Denston AMartin RFickel LO'Toole V20222022Teaching and Teacher Education, 2022, 1170742-051Xhttps://hdl.handle.net/10179/17819Teachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally and linguistically sustaining framework for social-emotional wellbeing. Findings suggested that creating a framework requires being informed by indigenous models of wellbeing. Results suggest that developing such a framework requires teachers to develop understandings of their own social-emotional competencies, as well as their students.Aotearoa New Zealandsocio-emotional learningstudent wellbeingteacher perspectiveswellbeingJournal article10.1016/j.tate.2022.103813457826Massey_Dark1301 Education Systems1302 Curriculum and Pedagogy1303 Specialist Studies in Education