Conclusion

Abstract

We have now come to the end of our journey and the start of a new one. We have seen how social and emotional education (SEE) can be both taught and caught in the classroom and at the whole school, with the participation of the whole school community, the parents/caregivers and the local community. We have also discussed how schools may mobilise their resources and recruit additional support for pupils experiencing difficulties in accessing the SEE curriculum. We have also underlined that besides pupils’ own SEE, the school needs to address the social and emotional needs of its staff and to support the parents’/caregivers’ education and well-being. We have presented an overarching whole-school framework on how schools may embark on a comprehensive, integrated, multilevel and reflexive process to bring the heart into the classroom and into the whole school community.