understand others, show empathy towards others, manage their own emotions and equip them so they can become valued members of society. Children spend 635 hours per year at school (Burgess, 2013) therefore, it should where educators can deliver a holistic, pupil based education; ensure all children are receiving an adequate amount of social and emotional learning.

A crucial part of SEL is to provide children with behaviours for dealing with negativity. Rodriguez (2013) expressed the opinion that negativity and the experiencing of sadness or anger is a vital part of learning and imperative to our mental health. If children are equipped to deal with positive and negative experiences and the educator acts as a role model; teaches the child how to deal with challenges (Bandura, 1977). However, in school settings today it may be seen that children are not given enough negative experiences. For example, in some settings, during sports events every child receives a certificate for taking part not just the winners therefore, never having the experience of disappointment.

Weare and Gray (2003) unveiled schools were not consistent in their teaching, many schools were not providing children with the skills they require. Moreover, Weare and Gray (2013) continued, stating they ‘believe that a higher priority should be given to the promotion of emotional and social competence and wellbeing and that there is strong evidence that (SEL) needs to start as young as possible’. Graham and Yeo (2015) support this and state ‘developing social and emotional skills when young is seen to be a crucial foundation to living a happy and fulfilling life’. As a result of the study the Social and Emotional Aspects of Learning, whole school program (SEAL) was introduced (DfE, 2005). This allowed for a more cohesive, holistic approach throughout educational settings and supported important legislation; Every Child Matters (2003) and The Healthy Schools Program (1998).