Bicultural Pathways to Social and Emotional Learning in Aotearoa New Zealand

Abstract

Social and emotional learning (SEL) research has largely prioritised Western approaches, leaving gaps in understanding Indigenous practices. This mixed-methods study surveyed 310 early childhood teachers across Aotearoa New Zealand to examine how they support SEL, particularly through drawing on the richness of Māori cultural values and approaches. Data were collected via Likert-scale items and open-ended questions, analysed using Braun and Clarke’s thematic analysis and the He Awa Whiria framework. Findings reveal a movement toward bicultural SEL practices grounded in Māori and Western knowledge streams. Teachers demonstrate this shift through tuākana-tēina relationships, pūrākau (traditional narratives), and Māori language to foster SEL. While confidence is still developing, teachers increasingly view Māori approaches as fundamental rather than supplementary. These insights highlight teacher practices that support children’s SEL and promote the bicultural vision of Te Whāriki, providing encouragement for teachers and guidance for professional development that fosters culturally grounded SEL.