A systematic literature review to explore pupils' perspectives on key outcomes of the Emotional Literacy Support Assistant (ELSA) intervention

The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils' perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve pape...

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Bibliographic Details
Published in:Educational psychology in practice 2023-04, Vol.39 (2), p.201-216
Main Authors: Purcell, Rebekah, Kelly, Catherine
Format: Article
Language:English
Subjects:
Communication Skills
Elementary School Students
ELSA
Emotional Intelligence
emotional literacy support assistant
Emotions
Interpersonal Competence
Intervention
Literature Reviews
Multiple Literacies
outcome
Outcomes of Education
Program Evaluation
pupil perspective
Secondary School Students
Social Emotional Learning
Student Attitudes
Student Experience
Systematic review
Well Being
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Summary:The Emotional Literacy Support Assistant (ELSA) intervention aims to build capacity in schools and support the wellbeing of students. This systematic literature review (SLR) explores pupils' perspectives of their outcomes from participating in ELSA and how those views were gathered. Twelve papers met the inclusion criteria; the majority explored other key stakeholders' views alongside pupil perspectives and few studies focused explicitly on outcomes for pupils. Pupil data were analysed using thematic synthesis, producing four themes: communication skills; emotional understanding, management, and outcomes; relational and social skills; and positive school experiences. Students highlighted outcomes which the intervention intended to deliver, and additional skills. Examination of the approaches taken to gain pupil perspectives identified semi-structured interviews as a frequent method, with standardised quantitative measures used in four of the 12 papers. The review highlighted areas to consider in relation to measures that capture progress within the ELSA intervention.
ISSN:0266-7363
1469-5839
DOI:10.1080/02667363.2023.2185208