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Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand

2022; Elsevier BV; Volume: 117; Linguagem: Inglês

10.1016/j.tate.2022.103813

1879-2480

Amanda Denston, Rachel Martin, Letitia Hochstrasser Fickel, Veronica O’Toole,

Child and Adolescent Psychosocial and Emotional Development

Teachers' understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally and linguistically sustaining framework for social-emotional wellbeing. Findings suggested that creating a framework requires being informed by indigenous models of wellbeing. Results suggest that developing such a framework requires teachers to develop understandings of their own social-emotional competencies, as well as their students.