Identifying a school with social and emotional literacy in the time of COVID-19

Sotiria Vlahodimou identifies the features which make a school the right choice for parents and children alike. 

Parents looking for suitable education providers post-pandemic are facing the new challenge of prioritising the provisions for Social and Emotional support. This aspect of learning is especially necessary for children who were already struggling to fulfil their potential before the pandemic emerged.

Whilst many schools will focus on pupils ‘catching up’ academically, there is an opportunity for something more fundamental to be taught right now: social and emotional education. Skills like self-awareness, empathy, resilience, self-regulation and social communication are essential, so that children are able to face challenges or setbacks of any kind, and be equipped with the skills and desire to learn and flourish.

In order to do this, pupils must find a school environment where they feel valued, are understood and have opportunities to experience challenge and accomplishment in a ‘safe’ and nurturing space.

What to look for

All schools offer some kind of support system to pupils who are struggling. Some choose to embed social and emotional learning into their curriculum through PSHE lessons, others offer it more discreetly via class tutor support. With teaching time being ever precious, there is now an opportunity for schools to adapt and reform rather than offer superficial support, which in most cases provides limited, short-lived benefits.

Environment

Schools that create a socially and emotionally supportive ecosystem are best placed to help children adjust to post-pandemic education. Such settings understand that there is no ‘right way’ or ‘one size fits all’ when it comes to teaching or learning and will be offering a combination of whole-school, curriculum-based teaching, one to one support sessions and continuous liaisons, evaluations and reflections on individual strategies for pupils.

A school that exhibits the understanding that learning in itself is both emotional and social will have the skills and provisions in place to create a positive learning environment for a child who is challenged by social anxiety. Emotion is at the heart of learning and development so there will be services such as ‘time to talk’ sessions where pupils are encouraged to take time out and be supported by an adult in order to explore and reflect on emotions, behaviours and friendships.

For some children, smaller environments could be key in growing their confidence. Smaller classroom sizes means that each pupil is given time to contribute and their input is acknowledged, making them feel valued and respected. Pupils are also able to learn from one another based on the contributions they make during class which helps their sense of community and understanding of different viewpoints.

These kinds of atmospheres will make all the difference to a child’s experience of school; allowing them time to understand themselves and navigate their future.

Curriculum

Schools where the curriculum is underpinned by social and emotional education are key for children who are struggling to fulfil their potential post-lockdown.

The emphasis on developing speech, language and communication is at the forefront of learning in these environments. They encourage children to acquire the vocabulary they need to express their difficulties or concerns articulately and confidently.

Social and Emotional Aspects of Learning (SEAL) promotes the importance of pupil wellbeing. The five main attributes of SEAL; Self-awareness; Self-regulation (managing feelings); Motivation; Empathy and Social skills should be taught to children who struggle with emotional resilience as it gives them an understanding of emotions; how they might be affected by them, and the impact that these feelings might have on others.

The school’s curriculum should be rich, varied and appropriate to the community and cohort of pupils. It will offer opportunities for self-exploration, creativity, self-expression, focus and curiosity, in addition to being a safe environment for calculated risk-taking. The teaching will encourage lifelong engagement with learning in a way that is memorable and, most importantly, relevant outside of the school community.

Schools that demonstrate the importance of listening with an open mind to explore issues will teach children the benefits of a tolerant and rounded society. In turn this will enable everyone to engage respectfully and encourage different perspectives and better learning. It cannot be assumed that what works for one pupil will work for another. This is particularly important for boarding schools where different cultures and learning backgrounds come together.

Teaching Staff

Teaching and support staff are essential in creating a socially and emotionally supportive ecosystem.

A good indicator of an emotionally and socially-minded school is the happiness and wellbeing of its staff. Consider what provisions staff have for wellbeing resources at the school, because in order for teachers to act as examples and advocate for the pupils, they will need to feel valued, be self-aware with high levels of emotional intelligence.

The Senior Leadership Team should show that they trust teachers and actively give them the space and support they need to do what intuitively they know is needed to help the individual. They should use their educational expertise to ensure the wellbeing and social and emotional awareness of everyone at the school.

Communication

Learning does not happen in the same way for everyone. Cultural influences create diversity from the outset of a child’s life. The context of a pupil’s life is pivotal when helping them re-engage with learning. Parents are key in exploring a child’s background and ensuring the understanding of their needs beyond the professional reports. Schools whose staff get to know their pupils abundantly well will be able to motivate and support them. In addition, staff that regularly liaise, reflect and consider individual children’s needs and development strategies will be committed to getting the very best outcomes for them. Education is a community-based enterprise, which means that understanding and supporting children’s home lives and family situations will result in the families being able to support their child’s learning.

Pupils are going to need a holistic and rounded education if they are going to overcome the challenges of our ever-changing world. Schools that offer unified and joined up approaches will have the tools and expertise to help children acquire emotional resilience to navigate the post-pandemic era. A school with social and emotional literacy at the heart of its visions, values and culture is the school of our children’s future.

About the author

Mrs S Vlahodimou (BSc, MSc, Post. Grad. Diploma, PGCE, NASENCO), Deputy Head and SENCO at Slindon College. With over 10 years of experience in special education, she has worked in mainstream special education and is currently responsible for the provision at Slindon College.

slindoncollege.co.uk