PHÁT HUY LỢI ÍCH VÀ GIẢM THIỂU TÁC HẠI CỦA ÁP LỰC ĐỒNG TRANG LỨA Ở HỌC SINH TRUNG HỌC CƠ SỞ THÔNG QUA TỔ CHỨC DẠY HỌC THEO ĐỊNH HƯỚNG STEAM KẾT HỢP SEL

Abstract

In a rapidly changing society marked by increasing psychological pressures, middle school students frequently experience peer pressure, a factor that can exert both positive and negative influences on their personal and psychosocial development. Although STEAM education promotes collaboration, creativity, and problem-solving, its inherent characteristics—such as competition, product evaluation, and group performance—may inadvertently intensify negative peer pressure. Current research points to the absence of a systematic and organic model integrating STEAM with Social and Emotional Learning (SEL) in order to maximize educational benefits while reducing psychosocial risks for students. This study employs theoretical analysis and synthesis to construct a new integrated framework linking STEAM and SEL. The findings identify specific elements within STEAM learning environments that may trigger negative peer pressure and emphasize the role of SEL as a proactive intervention mechanism that equips students with emotional awareness, self-management, and healthy social interaction skills throughout learning activities. Based on these findings, the study proposes a redesigned STEAM instructional process in which core SEL competencies are embedded in each stage of practice, replacing earlier fragmented or sequential approaches. A practical example is provided to illustrate the feasibility and pedagogical effectiveness of the proposed model. This organically integrated framework offers guidance for educators in creating safe learning environments that support holistic development and strengthen middle school students’ emotional self-regulation in contemporary educational contexts.