The value of circle time as an intervention strategy

This paper discusses the role that circle time can play in helping children with social and emotional difficulties (SEBD). It has been argued that circle time is a useful intervention strategy because it can help to develop pupils’ social skills, improves self-esteem and can address the needs of pupils with behavioural difficulties (Canney and Byrne, 2006; Lown, 2002). Specifically, it has been argued that circle time can help pupils to cooperate with one another and leads to improvements in pupils’ speaking and listening skills (Housego and Burns, 1994). Researchers have also found a link between the use of circle time and more effective group work in the classroom (Lown, 2002). Some writers have claimed that circle time can encourage pupils to extend their social networks and foster new friendships (Lown, 2002). In addition, it has been argued that through the use of circle time, pupils develop more positive relationships with one another, thus creating a climate where pupils learn to treat each other with respect (Curry, 1997). Some writers have argued that in the light of these benefits, circle time should be used throughout both primary and secondary school (Tew, 1998).