Emotional labour and skill: a re-appraisal by Payne, J

“…A number of commentators have recently begun to ask whether many low waged service jobs, traditionally thought of as being low skilled in terms of their technical aspects, may actually constitute a form of highly skilled labour, since they require their holders to perform 'skilled emotional labour' in their dealings with customers. …”

The emotional toll on journalists covering the refugee crisis by Feinstein, A, Storm, H

The emotional wellbeing of unaccompanied young people seeking asylum in the UK by Chase, E, Knight, A., Statham, J.

Assessing emotional and social competence in primary school and early years settings by Edmunds, L, Stewart-Brown, S

“…Emotional and social competence are widely recognised as important for educational achievement and for life long learning (National Commission on Education, 1993; Ball, 1994; DfEE, 1997; DfES, 1998) There is increasing concern among those working in education to identify ways of supporting these aspects of development.…”

Supporting soft skills in hard times: gender inequalities in social and emotional skills are holding adolescent girls back by Ford, K, Von Russdorf, S, Shahzada, D

“…<p>New analysis of Young Lives’ longitudinal data shows that while girls and boys exhibit similar social and emotional skills in the early years, gender differences widen during late adolescence. …”

Multi-sensory design - Creating healthier public spaces by Turner, B

“…On behalf of the Adaptation and Resilience in the Context of Change (ARCC) network and the Revealing Spaces workgroup of the Feeling Good Foundation, we ran a series of events focused on the senses, to encourage reflection on the consequences of public realm design on city dwellers' physical, emotional and psychological wellbeing.…”

Young marriage, parenthood and divorce in Zambia by Mweemba, O, Mann, G

“…For many adolescents, who lack the experience, emotional maturity and financial resources to cope, they are a complex and challenging experience, rarely investigated until now. …”

The power of social media as a labour campaigning tool: lessons from OUR Walmart and the Fight for 15 by Pasquier, V, Wood, A

“…Social media can invigorate union campaign organising by facilitating workers' involvement in three main ways: by strengthening a sense of collective identity among dispersed workforces, by aggregating feelings of injustice and by enabling self-organised workers practical and emotional support. Furthermore, the use of social media can support labour movement expansion in four different manners: by amplifying offline collective actions, by enhancing the legitimacy of the campaign through emphasising workers' personal testimony, by connecting the movement with activist networks, and by supporting the emergence of new forms of collective action.…”

Protecting the most vulnerable people in Vietnam from climate shocks: exposure to flooding and crop failures has unequal impact on children’s development and learning by Ford, K, Freund, R

“…This impedes their learning – including developing basic literacy, numeracy and socio-emotional skills – with the poorest children most affected.…”

Early education pilot for two year old children: evaluation by Smith, R, Purdon, S, Schneider, V, La Valle, I, Wollny, I, Owen, R, Bryson, C, Mathers, S, Sylva, K, Lloyd, E

“…</p> <p>Additional aims were to have a positive impact on children’s parents and wider family e.g. on the relationship between parents and their children, or on parent’s emotional wellbeing. The funding offered these children 7.5 or in a small number of local authorities 12.5 hours of early years education per week for 38 weeks of the year.…”

Starting out right: early education and looked after children by Mathers, S, Hardy, G, Clancy, G, Dixon, J, Harding, C

“…Looked after children are at risk of poorer cognitive, socio-emotional and academic outcomes and are almost ten times more likely than their peers to have a statement of special educational needs or an education, health and care plan. …”