’s priorities, perceptions, and practices

This article reports the findings of a pre-pandemic national survey of English primary
schools (n=621) examining how Social and Emotional Learning (SEL) is prioritised and
practiced in school. Perceived benefits and prioritisation of SEL, barriers and facilitators
in supporting implementation, and the nature and extent to which whole school
approaches, classroom interventions and/or individual teaching practices are present, are
discussed. Responses showed consistency in respect to some established findings in the
field, namely concerns of time in respect to implementation, however some novel
findings emerged, including satisfaction with programmes and training approaches, and
a higher prevalence of SEL practice than previously reported. Findings are discussed in
relation to an increasing nuance in understanding SEL provision within schools. The
study contributes to limited research regarding typical practices, especially outside of
funded trials, and in doing so provides useful and relevant information for educational
professionals responsible for the implementation of SEL post-pandemic.