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Developing the Emotionally Literate School
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Developing the Emotionally Literate School

First Edition


October 2003 | 240 pages | SAGE Publications Ltd
`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - Debate

`This is an authoritative and scholarly book that does not attempt to offer a simple fix-it solution but one that should lead to an informed and workable approach that will address the needs and circumstances of individual schools as such . I would recommend it as an essential read for anyone contemplating the research or promotion of emotional literacy in school' - Special Children

`There is much to encourage exploration by schools, educators and managers in an informed way. Helpful appendices list experienced agencies schools may approach in their work on emotional well-being'- Emotional and Behavioural Difficulties

`The book provides a useful guide to ways in which school policies for promoting emotional wellbeing can be developed' - Times Educational Supplement, Teacher

`This book is written in a refreshingly well-balanced style and it deserves a similarly even-handed review. Katherine Weare never exaggerates a point or pretends to have found the Holy Grail. Instead; each argument is carefully counter pointed by a caveat' - Nurturing Potential

`This is a handbook for teachers and LEAs with clearly headed sections, useful tables and list of resources and contacts. There are helpful suggestions for auditing emotional literacy in schools, deciding whether to use off-the-shelf programmes, tailoring programmes to the school's own needs, and working with the wider community' - The Psychology of Education Review

'Visionary and easy to read. This vision resides in the authors' convictions about the vital role schools can play in developing and widening the literacy of emotions... worth reading... opens up a picture of what can achieved in schools in the best interests of the children' - Young Minds Magazine

`Katherine Weare brings a good track record to this useful handbook. The full list of contacts, sources of support and resources and the useful bibliography are clearly a product of her comprehensive knowledge of the field in UK and beyond. They provide a solid platform for future researches' - Journal of In-Service Education

Emotional literacy refers to our ability to understand and use information about our own and others' emotional states, with skill and competence. It is increasingly accepted in schools, and this book shows how it is central to mainstream education.

The author defines concepts and terms in ways that make sense to practitioners, outlines the scientific evidence behind the concept, explores ways in which schools can become more emotionally literate, and demonstrates the educational benefits. The book is a practical and up-to-date account of ways in which schools can use emotional literacy to realize their goals of school improvement and effectiveness, increased learning, more efficient management of teaching and learning and improved relationships.

Katherine Weare shows how emotional literacy can help address persistent educational problems, such as emotional and behavioural disturbance, school exclusion, and teacher stress and disaffection. Emotional literacy is relevant to mainstream education, is most effective when it permeates the whole school culture, ethos, relationships and management. It is as relevant for secondary as it is for primary students, and applies to teachers and parents as well as to students.

 
What is Emotional Literacy and Why is it Important to Schools?
 
What Are We Aiming At? What Competences Are We Trying to Develop? In What Key Ways Can Schools Help Develop These Competences?
 
Some Key Principles for Developing Emotional Literacy in Schools
 
Emotional Literacy and Learning
 
What Kind of Schools Promote Emotional Literacy?
 
Profiling, Assessing and Evaluating Emotional Literacy
 
Wider Support for the Emotionally Literate School
The Role of Local Education Authorities and Healthy School Approaches  
 
Overview
Key Steps in Becoming a More Emotionally Literate School  
 
Contacts for Developing Emotional Literacy and Emotional Well-Being in Schools

`As someone with an interest in emotional literacy and in developing emotional literacy work in schools, I found this book an impressive resource. I would recommend it for those interested in this area, those working within schools on emotional literacy, and for school staff interested in developing their schools as emotionally literature organizations' - Debate

'Visionary and easy to read.' - Young Minds Magazine


Selected this text for our newly verified creative curriculum Module and it has proved very useful with lots of pointers and ideas for the students to reflect on.

Mrs Terrie Blaszczyk
Froebel College, Roehampton University
January 23, 2018

We discussed ideas in this book at length as one day was focusing on emotional literacy.

The feedback at the end of the day was positive and several students bought the book and did their assignment particularly on emotional literacy.

Consequently this book is classed as essential reading for the behaviour for learning course.

Ms Susan Pybus
teaching and learning, The learning institute
April 10, 2013

Useful text but the author could have considered the research that has been carried out about the negatives and possible disadvantages about certain interventions that target social and emotional learning (SEAL).

Miss Alyson Lewis
Newport School of Education, University of Wales, Newport
March 26, 2013

I teach a module on emotional intelligence in a learning environment and this very informative book is one of the key reading text.

Ms Kathy Stephenson
education childhood inclusion, Sheffield Hallam University
June 29, 2012

Sample Materials & Chapters

PDF file of Chapter 7


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