Child and school staff perceptions and experiences of universal social and emotional learning curricula in context: A qualitative case study registered report examining ‘Passport Skills for Life’

Demkowicz, Ola, O'Brien, Annie, Hamilton, Suzanne, Burke, Lauren, Alemdar, Melek, Mason, Carla, Anderton, Molly, Nanda, Pratvasha, Corke Butters, Lily, Beissel, Felicitas, Lu, Yizhuo, Chatburn, Eleanor, Humphrey, Neil and Qualter, Pamela (2026) Child and school staff perceptions and experiences of universal social and emotional learning curricula in context: A qualitative case study registered report examining ‘Passport Skills for Life’. British Journal of Educational Psychology. ISSN 0007-0998

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Abstract

Background: There is increasing interest in the circumstances under which universal school-based social and emotional learning (SEL) interventions can be most effective, and how implementation moderates intervention outcomes. We focus on the implementation of ‘Passport Skills for Life’, an SEL intervention that has been introduced into over 100 schools in England to date. Aim: We examined the experiences and perceptions of both school staff and children in delivering and engaging with Passport. Method: We report on the implementation and process evaluation of a large cluster randomized controlled trial conducted in mainstream primary schools across Greater Manchester and surrounding areas. We used a qualitative longitudinal design, engaging with children, teachers and senior leaders in five case study schools via focus groups and interviews. We used reflexive thematic analysis to build an integrated picture, guided by relevant implementation theory on dimensions of, and factors affecting, implementation. We triangulated and examined differences in thematic representation among participant groups to understand differences in perspectives. Findings: Teachers generally reported high fidelity, but commonly made adaptations. The comic book format, emotional reflection opportunities and sensitive content of Passport were considered distinctive and valuable, though implementation was shaped by factors including school context and limited programme differentiation for children with SEND. Children, teachers and SLT were generally aligned in perspectives, with greater within-group divergence. Conclusions: Findings highlight the need for inclusive, sensitive and context-responsive SEL design, alongside guidance and support to ensure fidelity without compromising accessibility, impact or flexibility.

Item Type:	Article
Additional Information:	Data Availability Statement: Data will be made openly available at the end of the trial.
Uncontrolled Keywords:	implementation,school-based intervention,social and emotional learning,universal intervention
Faculty \ School:	Faculty of Medicine and Health Sciences > Norwich Medical School
Related URLs:	https://doi.org/10.1111/bjep.70065
Depositing User:	LivePure Connector
Date Deposited:	04 Mar 2026 13:30
Last Modified:	21 Mar 2026 01:19
URI:	https://ueaeprints.uea.ac.uk/id/eprint/102171
DOI:

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