ABSTRACT Drawing on qualitative case study data gathered from a range of managerial, teaching, and non-teaching staff members across four British primary schools, this article focuses on the activities used to enhance the social, emotional, and behavioral skills of children within these establishments. The data revealed how staff hoped to improve the pupils’ levels of emotional intelligence (EI) through social and emotional learning (SEL) models. While differences and similarities are reported both within and between schools, the findings indicate that staff interpretation of EI as a theoretical and conceptual framework strongly influenced their social and emotional work with children. I make the case that the (mis)interpretation of theory led to instances where some behaviors, valued within specific communities, were marginalized and problematized by the schools’ enactment of SEL practice. After discussing the main implications of these findings, a range of directives are offered that may allow schools to achieve more culturally inclusive practice when utilizing SEL in the future.

中文翻译：

---

情商与社会情感学习：理论的误解及其对实践的影响

摘要从四所英国小学的管理，教学和非教学工作人员中收集的定性案例研究数据，本文重点介绍了用于提高这些机构中儿童的社交，情感和行为技能的活动。数据揭示了工作人员希望如何通过社交和情感学习（SEL）模型来提高学生的情感智力（EI）水平。虽然在学校内部和学校之间都报告了异同，但研究结果表明，员工对EI的解释是一种理论和概念框架，极大地影响了他们与孩子的社交和情感工作。我认为，对理论的（错误）解释导致了某些情况，其中某些行为在特定社区中受到重视，由于学校制定了SEL做法而被边缘化和问题化。在讨论了这些发现的主要含义之后，提供了一系列指令，这些指令可以使学校将来在使用SEL时实现更具文化包容性的实践。