An inquiry on the effects of the social emotional learning in the health and social care classroom

Abstract

Social Emotional Learning focuses on nurturing lateral thinking skills that help the individual gain a deeper understanding of their emotions and its impact on others. This study introduced a Social Emotional Learning programme to a group of ten students, aged fourteen to fifteen years, studying Health and Social Care as a Vocational Education and Training subject. The programme utilised is targeted to help students: recognise emotions in self or others; understand the causes and consequences of emotions; label emotions accurately; express emotions appropriately; and regulate emotions effectively. This is done by teaching specific tools within a programme: the “Charter” that helps establish class rules; the “Mood Metre” that teaches understanding of emotions; and the “Meta Moment” that helps with identifying the emotional triggers and the “Blueprint” that helps in conflict resolution. These social and emotional learning skills were covered over three months. The effectiveness of these sessions was investigated. Data were collected from three sources using an action research framework, an ongoing reflective journal by the researcher, observations by a critical friend and the pre- and post-implementation of a strengths and difficulties questionnaire administered to the students. Thematic analysis revealed positive outcomes. The implications of social emotional learning within the vocational classroom are discussed.