Michael Wigelsworth

TL;DR: A systematic review of measures of social and emotional skills for children and young people is presented in this article, where the review process resulted in the retention of 12 measures, which are presented and discussed in relation to key issues in this area, including difficulties with the underlying theory and frameworks for social-and emotional skills, inconsistent terminology, the scope and distinctiveness of available measures, and more practical issues such as the type of respondent, location, and purpose of measurement.

TL;DR: In this article, the authors evaluated the impact of secondary SEAL on a variety of outcomes for pupils, staff and schools, and examined how schools implemented SEAL, with particular reference to the adoption of a whole-school approach.

TL;DR: This article explored previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programs and expanded upon the extant prior meta-analytic literature.

TL;DR: The implementation strand of the national evaluation of secondary SEAL comprised longitudinal case studies of nine schools and used multiple methods and data sources, including interviews, observations and document review.

TL;DR: This paper looked at the impact of small group work on children requiring more support in developing their social and emotional skills and gathered evidence about what made small group interventions work and found that small group intervention worked well for children.