The module used Dr Saunders’s metamodel of mindfulness-based leadership development as a basis for mindfulness-based SEL for both children and adults. The same metamodel informs his book Developing Supervisionary Leadership in Schools.

Students gained a broad understanding of children’s social and emotional development through sociological and psychological lenses. They considered theoretical models of development from birth to early adulthood, focusing particularly on middle childhood. The module explored what supports or undermines children’s resilience, attitudes, moral reasoning and conscience, including peer pressure and social media. It also examined approaches practitioners might take to help children grow as emotionally healthy individuals, negotiate an expanding social landscape and secure the best possible educational and social outcomes.

Students also considered how practitioners’ own social and emotional development supports that of children, reflecting on their own childhood experiences and embracing social and emotional learning as adults.

Module code: CLD2021 · Credits: 20