Schizotypy denotes psychosis-like experiences, such as perceptual aberration, magical ideation and social anxiety. Altered physiological arousal from social stress is found in people with high schizotypal traits. Two experiments aimed to determine the relationship of schizotypy to physiological arousal from social stress. Experiment 1 tested the hypotheses that heart rate from social stress would be greater in high, than mild-to-moderate, schizotypal traits, and disorganised schizotypy would explain this effect. Experiment 1 tested social stress in 16 participants with high schizotypal traits and 10 participants with mild-to-moderate schizotypal traits. The social stress test consisted of a public speech and an informal discussion. The high schizotypal group had higher heart rate than the mild-to-moderate schizotypal group during the informal discussion, but not during the public speech. Disorganised schizotypy accounted for this group difference. Experiment 2 tested the hypothesis that mild-to-moderate schizotypal traits would have a linear relationship with physiological arousal from social stress. Experiment 2 tested 24 participants with mild-tomoderate schizotypal traits performing the abovementioned social stress test while their heart rate and skin conductance responses were measured. Mild-to-moderate schizotypal traits had a linear relationship with physiological arousal during the discussion with a stranger. Distress in disorganised schizotypy may explain the heightened arousal from close social interaction in high schizotypy than mild-to-moderate schizotypy. Mild-to-moderate schizotypal traits may have a linear relationship with HR during close social interaction because of difficulty with acclimatising to the social interaction.

AimTo evaluate the impact and process of introducing Circle Solutions (Circles) in six primary schools.RationaleMany frameworks for social and emotional learning (SEL) aim to develop individual skills. Circle Solutions is based on a collective approach with a specific pedagogy. This paper explores the impact that Circle Solutions have on belonging and inclusion.MethodTeachers in six primary schools were trained in Circle Solutions and asked to run the intervention once a week for up to six months, with three additional schools providing a waitlist control condition. A mixed-method approach was used to evaluate changes in pupils social-emotional skills, behaviour and connectedness. Five teachers completed the Teacher Attitudes to Social Emotional Learning survey (TASEL) prior to and following the intervention. 157 pupils completed a modified version of the California Healthy Kids Survey (CHKS) plus two open-ended questions.FindingsAlthough quantitative findings did not indicate statistically significant differences, qualitative responses suggested that the introduction of Circle Solutions increased inclusiveness and valuing of others, developed students’ emotional awareness, enhanced a positive sense of self and stimulated student engagement. Teachers increased their sense of efficacy for teaching social emotional skills and identified improvements in teacher-student relationships as well as in student confidence, peer relationships, empathy, kindness, and student engagement.LimitationsIssues with systemic implementation were identified.ConclusionCircle Solutions appears to have the potential to improve relationships, contributing to more connected and inclusive classrooms where children feel valued and appreciate others. Consideration needs to be given to sustainability and methodology in the evaluation of such programmes. There is a role for educational psychologists in establishing and supporting this intervention as happened throughout this study.