Romney, April; Somerville, Matthew; Baines, Ed; (2022) The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools. Educational Psychology in Practice 10.1080/02667363.2022.2125933. (In press).

Preview

Text The facilitators and barriers to implementing Emotion Coaching following whole school training in mainstream primary schools.pdf - Published Version Download (813kB) | Preview

Abstract

Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed.

Download activity - last month

Export as XMLCSVJSON

Download activity - last 12 months

Export as JSONXMLCSV

Downloads by country - last 12 months

Export as JSONCSVXML

Archive Staff Only

View Item