Teacher Perspectives on the Roles and Implementation of Social and Emotional Learning in Vietnamese Primary Schools

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Qualitative analysis reveals challenges of social and emotional learning in primary schools, suggesting policy reforms are necessary.

Implementing social and emotional learning improves holistic development among students, enhancing overall academic performance.
Key barriers include inadequate teacher training and limited resources, hindering effective social and emotional learning implementation.
The study uses a constructivist grounded theory approach, based on semi-structured interviews with 13 Vietnamese primary school teachers.
Recommendations emphasize the need for policy reforms and resource enhancement to address systemic challenges in education.

Dung Thi (2025) studied this question.

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