Collaborative Storytelling With Spanish Primary School Students

ABSTRACT This study explores the benefits of collaborative storytelling practices on verbal fluency, narrative competence, collaboration, and inclusion in primary school. One hundred and seventy Spanish primary school students participated in storytelling activities using a quasi‐experimental, mixed‐method, and cross‐sectional design. Individual verbal fluency, narrative competence, collaborative story features, and behaviors were analyzed. Results show collaboration positively affects groups' story content balance. Story length increases with social awareness and motivation, although interruptions can prolong narratives without improving quality. The story cohesion increases with social communication and space for everyone. The balance between solved and unsolved story problems improves when groups prioritize task‐oriented collaboration over social interaction. Analogical, tangible, and digital storytelling can support sustained shared thinking in learning, providing students with a space for improving social and narrative skills.