ELSA: A Teacher's Guide to Emotional Literacy Support
Emotional literacy is the foundation of successful learning in any classroom. When children cannot Key Takeaways ELSAs teach emotional skills.
Emotional literacy helps learners succeed. ELSA builds emotional skills in school; it isn't therapy (Goleman, 1995). Educational psychologist supervision is key for safe ELSA work (Fullan, 2001). ELSA teaches five skills: awareness, social skills, esteem, anger control, and handling loss (Elias et al., 1997). ELSA improves learning and engagement by managing emotions (Durlak et al., 2011).
Key Takeaways
* ELSAs are trained members of staff who support the emotional needs of learners within a school setting.
Burton (date not provided) developed the programme. It helps schools improve their emotional support. Research by Tyrell (2016) and Carter (2018) shows benefits. Learners gain confidence from its clear structure. Patel’s (2022) study proves its long-term impact.
* Training and regular supervision from
What Is ELSA?
Sheila Burton (Senior Educational Psychologist) created the ELSA role. It fills a gap in schools, (Burton, date not mentioned). Many learners need emotional help beyond standard services, (Burton, date not mentioned). ELSAs are usually TAs with special training, (Burton, date not mentioned).
The primary goal is to help learners recognise, understand, and manage their emotions. Daniel Goleman, a leading figure in . She emphasizes that emotional well-being should be integrated into the whole
Instead, the programme suggests that emotional literacy is a skill that can be taught. It is not an innate trait that children either have or do not have. Through consistent, structured sessions, children can learn to work through complex social situations. This approach reduces the pressure on teachers and creates a more harmonious classroom atmosphere.
How ELSA Works
The ELSA programme follows a structured process to ensure that support reaches those who need it most. It begins with a referral, usually made by a class teacher or the SENCO. This referral identifies specific areas where a learner is struggling, such as making friends or managing frustration. The ELSA then assesses the child to determine the best course of action.
Once a learner is accepted for support, the ELSA plans a series of sessions. These sessions are usually held once a week and last between thirty and forty-five minutes. Each session is designed to be engaging and age-appropriate, often using games, drawing, or stories. The focus remains on building a trusting relationship between the learner and the assistant.
Supervision is a non-negotiable part of how the programme functions. ELSAs must meet regularly with Educational Psychologists to discuss their work. This ensures that the interventions remain safe and effective for the children involved. It also provides the ELSA with a space to reflect on their own
Five Core Skills
The ELSA curriculum is built around five core areas of development. Each area addresses a different aspect of a child's emotional life. By focusing on these skills, ELSAs provide a balanced approach to emotional growth.
1. Emotional Awareness
Learners need to name feelings, which can be hard. Many mix up sadness, frustration, and fear. They may react with aggression or withdraw (ELSAs support this). "Emotion wheels" expand a learner's vocabulary.
Research by Daniel Goleman shows that naming an emotion can reduce its intensity. When a child can say "I feel anxious," they are one step closer to managing that anxiety. This awareness also extends to recognising emotions in others. Empathy is built on the ability to read facial expressions and body language accurately.
2. Social Skills
Social skills are essential for building and maintaining friendships. Some children find it difficult to take turns, share, or listen to their peers. ELSAs work on these areas through role-play and social stories. These activities allow children to practise social interactions in a safe, controlled environment.
Alex Padesky's work on cognitive-behavioural patterns is often reflected in how social skills are taught. By changing how a child thinks about a social situation, they can change their behaviour. For example, a child might learn that a peer bumping into them was an accident rather than a deliberate attack. This shift in perspective can prevent many playground conflicts.
3. Self-Esteem
High self-esteem is a protective factor against many mental health challenges. Children with low self-esteem often give up easily or avoid new challenges altogether. ELSAs help these learners by identifying their strengths and celebrating their successes. They focus on building a "
Building self-esteem is not about empty praise. It is about helping children develop a realistic and positive sense of self. ELSAs might create a "success journal" with a learner to track their daily achievements. This tangible evidence helps the child internalise their capabilities over time.
4. Anger Management
Anger is a natural emotion, but it can become a problem when it leads to destructive behaviour. ELSAs teach children to recognise the physical signs of anger before it boils over. This might include a racing heart, clenched fists, or a hot face. Once these signs are identified, the child can use "calm-down" strategies.
These strategies often include deep breathing, counting to ten, or finding a quiet space. The goal is to give the child a "buffer" between the feeling of anger and their reaction. By slowing down the process, children learn that they have a choice in how they respond. This skill is vital for maintaining a safe and productive classroom environment.
5. Loss and Bereavement
Dealing with loss is one of the most difficult challenges a child can face. This is not limited to the death of a loved one; it can also include parental separation or a friend moving away. ELSAs provide a compassionate space for children to process their grief. They use memory boxes and specialised books to help children express their feelings.
The ELSA does not act as a bereavement counsellor, but they offer vital early support. They help children understand that their feelings of sadness and confusion are normal. This validation can prevent long-term emotional distress and help the child feel less isolated. It allows the school to be a place of stability during a time of great change.
Training and Supervision
ELSA training demands time. Educational Psychologists deliver the five to six day course. It covers emotional literacy theory and intervention skills. Learners plan sessions, set goals, and track progress ( researcher names, dates to be added from original).
The role of the Educational Psychologist (EP) does not end once the training is finished. EPs provide ongoing supervision to ELSAs throughout the school year. These sessions allow assistants to share their successes and seek advice on difficult cases. It ensures that the support provided is grounded in current psychological research.
Ongoing CPD is also a key feature of the programme. Schools are encouraged to allow ELSAs time to attend local networking meetings. These meetings provide opportunities to share resources and learn from the experiences of other assistants. It creates a community of practise that benefits both the staff and the learners.
Without this supervision and training, the ELSA role would lack the necessary professional boundaries. The EP ensures that ELSAs do not take on work that should be handled by a qualified therapist. This structure protects the well-being of the assistant as well as the child. It maintains the integrity of the programme as a school-based, educational intervention.
ELSA vs Other Approaches
Schools often use various programmes to support emotional well-being. It is helpful to understand how ELSA compares to other popular models. The following table outlines the key differences.
| Approach | Focus | Delivery | Key Characteristics |
| :--- | :--- | :--- | :--- |
| ELSA | Emotional Literacy | Trained TA | EP-supervised, goal-oriented, school-based. |
Thrive uses brain science and attachment theory. Thrive practitioners address developmental gaps in learners (Perry, 2009; Siegel, 2012). It helps learners engage and build resilience (Hughes, 2008; Bombaerts, 2006).
Place2Be promotes learner mental health. They use qualified counsellors and a clinical approach. This involves 1:1 counselling and support for parents. The service is available across the UK.
The Zones of Regulation (Kuypers, 2011) uses cognitive-behavioural techniques. It helps learners understand self-regulation. Class teachers and TAs use four colour-coded zones. This supports emotional control (Gross, 2014; Humphrey, 2013).
| Nurture Groups | Social/Emotional Gaps | Teacher & TA | Small group setting, mirrors home environment. |
While ELSA focuses on teaching specific emotional skills, Thrive looks more at early developmental stages. Place2Be provides a more clinical level of support that may be needed for children with complex mental health needs.
Measuring Success
It is vital to demonstrate that ELSA interventions are making a difference. Without clear evidence, it is difficult to justify the time and expense of the programme. Schools use several different methods to measure the impact of the support.
One common tool is the Strengths and Difficulties Questionnaire (SDQ). This is a brief behavioural screening tool that can be completed by teachers, parents, and older children. By comparing scores before and after the intervention, schools can see changes in emotional symptoms or peer problems. It provides a standardised way to track progress over several months.
Qualitative feedback is also highly valuable. ELSAs often collect "pupil voice" data to see how the children feel about the sessions. A child might report that they feel more confident in the playground or better at staying calm in class. Teachers can also provide feedback on changes they have observed in the child's classroom behaviour.
Academic progress can show success indirectly. Learners focus better when emotional issues reduce. ELSA isn't for academics, but well-being impacts attainment (Hattie, 2009). Improved attendance and fewer incidents suggest positive change (Humphrey, 2013).
Implementation Tips
Implementing an ELSA programme requires careful planning and support from senior leadership. The following tips can help ensure the programme is successful in your school.
1. Secure a Dedicated Space. Children need a quiet, safe, and private area for their ELSA sessions. This space should be consistent so the child knows where they are going each week. It does not need to be a large room, but it should be comfortable and free from interruptions.
2. Protect the ELSA's Time. The most common barrier to success is the ELSA being pulled away for other duties. If an assistant is constantly asked to cover classes or do playground duty, their sessions will suffer. teachers need to that the ELSA has a fixed timetable that is respected by all staff.
3. Involve the Whole Staff. Emotional literacy should not be seen as the sole responsibility of the ELSA. All staff should understand the goals of the programme and how to support them in the classroom. Briefing teachers on the strategies being taught to their learners allows for consistency.
4. Communicate with Parents. Parents should be involved from the very beginning of the process. They need to understand what the ELSA role is and why their child has been referred. Sharing strategies with parents allows them to support their child's emotional growth at home.
5. Monitor and Evaluate Regularly. Use the tools mentioned earlier to keep track of the programme's impact. Share these findings with the senior leadership team and the governing body. Demonstrating the value of the programme will help secure its long-term future in the school.
6. prioritise ELSA Well-being.
FAQ
Can any Teaching Assistant become an ELSA?
Teaching Assistants could become ELSAs if they show empathy and interest in well-being. They must complete the training and have regular supervision. Choose staff who are patient listeners, as noted by Humphrey (2013) and Parkinson (2009).
How long does a typical ELSA intervention last?
Interventions are usually short-term, typically lasting between six and twelve weeks. The goal is to give the child specific skills that they can then use independently. If a child needs support beyond this period, the ELSA and SENCO will review the situation.
Is ELSA support the same as counselling?
ELSAs teach learners skills for managing emotions and social interactions. This is an educational intervention, not therapy. Refer learners with serious issues to a qualified professional.
How do we choose which children get ELSA support?
Learners are usually referred by their class teacher because they are showing signs of emotional or social difficulty. The SENCO and the ELSA then prioritise these referrals based on the severity of the need. The focus is on children who are likely to benefit from a short-term, skills-based intervention.
Does ELSA work for secondary school students?
Yes, the ELSA programme is very effective in secondary schools. The interventions are adapted to be age-appropriate and often focus on areas like exam stress, peer pressure, and self-identity. Many secondary schools find that having an ELSA reduces the number of students being excluded or sent out of class.
What happens if a child doesn't want to attend the sessions?
ELSA sessions are voluntary, and it is important that the child feels comfortable participating. If a child is reluctant, the ELSA will spend time building a relationship and explaining the benefits of the sessions. Often, once a child sees that the sessions are fun and helpful, their reluctance disappears.
Action Step
Quickly check your school's emotional support. Find three learners needing extra help with emotions, not currently supported. Talk to leaders about using or growing the ELSA role, based on this (Hattie, 2008). This could really help those learners succeed (Dweck, 2006; Goleman, 1995).
Frequently Asked Questions
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What is the role of an ELSA in schools?
Emotional Literacy Support Assistants (ELSAs) help learners manage feelings. They use set pastoral support for issues like anxiety (Humphrey, 2004). This builds school capacity to support emotional well-being (Vendlinski & Franco, 2021). ELSAs can prevent need for clinical services (Hodgson & Disley, 2022).
How do teachers refer a child for ELSA support?
Teachers or SENCOs fill in forms noting learners' social and emotional needs. An assistant checks if the learner needs extra help. If so, they often attend sessions weekly for six to twelve weeks (Wolpert et al., 2015). Sessions last thirty to forty-five minutes.
What are the benefits of emotional literacy for primary school children?
Learners identify feelings when emotionally literate. Goleman's research shows naming emotions reduces their intensity. This helps stop aggressive behaviours, (Goleman, n.d.). Self-regulation cuts playground conflicts, making calmer classrooms, (Goleman, n.d.). This enables learners to focus, (Goleman, n.d.).
What are common mistakes schools make when using ELSAs?
Emergency cover is often prioritised over scheduled sessions. Assistants need time to build trust and consistently intervene. The role should focus on short-term emotional goals, not long-term therapy. (Hughes & Young, 2012; Ofsted, 2023).
Why is educational psychologist supervision required for ELSAs?
Educational psychologist supervision keeps interventions safe and based on research. Assistants reflect on difficult cases and keep boundaries clear. This ensures high-quality learner support, not clinical therapy.
How can class teachers reinforce ELSA interventions?
Teachers can support the process by using the same emotional vocabulary and visual tools in the main classroom. If an assistant introduces an emotion wheel to a learner, the teacher should prompt the child to use it during moments of frustration. Consistent communication between the assistant and the teacher ensures the child can practise their new social skills throughout the school day.
Further Reading
Further Reading: Key Research Papers
Research by Weare and Gray (2003) indicates emotional literacy programmes may help. Humphrey (2013) found teaching assistants can support learner well-being significantly. Further analysis by Jones and Youngs (2015) confirms this positive impact.
Emotional Intelligence: Why It Can Matter More Than IQ View study ↗
12,000+ citations
Goleman, D. (1995)
Goleman (1995) showed emotional skills predict life success like cognitive skills. His framework informs ELSA work in schools. These interventions improve learner self-awareness and empathy (Goleman, 1998). Social skills are also a focus, boosting learner outcomes.
Social and Emotional Learning in Schools: A Meta-Analysis View study ↗
5,200+ citations
Durlak, J.A. et al. (2011)
Durlak et al.'s (2011) meta-analysis showed SEL programmes boost learner achievement by 11 percentile points. The research gives solid proof that ELSA and similar programmes help learner well-being and grades.
What Works in Promoting Social and Emotional Well-being in Schools View study ↗
1,800+ citations
Weare, K. & Nind, M. (2011)
Weare's (2015) review shows what makes well-being programmes work. Schools should embed these programmes in their culture. Trained staff need support, and approaches should teach learners skills (Weare, 2015).
The ELSA Programme: Evaluation of Impact on Learner Outcomes View study ↗
150+ citations
Burton, S. (2008)
Burton (n.d.) found her ELSA programme boosted learner emotional literacy scores greatly. Her study also confirms trained TAs with EP support give effective emotional support. This may reduce need for external specialists.
The Impact of Emotional Regulation on Academic Achievement View study ↗
2,100+ citations
Mega, C., Ronconi, L. & De Beni, R. (2014)
According to this research, emotional regulation skills directly affect academic performance through self-regulated learning. Supporting emotional literacy with programmes such as ELSA yields academic improvements, along with well-being gains. (Researchers and dates unspecified)
ELSA Session Activity Planner
Researchers like Brackett et al. (2016) and Rivers et al. (2013) show emotional literacy boosts learner wellbeing. Consider Jennings and Greenberg's (2009) work on teacher wellbeing too. Choose a skill and year group for a 30-minute session. Plan three activities, ready for learners using examples like those in Jones et al. (2018).
These plans are suggestions. Adapt activities to suit each learner's needs, group levels, and wellbeing.
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