suggests that an effective teacher must see the learning through the children’s eyes for it to become successful and scaffold the learning as demonstrated by Vygotsky (1978). Scaffolding the learning cultivates habits and cultures which will enable children to reach the zone of proximal development (Vygotsky, 1978). Similarly, Dwek (2012) has recently pioneered Growth mindset, in settings, teaching people that you can grow your abilities through hard work and effective scaffolding. Therefore, if educators provide the necessary scaffolding through SEL, by equipping children with the skills necessary they should become successful, hardworking and valued members of society.
To conclude, it has been shown how essential social and emotional learning is, not only to the individual but to society. Early intervention is key. When implementing SEL the earlier the implementation, the earlier you are equipping children with the essential skills and knowledge to be able to partake in daily life. In the same way, early intervention is key to children essentially early intervention with families is also vital to eradicate persistent unwanted behaviours. We have focused on Maslow, Bronfenbrenner, Bowlby, Vygotsky and many other theorists; examined the influence their concepts still have on current practise. Evidence has shown that influences such as alcohol and illicit drugs have a detrimental effect on children not only at birth but continue into adulthood; evidence suggests that SEL will support them into confidently taking the right path in life.

Finally, SEL is a compulsory subject however, the amount varies in each setting and this can have a damaging effect on children. ‘It has been shown that children with greater social- emotional competence are more likely to be ready for college, succeed in their careers, have positive relationships and better mental health, and become engaged citizens’