This study examines primary school teachers' perspectives on the roles and challenges of implementing social and emotional learning (SEL) in Vietnamese primary schools. Using a constructivist grounded theory approach, semi-structured interviews with 13 teachers highlight SEL’s significance in fostering holistic development, academic performance, and experiential learning. Teachers emphasised SEL’s broader benefits for students, schools, and communities. However, key barriers include inadequate teacher training, limited student-focused resources, rigid curricula, and insufficient supportive policies. The study bridges a critical gap in SEL research within Southeast Asia, providing practical insights into its implementation in Vietnam. Recommendations focus on addressing systemic challenges through policy reforms, teacher capacity-building, and resource enhancement. This research not only enriches the regional discourse on SEL but also offers actionable strategies for educators and policymakers to enhance its integration into primary education, fostering both individual and collective benefits.
Dung Thi (Mon,) studied this question.