Exploring secondary school pupils' views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention.
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| Title: | Exploring secondary school pupils' views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention. |
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| Authors: | Purcell, Rebekah1 (AUTHOR) rebekah.purcell@postgrad.manchester.ac.uk, Kelly, Catherine1 (AUTHOR), Woods, Kevin1 (AUTHOR) |
| Source: | Pastoral Care in Education. Mar2025, Vol. 43 Issue 1, p25-46. 22p. |
| Subject Terms: | *Secondary school students, *Secondary schools, Self-perception, Social skills, Semi-structured interviews |
| Abstract: | The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity within schools to support emotional wellbeing needs. Within the current evidence base, there appears to be an under-representation of student voice. This study adopted an in-depth survey design using pre, during and post intervention semi-structured interviews, to explore seven secondary school pupils' views of the outcomes they felt they had gained from participating in ELSA. Deductive and inductive analysis produced key themes of developing skills to communicate self to and understand others; emotional understanding, management, and outcomes; relational and social skills and developing skills which support a feeling of positivity in school, as well as the application of key skills gained through the ELSA intervention. Pupils' experiences of ELSA support were also shared, acknowledging strengths and possible areas for development. Implications for practice highlighted within the research include organisational considerations within a secondary school; as well as further consolidation of key skills post intervention to support pupils reaching maintenance of a given skillset. [ABSTRACT FROM AUTHOR] |
| Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183128557 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring secondary school pupils' views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Purcell%2C+Rebekah%22">Purcell, Rebekah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> rebekah.purcell@postgrad.manchester.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Kelly%2C+Catherine%22">Kelly, Catherine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Woods%2C+Kevin%22">Woods, Kevin</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Pastoral+Care+in+Education%22">Pastoral Care in Education</searchLink>. Mar2025, Vol. 43 Issue 1, p25-46. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+schools%22">Secondary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Self-perception%22">Self-perception</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Semi-structured+interviews%22">Semi-structured interviews</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity within schools to support emotional wellbeing needs. Within the current evidence base, there appears to be an under-representation of student voice. This study adopted an in-depth survey design using pre, during and post intervention semi-structured interviews, to explore seven secondary school pupils' views of the outcomes they felt they had gained from participating in ELSA. Deductive and inductive analysis produced key themes of developing skills to communicate self to and understand others; emotional understanding, management, and outcomes; relational and social skills and developing skills which support a feeling of positivity in school, as well as the application of key skills gained through the ELSA intervention. Pupils' experiences of ELSA support were also shared, acknowledging strengths and possible areas for development. Implications for practice highlighted within the research include organisational considerations within a secondary school; as well as further consolidation of key skills post intervention to support pupils reaching maintenance of a given skillset. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183128557 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02643944.2023.2265390 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 25 Subjects: – SubjectFull: Secondary school students Type: general – SubjectFull: Secondary schools Type: general – SubjectFull: Self-perception Type: general – SubjectFull: Social skills Type: general – SubjectFull: Semi-structured interviews Type: general Titles: – TitleFull: Exploring secondary school pupils' views regarding the skills and outcomes they gain whilst undertaking the Emotional Literacy Support Assistant (ELSA) intervention. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Purcell, Rebekah – PersonEntity: Name: NameFull: Kelly, Catherine – PersonEntity: Name: NameFull: Woods, Kevin IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02643944 Numbering: – Type: volume Value: 43 – Type: issue Value: 1 Titles: – TitleFull: Pastoral Care in Education Type: main |
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