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This resource discusses the PATHS programme, a universal school-based initiative for children aged 4-11. It focuses on self-control, emotional understanding, self-esteem, relationships, and problem-solving skills. The programme includes scripts for instruction, encourages parental involvement, and has been evaluated in over 10 studies. Results show improvements in conduct, social skills, emotional understanding, and reduced ADHD symptoms. The resource also reflects on the Birmingham trial's outcomes and possible factors influencing its effectiveness.
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PATHS to Success: Lessons from implementing and evaluating a social and emotional learning programme in primary schools Nick Axford PhD The Social Research Unit at Dartington
PATHS • Universal school-based programme for 4-11s • Focuses on 5 topics: self-control, emotional understanding, positive self-esteem, relationships, and interpersonal problem-solving skills • 2/3 times a week + generalisation • Scripts to facilitate instruction + flexibility • Encourages parent involvement
Evaluations • 10+ studies, from 79 children to over 5,000 • 8 randomised controlled trials • Some include children with special needs • Mostly 5-11s but some with slightly younger • Most from US but now also England, Northern Ireland and Switzerland • Measures of emotion recognition, behaviour and problem-solving • Observation and reports by teachers, parents, children
Summary of results • Lower rate of conduct problems and aggression • Lower anxiety/depression and anger • Improved social problem solving, emotional understanding, and self-control • Better understanding of cues for recognising feelings in others • Higher scores on peer socialibility and social school functioning • Better ability to resolve peer conflicts, identify feelings, identify problems, and greater empathy for others • Reduction in ADHD symptoms • Better scores on measures of authority acceptance, cognitive concentration, and social competence
Postscript • The Birmingham trial showed promising results after 1 year but no overall effect after 2 years. Why? (1) Context / competing programmes? (2) Fidelity? (3) Longer-term effects not yet visible? (4) Reliance on teacher report?
