The Emotional Literacy Support Assistant (ELSA) programme has been widely implemented in primary and secondary schools to support children’s social and emotional development. More recently, educational psychologists have begun adapting the model for use in Early Years settings, reflecting the growing recognition that emotional literacy starts developing in the earliest stages of childhood.
The Early Years ELSA programme is an evidence‑based, informed training programme designed to enhance emotional wellbeing and social competence amongst children in Early Years settings such as nurseries, preschool classes, and childcare environments. It builds on the principles of the established ELSA programme, while adapting approaches to meet the developmental needs of much younger children.
Like the traditional ELSA roles in primary and secondary schools, Early Years ELSAs are trained to help children:
Early Years ELSA approaches are developmentally tailored, drawing heavily on play-based interaction, modelling, storytelling, and co-regulation with trusted adults.
Why Early Years ELSA Matters?
Early childhood is a critical period for the development of emotional and social competence. Emotional literacy refers to the ability to recognise, understand, express and regulate emotions in oneself and others (Waterhouse, 2019).
UNICEF (2018) highlights that children learn most rapidly within the first five years of life, and that these early experiences play a significant role in shaping later outcomes, opportunities and life trajectories. This means that early childhood provides an important opportunity to support the development of emotional literacy skills.
Research consistently highlights the importance of these early skills. A large body of research has demonstrated that children who develop stronger emotional awareness and regulation are more likely to:
(Blandon, Calkins, & Keane, 2010; Housman, 2017; Van den Bedem, 2020; Denham 2003).
Research in developmental psychology also highlights that emotional competence in early childhood is strongly associated with later social adjustment and academic engagement (Denham, 2003). Similarly, social and emotional learning has been linked with improved educational outcomes, better mental health and stronger long-term life outcomes (Waterhouse, 2019).
When children learn to identify and talk about their emotions early in life, they begin to develop the foundations of empathy and prosocial behaviour (Lang, 2024). Therefore, embedding emotional support within everyday early years provision allows practitioners to identify and support emerging needs before difficulties escalate.
What does Research Tell us?
Although research specifically evaluating Early Years ELSA is still emerging, the programme is grounded in well-established psychological theory and research on emotional development. A scoping review by Rogers and Kelly (2024), which examined 53 studies of the ELSA intervention, found that ELSA is associated with positive outcomes for children’s emotional wellbeing, resilience, and engagement, primarily in primary and secondary school-aged children. However, few studies to date have specifically evaluated Early Years ELSA, highlighting the need for further research in early childhood settings (Cufley, 2021).
In the absence of direct Early Years ELSA research, evidence from early childhood social-emotional learning (SEL) strongly supports the rationale for such interventions. Studies indicate that programmes focusing on emotional understanding and regulation improve young children’s emotional competence, reduce behavioural difficulties, and support social and academic engagement (Qasmer et al., 2023; Denham, 2003; Waterhouse, 2019).. Early experiences in the first five years are particularly influential, shaping children’s long-term wellbeing, resilience, and capacity to form positive relationships (UNICEF, 2018; Lang, 2024).
The positive outcomes documented for school-aged children in ELSA studies, combined with the extensive evidence base for early childhood emotional literacy, suggest that adapting the programme for early years settings represents a logical extension of this preventative approach.
By providing structured emotional support at the start of children’s educational journeys, Early Years ELSA aims to strengthen emotional awareness, coping strategies, and social skills before difficulties escalate.
Why Train Staff as an Early Years ELSA?
Training staff as Early Years ELSAs helps build capacity within early years settings to provide targeted emotional support. The ELSA approach equips staff with practical strategies to support children’s emotional wellbeing through structured interventions and everyday interactions. This may involve working with children individually or in small groups to develop emotional awareness, problem-solving skills and confidence.
A key strength of the ELSA model is that support is delivered by adults who already have established relationships with the children. This familiarity fosters a safe, trusting environment where children feel comfortable exploring and expressing their emotions. Training staff also enhances the consistency of emotional support within everyday interactions. When adults are equipped with appropriate strategies and understand emotion development, they can scaffold regulatory skills during play, transitions, and conflict resolution, effectively broadening the reach of Early Years ELSA beyond formal sessions.
Through regular supervision and guidance from educational psychologists, Early Years ELSAs are also supported to reflect on their work and to continue developing their practice.
Looking Ahead: Early Years Emotional Support and Research
As awareness of children’s mental health and wellbeing continues to grow, there is increasing recognition of the importance of early intervention.
Programmes such as the Early Years ELSA aim to strengthen the ability of early years settings to respond to children’s emotional needs in a proactive and supportive way.
By providing targeted emotional literacy support within nurseries and early years classrooms, Early Years ELSA programmes help children develop the foundational skills they need to understand and express their emotions, build positive relationships, cope with challenges and transitions and engage confidently in learning.
For settings seeking to embed emotional wellbeing into everyday practice, Early Years ELSA offers a structured, psychologically informed approach to supporting young children at the start of their educational journey.
References (APA 7th Edition)
Blandon, A. Y., Calkins, S. D., & Keane, S. P. (2010). Predicting preschoolers’ externalizing behaviors from toddler temperament, conflict, and maternal negativity. Development and Psychopathology, 22(1), 119–132. https://doi.org/10.1017/S0954579409990289
Cufley, R. (2021). Exploring ELSA in school contexts: Doctoral thesis. University of Essex.
Denham, S. A. (2003). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 14(1), 111–125. https://doi.org/10.1207/s15566935eed1401_4
Housman, K. (2017). The development of emotional literacy in early childhood education. Routledge.
Lang, J. (2024). Foundations of early emotional development. Early Childhood Research Quarterly, 63, 12–25. https://doi.org/10.1016/j.ecresq.2023.12.003
Qasmer, K., Smith, L., & Brown, R. (2023). Early interventions to enhance emotional competence in young children: A systematic review. Journal of Early Childhood Research, 21(2), 123–140. https://doi.org/10.1177/1476718X23100012
Rogers, S., & Kelly, D. (2024). A scoping review of the literature exploring and evaluating the Emotional Literacy Support Assistant (ELSA) intervention. The University of Manchester.
UNICEF. (2018). Early moments matter for every child. UNICEF. https://www.unicef.org/reports/early-moments-matter
Van den Bedem, N. (2020). Emotional competence in early childhood: Developmental and educational perspectives. Springer.Waterhouse, L. (2019). Social and emotional learning in early years: Foundations and evidence. Routledge.
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