ArticleFrontiers in psychology2026
How teacher support, peer connection, and embodied meaning-making interact in drama-based social-emotional learning in higher education.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Drama-based social-emotional learning has gained increasing attention in higher education, yet participation in embodied activities does not in itself ensure sustained engagement or social-emotional development. Less is known about how teacher support, peer interaction, and embodied participation become interconnected in classroom practice, or about the conditions under which this process may be disrupted. This multisite interpretive qualitative study was conducted across four universities in eastern China. Data were generated through interviews with 24 students and eight teaching staff, supplemented by 24 reflective journals, 24 classroom observations, and 16 course documents. Reflexive thematic analysis produced three themes: participatory safety and bounded autonomy supported by teacher scaffolding; peer connection and group belonging developed through embodied collaboration; and emotional resonance and self-awareness emerging through embodied meaning-making. Safety, responsiveness, and a sense of meaning were associated with students' willingness to participate, whereas unclear boundaries, limited peer responsiveness, and excessive emotional intensity were associated with reduced participation. The findings conceptualize drama-based social-emotional learning as interconnected classroom processes involving teacher scaffolding, peer connection, embodied participation, and reflective integration.
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