The Effect of Social Skills Interventions in the Primary School

Abstract

Social inclusion is currently a priority issue for all in education. Brent Educational Psychology Service implemented two social skills training interventions to promote social inclusion in six primary schools. Educational psychologists in training carried out an independent evaluation of these interventions. Analysis of quantitative and qualitative data showed positive effects of intervention on social skills and social inclusion. The effects of pupil gender and intervention type are also reported and discussed. It is concluded that social skills training is a valid approach to promoting social inclusion in diverse and challenging primary schools and that educational psychologists have a vital role to play in its implementation and evaluation.