Abstract
In this chapter, we consider how a collaborative research project between a university and two schools is contributing to global dialogue around socio-emotional wellbeing in schools, through the development of a coconstructed culturally and linguistically sustaining socio-emotional learning framework that is responsive to the New Zealand context. This research acknowledges the centrality of te reo Māori (Māori language), and the status of Māori as tāngata whenua (indigenous people of Aotearoa New Zealand). The use of te reo Māori within the project, and our descriptions of our work, aligns with te Tiriti o Waitangi (Māori version of the Treaty of Waitangi) and is an expected, and accepted discourse practice within educational contexts in New Zealand. At times, we forefront te reo Māori to acknowledge knowledge generated by, for, and with a Māori worldview to reflect this positionality. In this chapter we describe how we engaged with teachers and extended family groups to gather their culturally grounded views on social emotional wellbeing. We examine how this collaborative relationship has enabled teachers to draw upon these co-constructed understandings to develop pedagogical practices to promote the social emotional wellbeing of students. We conclude with reflections that can inform other international contexts.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
In upholding the principles of our research, local indigenous iwi (tribal groups) and hapū (sub-tribal groups) were also included in the research process.
References
Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53–58.
Barry, M. M., Clarke, A. M., & Dowling, K. (2017). Promoting social and emotional wellbeing in schools. Health Education, 117(5), 434–451.
Berkel, C., Mauricio, A. M., Schoenfelder, E., & Sandler, I. N. (2011). Putting the pieces together: An integrated model of program implementation. Prevention Science, 12(1), 23–33.
Bowles, T., Jimerson, S., Haddock, A., Nolan, J., Jablonski, S., Czub, M., & Coelho, V. (2017). A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal. Journal of Relationships Research, 8, 1–13.
Charmaz, K. (2011). Grounded theory methods in social justice research. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (4th ed.). Sage.
Corcoran, R., Cheung, A., Kim, E., & Chen, X. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72.
Durie, M. (1998). Whaiora: Maori health development. Oxford University Press.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Education Council. (2017). Our Code Our Standards. https://teachingcouncil.nz/content/our-code-our-standards
Education Review Office. (2015a). A wellbeing for success resource for primary schools. http://www.ero.govt.nz/publications/wellbeing-for-childrens-success-at-primary-school/
Education Review Office. (2015b). A wellbeing for success resource for secondary schools. https://www.ero.govt.nz/publications/wellbeing-for-young-peoples-success-at-secondary-school/
Collaborate for Academic, Social, and Emotional Learning (CASEL). (2020). What is SEL? https://casel.org/what-is-sel/
Council of European Union. (2015). Joint report of the council and commission on the implementation of the renewed framework for European cooperation in the youth field (2010-18). Official Journal of the European Union, 394, 5–16.
Green, J. H., Passarelli, R. E., Smith-Millman, M. K., Wagers, K., Kalomiris, A. E., & Scott, M. N. (2018). A study of an adapted social–emotional learning: Small group curriculum in a school setting. Psychology in the Schools, 56(1), 109–125.
Harris, F. (2008). Critical engagement with the deficit construction of Māori children as learners in the education system. Critical Literacy: Theories and Practices, 2(1), 44–59. http://www.criticalliteracyjournal.org/
Hatzichristou, C., & Lianos, P. G. (2016). Social and emotional learning in the Greek educational system: An Ithaca journey. The International Journal of Emotional Education, 8(2), 105–127.
Hill, R. (2017). Bilingual education in Aotearoa/New Zealand. In O. Garcia, A. Lin, & S. May (Eds.), Bilingual and multilingual education (3rd ed., pp. 329–360). Springer.
Hoffman, D. (2009). Reflecting on social emotional learning: A critical perspective on trends in the United States. Review of Educational Research, 79(2), 533–556.
Jackson, A., Baxter, J., & Hakopa. (2018). Hauora Māori – He timatanga: Māori health – An introduction. In M. Reilly, S. Duncan, G. Leoni, L. Paterson, L. Carter, M. Rātima, & P. Rewi (Eds.), Te Kōparapara: An introduction to the Māori world (pp. 324–342). Auckland University Press.
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University.
Loinaz, E. S. (2019). Teachers’ perceptions and practice of social and emotional education in Greece, Spain, Sweden and the United Kingdom. International Journal of Emotional Education, 11(1), 31–48.
Macfarlane, A. (2004). The value of Māori ecologies in the study of human development. In L. Drewery & L. Bird (Eds.), Human Development in Aotearoa: A journey through life (4th ed., pp. 38–42).
Macfarlane, A., Macfarlane, S., Graham, J., & Clarke, T. H. (2017). Social and emotional learning and indigenous ideologies in Aotearoa New Zealand: A biaxial blend. In E. Frydenberg, A. J. Martin, R. J. Collie, E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 273–289). Springer.
Macfarlane, A., Webber, M., Cookson-Cox, C., & McRae, H. (2014). Ka Awatea: An iwi case study of Māori students’ success. Ngā Pae o te Māramatanga.
Macfarlane, S., Macfarlane, A., & Gillon, G. (2015). Sharing the food baskets of knowledge: Creating space for a blending of streams. In A. Macfarlane, S. Macfarlane, & M. Webber (Eds.), Sociocultural realities: Exploring new horizons (pp. 52–67). Canterbury University Press.
Ministry of Education. (2020, March 31). Māori medium schools. https://www.educationcounts.govt.nz/data-services/directories/maori-medium-schools
Noffke, S. E., & Somekh, B. (2009). The sage handbook of educational action research. Sage Publications.
OECD. (2010). The nature of learning: Using research to inspire practice. Author. https://read.oecd-ilibrary.org/education/the-nature-of-learning_9789264086487-en#page1
O’Toole, V., & Martin, R. (2019). The role of emotions in education in Aotearoa. In A. Kamp (Ed.), Education studies in Aotearoa: Key disciplines and emerging directions (pp. 179–200). NZCER.
Reiceher, H. (2010). Building inclusive education on social and emotional learning: Challenges and perspectives – A review. International Journal of Inclusive Education, 14(3), 213–246.
Ross, K. M., & Tolan, P. (2018). Social and emotional learning in adolescence: Testing the CASEL model in a normative sample. Journal of Early Adolescence, 38(8), 1170–1199.
Smith, L. T. (2012). Decolonising methodologies: Research and indigenous peoples (2nd ed.). Palgrave Macmillan.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171.
UNICEF. (2017). Building the future: Children and the sustainable development goals in rich countries (Innocenti Report Card no. 14. UNICEF Office of Research). Authors.
Acknowledgements
The authors are extremely grateful to the students who participated in this project. We are also very thankful to teachers, who collaborated with us on this project, principals, and other community leaders, who supported this project. The research would not have been possible without the support, openness, and dedication of all involved. This project was funded by the Teaching & Learning Research Initiative (Grant Number 9186).
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Denston, A., Fickel, L.H., Martin, R., O’Toole, V. (2022). Laying the Foundation for Wellbeing in Youth in New Zealand: Developing Socio-Emotional Understandings in Students, Families, and Teachers Through a Co-constructed Culturally and Linguistically Sustaining Framework. In: McLellan, R., Faucher, C., Simovska, V. (eds) Wellbeing and Schooling. Transdisciplinary Perspectives in Educational Research, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-030-95205-1_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-95205-1_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-95204-4
Online ISBN: 978-3-030-95205-1
eBook Packages: EducationEducation (R0)