Volume 1: What factors of a school ethos and culture are important to promote social and emotional learning? Using Q-methodology to gather primary school pupils’ views

Parekh, Priya (2022). Volume 1: What factors of a school ethos and culture are important to promote social and emotional learning? Using Q-methodology to gather primary school pupils’ views. University of Birmingham. Ap.Ed.&ChildPsy.D.

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Abstract

Social and emotional learning (SEL) consists of key competencies to build social, emotional, and behavioural skills (Collaborative for Academic, Social, and Emotional Learning, CASEL, 2013). Research highlights the importance of a positive school ethos and culture to improve the effectiveness of whole school universal SEL interventions (e.g. Banerjee, Weare, and Farr, 2014). However, little research has directly explored factors of a school ethos and culture to specifically promote SEL, particularly within the United Kingdom (UK). Furthermore, little research has focused on gaining pupils’ views on this matter. The aim of this research study is to explore factors of a school ethos and culture to promote SEL, from the perspectives of pupils. Using Q-methodology (Stephenson, 1935), fourteen pupils (Year 5 and Year 6) from one mainstream primary school setting, completed a Q-sort task. Pupils were asked to rank thirty-four statements (Q-set) to share their preferences around the most important factors of an ideal school to promote SEL. Pupils were then instructed to complete a post Q-sort survey to elaborate on their preferences. Three transition stages were performed to analyse the quantitative and qualitative data, using a by-person factor analysis. The results revealed two distinct but overlapping viewpoints. Supportive relationships across the whole school community and feelings of safety in school, in the form of support and structure, were reported as the most important factors of a school ethos and culture to promote SEL. The results are discussed in light of the wider international literature. The findings provide insight into preventative and whole approaches to promote SEL for children and young people. Implications for educational psychology practice and recommendations for future research are shared.

Type of Work:

Thesis (Doctorates > Ap.Ed.&ChildPsy.D.)

Award Type:

Doctorates > Ap.Ed.&ChildPsy.D.

Supervisor(s):