Research shows social–emotional learning (SEL) affects young students’ positive behavior which influences students’ academic achievement as well as their well-being. Australian primary school teachers use diverse pedagogical practices and whole-school approaches to promote SEL. This qualitative study enquired about two popular approaches to SEL: whole-school approaches and pedagogical storytelling. The study thematically analyzed in-depth semi-structured interviews with eight primary school teachers and their classroom episodes of pedagogical storytelling interventions. The study found the whole-school approaches such as Positive Behavior for Learning and the Berry Street Education Model to achieve SEL were used to discipline students. Teachers also used pedagogical stories to promote SEL and increase students’ positive behavior. This study highlighted the tremendous power within stories for igniting in-depth discussion to influence SEL. Pedagogical stories provide useful sources to foster children’s emotional wisdom for self-awareness, social awareness, relationship building, and decision making.

研究表明，社交情感学习（SEL）会影响年轻学生的积极行为，进而影响学生的学业成绩和幸福感。澳大利亚小学教师采用多样化的教学实践和全校方法来促进 SEL。这项定性研究询问了两种流行的 SEL 方法：全校方法和教学讲故事。该研究对八名小学教师进行了深入的半结构化访谈以及他们的教学讲故事干预的课堂片段进行了主题分析。研究发现，诸如积极学习行为和贝里街教育模式等全校方法以实现 SEL 被用来管教学生。教师还利用教学故事来促进 SEL 并提高学生的积极行为。这项研究强调了故事在引发深入讨论以影响 SEL 方面的巨大力量。教学故事为培养儿童的自我意识、社会意识、关系建立和决策的情感智慧提供了有用的资源。