Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict

Abstract

While social-emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social-emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18-month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem-solving approach. Implementation (core) teams of three to five members, including principal..