The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools

Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, promote positive relationships behaviour. This used a sequential mixed-methods design to examine factors which impact on implementation EC. The views 40 staff across six mainstream primary schools UK who had undertaken whole-school training EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 from two those analysed using thematic analysis. Key facilitators included quality training, school ethos where wellbeing was central, actively engaged senior leadership team. barriers pressure faced by due time constraints curriculum demands. Implications for leaders schools, psychologists (EPs), policymakers are discussed.