Schools are increasingly seen as places for promoting good mental health through social-emotional education, an enterprise that straddles the border between psychology and teaching. Professionals from these two fields bring complementary expertise to bear on the development and implementation of effective social-emotional programmes, but there are nevertheless some barriers to ensuring that practice will be firmly based on the available evidence 'about what works. This article considers these issues and suggests some ways forward.
|Number of pages||4|
|Publication status||Published - Oct 2012|