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.

在应对 COVID-19 大流行的学校中，支持学生福祉的社交和情感学习 (SEL) 更为重要。本文阐述了为什么新西兰小学需要制定策略来支持学生的情感健康，以及为什么规定性方法不适合双文化和多元文化的课堂环境。它借鉴了毛利人、土著人、太平洋岛民、国际心理学和非殖民化观点，为这一重要教育领域的未来研究提出了方向。从不同的世界观看待 SEL 凸显了文化、社会和情感学习 (CSEL) 的机会和道德必要性，以创造支持整体福祉的变革空间。