Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing

Abstract

International data provide evidence of the strong association between socio-emotional learning and wellbeing in students. However, while socio-emotional learning programmes are generally viewed as effective in developing socio-emotional capacities in students, culture is rarely considered within frameworks underpinning such programmes. In Aotearoa New Zealand, the high variability found in schools relating to approaches to develop wellbeing likely reflects universalistic conceptualisations of wellbeing and the low consideration for culture and language in socio-emotional learning. This indicates the need to develop a framework for socio-emotional learning that reflects the context of Aotearoa New Zealand. In the current article, we explore the socio-emotional understandings of teachers, and families and Māori whānau through wānanga and intentional noticing within a design-based research methodology to inform the development of a co-constructed framework for socio-emotional learning. Crucial to socio-emotional learning were the relationships between students, teachers, families and Māori whānau across the learning pathway. Relationships were viewed as being underpinned by communication skills and holding understandings of emotions and emotional states. Overall, culture, language, and identity were viewed by as fundamental to wellbeing and should be at the fore of frameworks for socio-emotional learning, which should be localised within Indigenous understandings of wellbeing.

Estratégias de Desenvolvimento de Competências Socioemocionais de Estudantes de um Curso de Graduação em Administração

“…Caires et al (2023) também apresentaram os resultados de um programa de Educação Emocional e ressaltam que o desenvolvimento de competências socioemocionais é essencial para melhorar a qualidade de vida e o bem-estar dos estudantes universitários. A relação entre aprendizagem socioemocional e bem-estar também é ratificada por Denston et al (2022).…”

Assessing, documenting, and recognising social and emotional skills in upper secondary education

“…There is no Ministry of Education at the national level in Canada, and province-and territory-level departments and ministries of education are responsible for the organisation and delivery of education (Council of Ministers of Education, Canada, 2023 [94]), which means that there are differences in curriculum, assessment, and accountability policies by provinces and territories. The specifics of curricular requirements (particularly for language and subject) are regulated at the province and territory level, meaning that provinces and territories have a great deal of autonomy, including developing their own assessment and certification at the end of upper secondary education.…”

Assessment of Self-Regulation at School Entry: A Literature Review of Existing Screening Tools and Suitability for the Aotearoa New Zealand Context

“…However, this approach assumes a homogeneity of children’s behaviour and development at specific ages that favours the hegemonic culture, despite evidence that self-regulation and social-emotional development is culturally specific (Sarma & Mariam Thomas, 2020). Subsequently, these universalistic approaches can overlook Indigenous peoples and alternative cultural constructs of social-emotional learning (Denston et al, 2022).…”