Equipping children for a brighter future: Exploring sustainability considerations of socio-emotional well-being promotion initiatives in primary schools

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Qualitative research reveals the integration of environmental learning in socio-emotional programs, suggesting important implications for educators.

Integration of sustainability into socio-emotional well-being initiatives is found lacking in structured frameworks, yet it remains crucial.
Thematic analysis of data from 52 teachers in 18 lower primary schools identifies key themes related to sustainability practices.
Evidence indicates that stakeholder practices shape the integration of sustainability, emphasizing a need for systematic approaches.
Findings highlight the role of community engagement and local knowledge in enhancing socio-emotional well-being initiatives in schools.

George et al. (2025) studied this question.

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Qualitative research reveals the integration of environmental learning in socio-emotional programs, suggesting important implications for educators.