The emotionally secure schools (ESS) project was introduced in 2005 to selected schools in Leicestershire, UK, to develop an enhanced schooling support system for children with difficulties. National guidelines define the purpose and benefit of adopting this practice as encouraging behavioural principles, nurture, well-being, anti-bullying and non-violence.

The stated objectives are to build a culture of emotional security across the whole school. But what is it like to work in a truly emotionally secure school and how will we get there? Schools that function well and have successful relationships have effective learning. "We want an organic process that is not prescriptive, so we can create the future. According to Professor John West-Burnham, the renowned consultant and author in leadership development, the components of emotional security in schools are:

• Trust, Respect and Acceptance
• High levels of Collaboration and Interdependence
• Open and Honest Communication
• Self-knowledge and Interpersonal skills

To build emotional capacity requires the following:

• Learning Strategies - shallow to deep
• Emotional Literacy - vocabulary and grammar
• Mentoring and Modelling
• Shared Values

Then to make ESS work in practice requires the following input principles:

• Skill development and consistency of application
• Monitoring and evaluation
• Pupil voice and participation
• Review and reflection process

In conclusion, the benefit of a seamlessly implemented ESS program is the development of pupil trust, citizenship, personal contentment and effectiveness. In so doing it suppresses tendency to bullying, violence, intimidation, hostility and shouting.