ABSTRACT
Primary class teachers, intuitively and through the child-centred primary school ethos, have always had the personal and social development of children in their minds. Some schools plan and prepare with representatives from parents and the local community. The one certain thing about the future is that children will need personal competence in communication, whether for family or career satisfaction. The curriculum and methodology have their effect, and the hidden curriculum clearly influences through effective rituals, lively leadership, environmental neighbourliness, staff room appearances, and staff personalities and attitudes. Measuring the effectiveness of a school's or classroom's planned personal and social education (PSE) programme is difficult and likely to be largely guesswork. PSE work is often co-ordinated between secondary schools and their feeder primary schools. Learning difficulties are presumed to have a clear social and emotional content, and the strong link between learning and PSE is presumed throughout.
