out on a large sample of children who did not have any pre-existing problems and it has shown successes. Nonetheless, it could be argued that the children who are showing the pre-existing problems such as children who have been excluded for bad behaviour need the SEL more than most children; early intervention is imperative. Therefore, supporting those children with pre-existing problems as early as possible, could have equally positive outcomes. Furthermore, they did offer self-reporting questionnaires and this could be subjective based on the opinion of Cotterel (2014). Early intervention can be effective and improve outcomes for young people and families (Early Intervention Foundation, n.d.)

Firstly, we must consider the development of the individual. Intervention and interactions with care givers are vital to the child’s brain development, a child’s brain development begins prenatal and continues into adulthood (Centre on the Developing child, 2007). Psychological, emotional, social, and cognitive development are all inextricably linked therefore, if one of them is not developed correctly it can have an impact on the others. The primary care giver has the biggest influence on the development of the child (Munsell et al., 2012).

The brain is a complex muscle which adapts and changes to certain traumas in one’s life. In the first year of life 1 million neural connections develop every second (Styles, Jernigan, 2010). Interactions with loved ones or carers are vital for the child for example: babbling and cooing, without these interactions the brain does not develop correctly and pathways shut down. Social interactions are a necessity; ‘it is the experience of social interaction and communication that wires the brain to either its full potential or a compromised state’ (Perry, 2007). This can be compared to Maslow’s Hierarchy of Needs (1943b). When applied to a child’s life, if positive interactions and relationships with care givers are not established they will not have their hierarchy of needs met, therefore never reaching self-actualisation. In the same way, Bowlby’s (1969) attachment theory and supports this. In brief, if a secure attachment is never formed this will affect how people behave in relationships and friendships and will have an ongoing effect on their emotions (Brgaard, 2016). This could then continue into adulthood, if the child never formed affirmative, positive attachments and loving interactions this could affect self-esteem, failure to build relationships and the feeling of being safe, which is supported by Bowlby’s (1969) attachment theory.

Horney (1967) supports Maslow’s theory emphasising that genuine love and discipline