The PSHE project led by Coleman, Hale, and Layard aims to review evidence-based life skills programs for secondary pupils, identify methodological issues, and recommend suitable programs for the UK curriculum. Key challenges include inconsistencies in PSHE implementation and a lack of quality research supporting current programs, such as SEAL. The project proposes an evidence-based syllabus focusing on essential areas like emotional health, safety education, and relationships, alongside evaluating existing and new programs appropriate for UK schools.

1. PSHE Project Coleman, Hale and Layard

2. Aims and objectives of the project To carry out international review of evidence-based programmes relating to life skills for secondary age pupils

3. To identify the methodological problems involved in evaluating such programmes

4. To highlight the main facilitators/impediments to evidence-based PSHE

5. To establish which programmes could be recommended in the UK

6. To recommend a notional programme of Life Skills education as part of a future PSHE curriculum (Secondary, Personal Wellbeing)

7. Background PSHE: Personal Wellbeing Key Concepts Personal Identities

8. Healthy lifestyles

9. Risk

10. Relationships

11. Diversity

12. Background A starting point: Good Childhood Guide, components of successful PSHE (Layard & Dunn, 2009): Understanding and managing your emotions

13. Understanding others and caring for them

14. Love, sex, parenting and child development

15. Healthy living: exercise, diet, alcohol, drugs, smoking

16. Mental Illness

17. Your career and contribution to the world

18. Understanding the media

19. Politics and responsibilities

20. Moral Philosophy

21. Background Health and Wellbeing in Schools: Policy Ofsted Inspections Safety, Emotional Awareness, School Ethos, Health Every Child Matters Being healthy, Staying safe, Enjoying and achieving, Making a positive contribution, Achieving economic stability and wellbeing 2007 education bill Schools have a duty to promote wellbeing Bill to make PSHE statutory

22. Social and Emotional Aspects of Learning (SEAL) Framework for the delivery of social and emotional skills

23. Implemented in 70% of schools

24. Evidence-based?

25. Humphrey, 2002: “SEAL (as implemented by schools in our sample) failed to impact significantly upon pupils’ social and emotional skills, general mental health difficulties, pro-social behaviour or behaviour problems.”

26. SEAL evaluation concluded: “ Guidance should be produced to enable schools to make informed choices about the adoption of social and emotional learning programmes beyond SEAL; this guidance should have a clear focus on the evidence base to support particular programmes and the contexts in which they are effective.”