Circle time for social and emotional learning in primary school

摘要

This paper discusses the findings and implications of a semi-randomised control trial\udstudy on the effectiveness of circle time (CT) on primary school students’ social and\udemotional learning, as well as classroom teachers’ and students’ experience of CT. A\udsocial and emotional learning programme was delivered through CT by trained classroom\udteachers across the years in one primary school, with other classrooms serving\udas control groups. The classroom teachers completed the Strengths and Difficulties\udQuestionnaire (SDQ) at pre- and post-intervention, while the CT teachers also completed\uda questionnaire on their experience of implementing CT in the classroom. The\udCT students also completed a questionnaire on their own experience of CT. The SDQ\udscores suggest that CT students showed less internalised difficulties when compared\udto their control peers, while the qualitative data from both teachers and students suggest\udthat the CT students also exhibited less behaviour problems and more prosocial\udbehaviour. The study identifies various strengths and weaknesses of the programme\udand makes recommendations on how it could be organised more effectively in the\udclassroom. The paper concludes that rather than taking CT as the default option for\udnurturing such values as student empowerment, inclusion and equity, there is a need\udfor further rigorous studies on the impact of CT not only on students’ social and\udemotional learning and behaviour but also on the classroom relationships and climate.