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Emotional literacy support assistant (ELSA) intervention: medium-term impact on pupils' emotional literacy in one local authority in Wales.

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Title: Emotional literacy support assistant (ELSA) intervention: medium-term impact on pupils' emotional literacy in one local authority in Wales.
Authors: Silver, Lorraine, Emanuel, Emma, Jones, Ellen
Source: Educational Psychology in Practice. Sep2024, Vol. 40 Issue 3, p303-319. 17p.
Subjects: Educational intervention, Social support, Control groups, Well-being
Geographic Terms: Wales
Abstract: The medium-term impact of emotional literacy support assistant (ELSA) intervention is unknown. Therefore, emotional literacy (EL) data were collected through intervention assessment records (IAR) and social and emotional support assessment (SESA) questionnaires from 18 children and young people (CYP) and 18 ELSAs and class teachers (CTs) jointly measuring the effect of a six-week intervention, employing a within-subjects design. Twelve primary schools, four secondary schools, one special school and one pupil referral unit (PRU) participated. A series of t-tests (95% CI) showed a significant positive impact on CYP's EL following six weeks of ELSA intervention with CYP, p <.001 (g = 0.57) and CT and ELSA perspective, p <.001, (g = 0.45), with no improvements for the control group. EL gains were maintained 10 weeks post intervention with CYP p <.001 (g = 0.57) and CT and ELSA perspective p <.001, (g = 0.35), thus providing tentative evidence for the impact of ELSA intervention in supporting CYP's EL that extends beyond a six-week interval time phase. Further research is suggested to build on the evidence base. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice 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.)
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  Data: Emotional literacy support assistant (ELSA) intervention: medium-term impact on pupils&#39; emotional literacy in one local authority in Wales.
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  Data: The medium-term impact of emotional literacy support assistant (ELSA) intervention is unknown. Therefore, emotional literacy (EL) data were collected through intervention assessment records (IAR) and social and emotional support assessment (SESA) questionnaires from 18 children and young people (CYP) and 18 ELSAs and class teachers (CTs) jointly measuring the effect of a six-week intervention, employing a within-subjects design. Twelve primary schools, four secondary schools, one special school and one pupil referral unit (PRU) participated. A series of t-tests (95% CI) showed a significant positive impact on CYP&#39;s EL following six weeks of ELSA intervention with CYP, p &lt;.001 (g = 0.57) and CT and ELSA perspective, p &lt;.001, (g = 0.45), with no improvements for the control group. EL gains were maintained 10 weeks post intervention with CYP p &lt;.001 (g = 0.57) and CT and ELSA perspective p &lt;.001, (g = 0.35), thus providing tentative evidence for the impact of ELSA intervention in supporting CYP&#39;s EL that extends beyond a six-week interval time phase. Further research is suggested to build on the evidence base. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Educational Psychology in Practice is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
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      – SubjectFull: Well-being
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            NameFull: Silver, Lorraine
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              M: 09
              Text: Sep2024
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