邁向支持型學校：生態系統理論在國中階段全校社會情緒學習中的應用

Toward a Supportive School: Applications and Innovations of Ecological Systems Theory in Whole-School Social-Emotional Learning at the Middle School Level

本文以Bronfenbrenner生態系統理論為核心，整合2019-2025年間關於全校社會情緒學習（Whole-School Approach to SEL, WSA-SEL）理論、實證與政策文獻，聚焦國中情境，建構兼具理論連結與情境可行性的整合性框架。採用系統性文獻回顧與主題分析，從微觀（課室與關係）、中觀（家校社協作）、外部（校務管理與資源）、宏觀（文化與政策）與時間系統（歷時調適）五層面辨識有效機制。結果顯示：關係優先與課室先行、學科與日常之融入式設計、分層支持（multi-tiered systems of support, MTSS）、成人SEL與教師幸福感、家校社夥伴關係、資料驅動之迴路，及領導與制度化支持，能同步強化學生社會情緒能力、學業表現與學校氣候；而資源與時間限制、利害關係人認同、執行忠誠度與公平性為主要風險。本文提出「準備-導入-深化」的推動路徑與三層評估指標（學生/教師/學校），並主張以文化回應與長期監測為管理底層機制。研究意涵在於將SEL由「方案導入」轉為「生態管理」，為國中校園建構可操作參照之支持性系統，亦提供後續縱貫研究與工具發展的方向。

Grounded in Bronfenbrenner’s ecological systems theory, this study had synthesized theoretical, empirical, and policy literature on the Whole-School Approach to Social and Emotional Learning (WSA-SEL) published between 2019 and 2025, with a focus on middle school contexts. Through a systematic literature review and thematic analysis, five layers of effective mechanisms had been identified: the micro level (classrooms and relationships), the meso-level (family-school-community collaboration), the exo-level (school governance and resources), the macro level (culture and policy), and the chrono system (longitudinal adaptation). The findings had indicated that prioritizing relationships and starting with classroom practice, integrating SEL into academic subject teaching and daily routines, establishing multitiered systems of support (MTSS), promoting adult SEL and teacher well-being, strengthening family-school-community partnerships, implementing data-driven feedback loops, and providing leadership and institutionalized support can jointly enhance students’social-emotional competencies, academic performance, and school climate. Key challenges had included limited resources and time, inconsistent stakeholder buy-in, implementation fidelity, and equity concerns. The paper had proposed a three-phase implementation pathway (Preparation→Introduction→Deepening) and a three-tier evaluation scheme (student/teacher/school) and argues for culturally responsive practices and long-term monitoring as foundational governance mechanisms. The contribution lies in shifting SEL from program adoption to ecosystem governance, offering an operationalizable, supportive system for juniorhigh schools and pointing to directions for future longitudinal research and tool development in local contexts.