½¿É«µ¼º½

Post-pandemic, social and emotional learning (SEL) has regained attention as schools support children’s wellbeing amid ongoing social disruption, emotional needs and widening inequalities. Yet research shows SEL implementation is inconsistent, underfunded and often misunderstood (Cipollone et al., 2022; Fletcher-Wood & Zuccollo, 2020). To be impactful, SEL must go beyond behaviour management to support genuine emotional development. Drawing on research and practice, this blog post explores how backward curriculum design and whole-school strategies can embed meaningful SEL and move beyond compliance.

Teaching more than content: Backward curriculum design

In underresourced schools, SEL is often treated as optional or reduced to behaviour rules (Cipollone et al., 2022). Wiggins and McTighe’s (2005) backward design offers an alternative. It begins by identifying desired SEL outcomes – like empathy or emotional regulation – then builds learning experiences and assessments to develop them (Chowkase, 2023). By integrating SEL goals into curriculum planning, emotional skills become visible and measurable. Strategies such as role-play, reflection and group problem-solving can align with academic learning. This clarity builds teacher confidence and ensures SEL is prioritised alongside content (Kerimoglu & Altun, 2024).

Teachers as the key to success

A major barrier to SEL is insufficient teacher training (Fletcher-Wood & Zuccollo, 2020; Kay, 2023). One-off workshops rarely equip teachers to embed SEL in daily practice. Instead, sustained professional development in emotional intelligence, trauma-informed practice and restorative approaches are needed. Effective programmes include coaching, collaboration and time for reflection – features that support real change in classrooms. Without these, SEL often remains surface-level and unsustainable. Ongoing support helps teachers scaffold emotional development and meet diverse student needs.

‘Sustained professional development in emotional intelligence, trauma-informed practice and restorative approaches are needed.’

Scaffolding emotional growth: Vygotsky’s legacy

Vygotsky emphasised how emotional development – like cognition – requires scaffolding through social interaction (Colliver & Veraksa et al. 2021). Teachers, peers and staff model SEL in everyday exchanges. Inclusive approaches are essential, particularly for students with autism or speech-language difficulties (Garrote et al., 2017; Efthymiou & Kington, 2017).

Whole-school strategies: Embedding a culture of SEL

Cocial and emotional learning is most effective when embedded across curriculum, relationships and school culture (Chu & DeArmond, 2021). Shared emotional language and consistent expectations help build safer, more connected environments. Frameworks like CASEL – Collaborative for Academic, Social, and Emotional Learning – align policies, staff training and support systems. Combining universal SEL programmes with targeted support yields the strongest outcomes (EEF, 2021). But time, leadership and investment are essential.

Conclusion

Reducing SEL to behaviour control – especially in disadvantaged contexts – undermines its purpose (Blewitt et al., 2021). Authentic SEL builds empathy, agency and compassion. It fosters connection, not just compliance. To be transformative, SEL must be woven into curriculum, teaching and culture. With strong leadership and support, SEL becomes a foundation for wellbeing, connection and lifelong learning.

References

Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2021). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159–2187. Ìý

Chowkase, A. (2023) Social and emotional learning for the greater good: Expanding the circle of human concern,

Chu, L., & DeArmond, M. (2021). Approaching SEL as a whole school effort. Center on Reinventing Public Education (CRPE).

Cipollone, K. Hoffman, E. Sciuchetti, M. (2022). Compliance and Control: The Hidden Curriculum of Social Emotional Learning.

Colliver, Y. Veraksa,N. (2021) Vygotsky’s contributions to understandings of emotional development through early childhood play. https://www.researchgate.net/publication/356826749_Vygotsky’s_contributions_to_understandings_of_emotional_development_through_early_childhood_play

Education Endowment Foundation [EEF]. (2021). Social and emotional learning.

Efthymiou, E., & Kington, A. (2017). The development of inclusive learning relationships in mainstream settings: A multimodal perspective. International Journal of Inclusive Education, 21(4), 411–426.

Fletcher-Wood, H., & Zuccollo, J. (2020). Evidence review: The effects of high-quality professional development on teachers and students. Education Policy Institute.

Garrote, A., Dessemontet, R. S., & Opitz, E. M. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20, 12–23.

Kay, L. (2023). ‘I feel like the Wicked Witch’: Identifying tensions between school readiness policy and teacher beliefs, knowledge and practice in Early Childhood Education. British Educational Research Journal, 50(2), 632–652.

KerimoÄŸlu, E., & Altun, S. (2024). Backward design in preservice teacher education to enhance curriculum knowledge. Journal of Teaching and Learning, 18(2), 128–130. Ìý

Wiggins, G., & McTighe, J. (2005). What is backward design? In Understanding by design (2nd ed., pp. 13–34). Association for Supervision and Curriculum Development.