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

References

• Additional Learning Needs and Education Tribunal (Wales) Act. (2018). Explanatory memorandum. https://www.gov.wales/sites/default/files/publications/2018-04/additional-learning-needs-and-education-tribunal-wales-act-2018-explanatory-memorandum.pdf
   Google Scholar
• Balampanidou, K. (2019). Emotional literacy support assistant (ELSA) programme: Child- centred approach, building trust, listening and valuing children’s voices: A grounded theory analysis. Tavistock and Portman NHS Foundation Trust. University of Essex.
   Google Scholar
• Burton, S., Osborne, C., & Norgate, R. (2010). An evaluation of the impact of the emotional literacy support assistant (ELSA) project on pupils attending schools in Bridgend. HEPS: Research & Evaluation Unit. https://www.elsanetwork.org/wp-content/uploads/2017/11/Summary-of-Bridgend-data_FINAL4.pdf
   Google Scholar
• Burton, S., Traill, M., & Norgate, R. (2009). An evaluation of the emotional literacy support assistant (ELSA) programme. HEPS: Research & Evaluation Unit. https://www.elsanetwork.org/wp-content/uploads/2017/11/ELSA-evaluation-report-July-2009_hampshire.pdf
   Google Scholar
• Clarke, T., & Hoskin, S. (2022). Teaching children and adolescents about mental wellbeing: An exploratory multi-site case study in England. Educational Psychology in Practice, 38(3), 317–340. https://doi.org/10.1080/02667363.2022.2100321
   Web of Science ®Google Scholar
• Department of Health and Social Care and Cabinet Office. (2013). Well-being and health. Poster. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/225525/DH_wellbeing_health.PDF
   Google Scholar
• Dodge, R., Daly, A., Huyton, J., & Sanders, L. (2012). The challenge of defining wellbeing. International Journal of Wellbeing, 2(3), 222–235. https://doi.org/10.5502/ijw.v2i3.4
   Google Scholar
• Donaldson, G. (2015). Successful futures: Independent review of curriculum and assessment arrangements in Wales. Welsh Government. https://www.gov.wales/sites/default/files/publications/2018-03/successful-futures.pdf
   Google Scholar
• Dunn, M. (2020). Exploring the role of the emotional literacy support assistant (ELSA) and its effectiveness in developing emotional literacy and ensuring mental wellbeing in students with special educational needs and disabilities (SEND) [ Unpublished dissertation]. University of Chichester.
   Google Scholar
• ELSA Network. (2017). The network. https://www.elsanetwork.org/about/the-network/
   Google Scholar
• ELSA Support. (2018). ELSA support. https://www.elsa-support.co.uk
   Google Scholar
• Estyn. (2022). Report following monitoring of local authority causing significant concern. https://www.estyn.gov.wales/system/files/2022-10/Monitoring%20report%20Pembrokeshire%20County%20Council%202022_0.pdf
   Google Scholar
• Faupel, A. (2003). Emotional literacy: Assessment and intervention – primary. GL Assessment.
   Google Scholar
• Goodman, R. (1997). The strength and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
   PubMed Web of Science ®Google Scholar
• Grahamslaw, L. (2010). An evaluation of the emotional literary support assistant (ELSA) project: What is the impact of an ELSA project on support assistants’ and children’s self-efficacy beliefs [ Doctoral thesis]. Newcastle University.
   Google Scholar
• Kim, L., Dundas, S., & Asbury, K. (2021). “I think it’s been difficult for the ones that haven’t got as many resources in their homes”: Teacher concerns about the impact of COVID-19 on pupil learning and wellbeing. Teachers & Teaching Theory & Practice, 1–16. https://doi.org/10.1080/13540602.2021.1982690
   Web of Science ®Google Scholar
• Krause, N., Blackwell, L., & Claridge, S. (2019). An exploration of the impact of the emotional literacy support assistant (ELSA) programme on wellbeing from the perspective of pupils. Educational Psychology in Practice, 36(1), 17–31. https://doi.org/10.1080/02667363.2019.1657801
   Web of Science ®Google Scholar
• Lambert, L., Lomas, T., van de Weijer, M. P., Passmore, H. A., Joshanloo, M., Harter, J., Ishikawa, Y., Lai, A., Kitagawa, T., Chen, D., Kawakami, T., Miyata, H., & Diener, E. (2020). Towards a greater global understanding of wellbeing: A proposal for a more inclusive measure. International Journal of Wellbeing, 10(2), 1–18. https://doi.org/10.5502/ijw.v10i2.1037
   Google Scholar
• Mann, D. (2014). A mixed methods evaluation of the emotional literacy support assistant (ELSA) project [ Doctoral dissertation]. University of Nottingham).
   Google Scholar
• Mann, F., & Russell, C. (2011). The impact of ELSA interventions on children and young people [ Unpublished paper]. https://www.elsanetwork.org/wp-content/uploads/2017/11/ELSAInterventionsImpact_Dorset.pdf
   Google Scholar
• Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). Mayer-salovey-caruso emotional intelligence test: MSCEIT. Item booklet. MHS. https://storefront.mhs.com/collections/msceit
   Google Scholar
• McEwen, S. (2019). The emotional literacy support assistant programme: ELSAs and children’s experiences. Educational Psychology in Practice, 35(3), 289–306. https://doi.org/10.1080/02667363.2019.1585332
   Web of Science ®Google Scholar
• Miles, N. (2014). An exploration of the perceptions of emotional literacy support assistants (ELSAs) of the ELSA-Pupil relationship [ Doctoral thesis]. Cardiff University.
   Google Scholar
• National Assembly for Wales. (2018). Mind over matter: A report on the step change needed in emotional and mental health support for children and young people in Wales. https://senedd.wales/laid%20documents/cr-ld11522/cr-ld11522-e.pdf
   Google Scholar
• New Economics Foundation. (2009). A guide to measuring children’s well-being.
   Google Scholar
• Nicholson-Roberts, B. R. (2019). ‘A little pebble in a pond’: A multiple case study exploring how the emotional literacy support assistant (ELSA) project operates in secondary schools [ Doctoral thesis (D.Ed.Psy)]. University College London.
   Google Scholar
• Peters, S. (2020). Exploring the experience for young people of the emotional literacy support assistant (ELSA) intervention: Case studies in secondary schools [ Doctoral thesis (D.Ed. Psy)]. University College London.
   Google Scholar
• Purcell, R., & Kelly, C. (2023). A systemic literature review to explore pupil’ perspectives on key outcomes of the emotional literacy support assistant (ELSA) intervention. Educational Psychology in Practice, 39(2), 201–216. https://doi.org/10.1080/02667363.2023.2185208
   Web of Science ®Google Scholar
• Robertson, H. E. (2020). Can emotional literacy support assistant (ELSA) interventions support positive change in the wider school? [ Doctoral thesis (D.Ed.Psy)]. Newcastle University.
   Google Scholar
• Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333–335. https://doi.org/10.1080/17439760.2018.1437466
   Web of Science ®Google Scholar
• Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Policy, 27(3), 60–61.
   Google Scholar
• Sharp, P. (2001). Nurturing emotional literacy: A practical for teachers, parents and those in the caring professions. Routledge.
   Google Scholar
• Shotton, G., & Burton, S. (2018). Emotional wellbeing: An introductory handbook for schools (2nd ed.). Routledge. https://doi.org/10.4324/978131509863
   Google Scholar
• Trauma Informed Schools UK. (2023, September, 1). Trauma informed schools.
   Google Scholar
• Warwick Edinburgh Mental Wellbeing Scale. (2007). https://warwick.ac.uk/fac/sci/med/research/platform/wemwbs/
   Google Scholar
• Weare, K., & Gray, G. (2003). What works in developing children’s emotional and social competence and wellbeing? Report No: RR456. Department for Education and Skills.
   Google Scholar
• Well-being of future generations Act Wales. (2015). https://www.futuregenerations.wales/
   Google Scholar
• Welsh Government. (2021). Framework on embedding a whole-school approach to emotional and mental well-being. https://www.gov.wales/framework-embedding-whole-school-approach-emotional-and-mental-wellbeing
   Google Scholar
• Welsh Government. (2022). Curriculum for Wales. Areas of Health and Wellbeing. https://hwb.gov.wales/curriculum-for-wales/health-and-well-being/
   Google Scholar
• Wilding, L., & Claridge, S. (2016). The emotional literacy support assistant programme: Parental perceptions of its impact in school, and at home. Educational Psychology in Practice, 32(2), 180–196. https://doi.org/10.1080/02667363.2016.1146573
   Web of Science ®Google Scholar
• Wong, B., Cripps, D., White, H., Young, L., Kovshoff, H., Pinkard, H., & Woodcock, C. (2020). Primary school children’s perspectives and experiences of emotional literacy support assistant (ELSA) support. Educational Psychology in Practice, 36(3), 313–327. https://doi.org/10.1080/02667363.2020.1781064
   Web of Science ®Google Scholar
• World Health Organization. (2021). Health promotion glossary of terms 2021. https://www.who.int/publications/i/item/9789240038349:
   Google Scholar