Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

Ben Dyson,Donal Howley,Yanhua Shen

doi:10.1108/jrit-02-2019-0024

Abstract

PurposeThe purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools.Design/methodology/approachThis research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005).FindingsThe SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time.Research limitations/implicationsThe research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children.Originality/valueBased in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

Highlights

In the last decade, there has been a substantial body of theory, research and practice in the area of social and emotional learning (SEL) (Martin et al, 2017), with growing interest among educators and policymakers continuing to expand (Dyson et al, 2016; Humphrey, 2013; Jones and Doolittle, 2017)
Just how well do teachers understand SEL, and how does it manifest itself within school curricula? Keeping this mind, the purpose of this paper is to explore teacher’s perspectives of SEL in Aotearoa New Zealand (NZ) primary schools
The themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness and restorative conversations (RC) and circle time

Summary

Introduction

There has been a substantial body of theory, research and practice in the area of social and emotional learning (SEL) (Martin et al, 2017), with growing interest among educators and policymakers continuing to expand (Dyson et al, 2016; Humphrey, 2013; Jones and Doolittle, 2017). Dissemination of SEL frameworks, CASEL’s, has led to their continued adoption and implementation, becoming the subject of several meta-analyses (Corcoran et al, 2018; Durlak et al, 2011; Korpershoek et al, 2016; Sklad et al, 2012; Wigelsworth et al, 2016; Taylor et al, 2017) Significant findings from these highlight the promise of current SEL programs and interventions, but, examine and raise questions about their limitations reflected in many studies showing little positive impact on students’ SEL outcomes (Hattie, 2012)

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Conclusion