Little Minds Big Hearts: Teachers' Views on Socio-Emotional Development of Learners

Socio-emotional development is a foundational aspect of a child's holistic growth, particularly in elementary school when emotional habits and interpersonal skills begin to take shape. This study explores the lived experiences of elementary teachers in fostering socio-emotional development among students, recognizing their pivotal role in shaping young learners' emotional well-being. In-depth interviews were conducted with selected elementary teachers using a qualitative phenomenological approach. Thematic analysis revealed two emerging themes highlighting teachers' views on socio-emotional development: learner-centred relationships and diverse learner backgrounds. Furthermore, teachers reported that they rely on coping mechanisms such as peer collaboration, mindfulness and empathy, and emotional resilience to navigate their roles' emotional and relational challenges. As for educational insights, collaborative school culture and policy and training support emerged as key enablers of socio-emotional initiatives. These findings emphasize the importance of emotionally responsive teaching grounded in meaningful relationships and institutional backing. The study recommends that educational leaders and institutions enhance training, support systems, and policies that promote emotionally supportive environments, allowing teachers and students to thrive.