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.
Minako Deno, Shinji Yamagata, Jennifer A. Silvers, Akiko Tonegawa and Toshihiko Endo
pp 40 - 58
Differences in the frequency and differentiation of anger expression strategies, such as overt and constructive, and interpersonal contexts, such as parents and peers, were examined by sex and age in a community-based sample of 655 Japanese adolescents aged 9 to 16 years. The results revealed significant age-related differences in overt anger expression among females: 9-10 year-old females showed the least overt anger expression toward parents, while 15-16 year old females expressed their anger more overtly toward parents and more constructively toward peers than males. Moreover, females overtly expressed their anger toward parents and constructively expressed their anger toward peers more than males did, whereas males overtly expressed their anger toward peers more than females did. These results indicate the importance of considering strategies and interpersonal context in developmental research on anger expression.
Victor Martinelli and Milosh Raykov
pp 59 - 78
School climate is a vital aspect of school life that influences students’ emotional well-being, social relations and academic achievement. Therefore, educators need to monitor school climate to nurture good interpersonal relations and students’ positive experiences in school. To achieve this objective, educators and psychosocial support services in schools need valid and reliable instruments to measure and monitor school climate. A review of the instruments for measuring school climate shows that they are available in several countries, but their application in these diverse settings requires evaluation and adaptation to the different conditions where they are being implemented. This study is part of a larger international project that examines the use of the Georgia Elementary School Climate Survey across many countries. The project includes students’, parents’, and educators’ perceptions of school climate and aims to address the existing shortage of valid instruments of this important indicator of school life in Maltese educational settings. This study was based on responses from 592 children from five primary schools and focused on evaluating an adapted version of the Georgia Elementary School Climate Survey for primary school children. The study indicates that the slightly adapted scale has a good structure and acceptable internal consistency, indicating that the scale can be used in school practice. Based on the analysis of the items in the questionnaire, the study provides some suggestions for further development of this scale to respond better to the local educational setting.
Enya Sammut, Daniel Vella Fondacaro and Nigel Camilleri
pp 79 - 94
Mental health issues have been shown to be more common in LGBTQ+ youths when compared to heterosexual cisgender youths. This study aimed to understand the process of disclosure of sexuality and gender identity in Maltese LGBTQ+ university students and explored dynamics within the individual’s family and social circles during this process. Furthermore, it aimed to elucidate insight into the views of the LGBTQ+ community on the social perception of sexualities and gender identities. 17 individuals from a University of Malta LGBTQ+ association were interviewed. The key finding from this study showed that the period of disclosure was frequently associated with anxiety or depression and that family acceptance may act as a protective factor which reduces anxiety and depression. Furthermore, transgender individuals appear to face more discrimination than gay people. This study concluded that more public awareness is needed to decrease LGBTQ+ stigma. Members within the LGBTQ+ community require more specialised support and counselling services. Further studies need to be carried out to analyse the importance of healthy family dynamics from an earlier age.
