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• In recent years there has been a growing recognition by the Government that to raise academic attainment requires a more holistic view of children's needs (DfES, 2003b, DfES 2005a; 2005b). This realisation has led to a number of Government initiatives focusing on the importance of emotional literacy (El) in education (Children Act 2004; DfES, 2003b...
• protected time to plan their ELSA work and protected time to attend refresher training events.
• Despite the continuing Government-led focus on raising academic attainment, in recent years there has been a growing recognition by the Government that to raise standards requires a more holistic view of children's needs (OfES, 2003b; OfES, 2005a; 2005b). Bernard (2006) declared the key to raising the achievement of all children is not only with qu...
• In 2003 the Government published Every Child Matters (ECM) which emphasised five priority outcomes for children: be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic wellbeing (DfES, 2003b). Ecclestone and Hayes (2009) commented that these outcomes require welfare and education agencies to ensure that as part ...
• Firstly, did the ELSAs believe they have the skills to work with children and affect outcomes for them following the ELSA training? 'Beliefs in one's capabilities to organise and execute the courses of action required to produce given attainments' were coined 'self-efficacy beliefs' by Bandura (1997, p3).

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