Nigerian Primary School Teachers’ Perceptions of Traditional Classroom Practices and the Promise of Social and Emotional Learning (SEL) for Students’ Sociocultural Development and Well-Being

Abstract

Primary education in Nigeria continues to rely on traditional classroom practices such as rote memorisation, strict discipline, and teacher-centred instruction. While these reflect cultural values of respect and authority, they often limit pupil participation, emotional expression, and overall well-being. Despite increasing international attention to Social and Emotional Learning (SEL), Nigerian education policy and teacher training still prioritise academic achievement over socio-emotional growth. This study explored how socio-cultural norms influence classroom practices and examined teachers’ perspectives on the relevance of SEL as a supportive instructional framework. A qualitative approach was adopted, combining document analysis of national education policies with interviews from five primary school teachers in Katsina State. Findings revealed that policy documents emphasise pedagogy and assessment but rarely address emotional or social competencies. Teachers viewed discipline as essential yet restrictive and recognised the importance of empathy and emotional support in classroom life. The study concludes that while traditional norms remain influential, teachers show readiness to integrate SEL into practice to enhance learning and well-being.