ABSTRACT
In recent years various forms of 'circle time' have increased in popularity in schools in many countries (Lang, 1998). Lown (2002) explains the popularity of circle time in the UK in a number of ways:
It aims to enhance self esteem which, as many educators have recognised, is crucial to the learning process (Bruner, 1996; Lawrence, 1987;Mosley, 1996)
Circle time activities focus the pastoral curriculum and thus support students' entitlement to a broad, balanced curriculum (QCA, 2000)
Central government in England recognises the potential of circle time to address some of the emotional needs of young people (DfEE, 2000; TTA, 1999)
