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Social and Emotional Aspects of Learning (SEAL) anti-bullying

Department for Children, Schools and Families (DCSF)
Publication Date
  • Design


Social and Emotional Aspects of Learning (SEAL) Anti-bullying First published in 2008 Ref: 00258-2008DWO-EN-05 Social and Emotional Aspects of Learning (SEAL) Anti-bullying Disclaimer The Department for Children, Schools and Families wishes to make it clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this publication, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Please check all website references carefully to see if they have changed and substitute other references where appropriate. © Crown copyright 2008 1The National Strategies | Secondary SEAL: Anti-bullying 00258-2008DWO-EN-05 Anti-bullying resource The Secondary SEAL anti-bullying resource consists of: a theme overview; ● a set of structured staff development opportunities; ● ten example learning opportunities for use with pupils in Years 7, 8 and 9 that can be delivered ● flexibly to promote progression or to develop specific skills according to needs. These flow from a series of stimulus materials. They are divided into three themes: individuals, resilience and bullying; group bullying; prejudice-driven bullying; links to other materials and references. ● Anti-bullying resource overview This resource is designed to be used as part of a school’s focus on preventing bullying and to creating a whole-school culture, ethos and environment where everyone feels safe from intimidation and bullying.1 It is intended that the learning opportunities develop and promote the learning of social and emotional skills that pupils need to improve their own well-being and to help keep t

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