On the 20 September the Education Endowment Foundation published a guidance report, ‘Improving Social and Emotional Learning in Primary Schools’ (Education Endowment Foundation, 2019). Although aimed at primary schools, the report would also encourage discussions and reflection in secondary schools, about how they develop the social and emotional skills of learners, especially with the increased focus on personal development in the 2019 OFSTED framework. The report is a useful starting point for conversations between teachers and school leaders, about how to provide them with the social and emotional skills needed to become an effective learner and to prepare them for the demands of adult life. An audit and discussion tool are provided, alongwith the report to encourage teachers, leaders and governors to engage in discussions about social and emotional learning opportunities in their school. The report was produced by the Education Endowment Foundation and the Early Intervention Foundation. The Education Endowment Foundation is an independent charity supporting teachers and school leaders to use evidence of what works and what does not work to improve educational outcomes, especially for disadvantaged children and young people. The Early Intervention Foundation is a research charity and ‘what works centre’ established in 2013 to champion and support the use of effective early intervention, to improve the lives of children and young people at risk of experiencing poor outcomes. The report draws on a recent review of the evidence about social and emotional learning, conducted by Manchester University along with a wider body of evidence and expert input. In addition to the evidence review a survey was commissioned into what primary schools in England are currently doing to support children’s social and emotional development. The report recognises that much of the evidence, regarding social and emotional learning is focused on intervention programmes but there is also a need to consider how social and emotional skills can be developed from everyday teaching practices. In the foreword to the report, the Chief Executive of the Education Endowment Fund, Sir Kevan Collins, recognises the important role teachers have in supporting the social and emotional development of children and young people. ‘With the right support children learn to articulate and manage their emotions, deal with conflict, solve problems, understand things from another person’s perspective, and communicate in appropriate ways’. Sir Kevan Collins PASTORAL CARE IN EDUCATION 2020, VOL. 38, NO. 1, 83–87 https://doi.org/10.1080/02643944.2019.1693187

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社会和情感学习及其对教牧支持的影响

9 月 20 日，教育捐赠基金会发布了一份指导报告，“改善小学的社会和情感学习”（教育捐赠基金会，2019 年）。尽管针对小学，该报告也将鼓励中学就如何发展学习者的社交和情感技能进行讨论和反思，尤其是在 2019 年 OFSTED 框架中更加关注个人发展的情况下。该报告是教师和学校领导之间对话的有用起点，讨论如何为他们提供成为有效学习者所需的社交和情感技能，并让他们为成人生活的需求做好准备。提供了审计和讨论工具以及报告，以鼓励教师，领导和州长参与讨论他们学校的社交和情感学习机会。该报告由教育捐赠基金会和早期干预基金会制作。教育捐赠基金会是一个独立的慈善机构，支持教师和学校领导使用证据证明哪些有效，哪些无效，以改善教育成果，尤其是对弱势儿童和年轻人而言。早期干预基金会是一个研究慈善机构，也是 2013 年成立的“什么有效中心”，旨在倡导和支持使用有效的早期干预，以改善面临不良后果风险的儿童和年轻人的生活。该报告借鉴了最近对社会和情感学习证据的审查，由曼彻斯特大学与更广泛的证据和专家意见一起进行。除了证据审查外，还委托进行了一项调查，调查英格兰小学目前为支持儿童的社交和情感发展所做的工作。该报告承认，关于社交和情感学习的大部分证据都集中在干预计划上，但也需要考虑如何从日常教学实践中发展社交和情感技能。在报告的前言中，教育捐赠基金首席执行官凯文柯林斯爵士承认教师在支持儿童和青少年的社会和情感发展方面发挥的重要作用。'有了正确的支持，孩子们就会学会表达和管理自己的情绪，处理冲突，解决问题，从另一个人的角度理解事物，并以适当的方式进行交流”。凯文柯林斯爵士 2020 年教育中的牧养关怀，卷。38，没有。1, 83–87 https://doi.org/10.1080/02643944.2019.1693187