Storytelling Therapy in schools: Supporting Emotional Well-Being through Narative Practices
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Storytelling Therapy, Emotional Well-Being, Narrative Practices
Abstract
Background. Emotional well-being has emerged as a central concern in contemporary school contexts, as students increasingly encounter psychological, social, and academic pressures that affect learning and development. While schools have adopted various social-emotional learning initiatives, therapeutic approaches grounded in narrative meaning-making remain underutilized. Storytelling therapy, rooted in narrative psychology, offers a promising pathway for supporting emotional well-being by enabling students to express feelings, construct personal meaning, and negotiate identity within safe educational spaces.
Purpose. The primary aim of this study is to examine how storytelling therapy implemented in school settings supports students’ emotional well-being through narrative practices. The study seeks to understand the forms of emotional change that emerge, the processes through which storytelling facilitates emotional regulation and social connection, and the significance of narrative engagement for holistic student development.
Method. This research employed a qualitative descriptive design with a narrative-oriented approach. Participants included students and educators selected through purposive sampling in schools implementing storytelling-based activities. Data collection methods comprised semi-structured interviews, classroom observations, reflective storytelling tasks, and secondary documentation related to emotional development. Data were analyzed thematically to identify recurring emotional patterns, narrative processes, and relational dynamics.
Results. Findings indicate that storytelling therapy enhances emotional expression, emotional regulation, peer interaction, and self-confidence among students. Sustained narrative participation fostered gradual emotional openness and strengthened social bonds within classrooms. Case-based analysis illustrated individual emotional transformation through symbolic storytelling and narrative reframing of personal challenges.
Conclusion. The study concludes that storytelling therapy is an effective school-based approach for promoting emotional well-being through narrative meaning-making. The novelty of this research lies in integrating narrative therapy principles into everyday educational practice, positioning storytelling as a sustainable therapeutic-pedagogical strategy for supporting students’ emotional development.
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