Conceptualising SEL in the Cross-Cultural Spaces of Primary Schools in Aotearoa New Zealand

Social and emotional learning (SEL) to support students’ wellbeing is even more critical within schools dealing with the COVID-19 pandemic. This article establishes why New Zealand primary schools need strategies to support the emotional wellbeing of students and why a prescriptive approach is not a...

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Bibliographic Details
Published in:New Zealand journal of educational studies 2021-11, Vol.56 (2), p.285-299
Main Author: Goodman, K. A.
Format: Article
Language:English
Subjects:
Biculturalism
COVID-19 (Disease)
Cultural competence
Education
Elementary School Students
Elementary Schools
Ethnic Groups
Foreign Countries
Indigenous Knowledge
Multicultural education
Pacific Islanders
Psychological aspects
Social Emotional Learning
Well Being
World Views
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Summary:Social and emotional learning (SEL) to support students’ wellbeing is even more critical within schools dealing with the COVID-19 pandemic. This article establishes why New Zealand primary schools need strategies to support the emotional wellbeing of students and why a prescriptive approach is not appropriate for the bicultural and multicultural classroom context. It draws on Māori, Indigenous, Pasifika, international psychology and decolonialisation views to propose directions for future research in this vital area of education. Seeing SEL from different world views highlights the opportunity and ethical necessity for cultural, social and emotional learning (CSEL) to create transformative spaces that support holistic wellbeing.
ISSN:0028-8276
2199-4714
DOI:10.1007/s40841-021-00213-4