Educational psychology remains constricted by Westernised science's universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but the underpinning ontology and theories appear to be largely unexamined. The importance of educational psychology was highlighted by the COVID-19 pandemic, and with wellbeing initiatives accumulating, now, more than ever before, educational psychology research and practice in Aotearoa New Zealand must be called to account. Most existing programmes derive from anthropological, psychological and observation-based approaches, unquestioningly proposing that we all feel emotions because of, or in response to, certain occurrences in our lives. Dare we question this 'given' through a decolonising or cross-cultural lens? Maori values, holistic concepts and the diverse ways of knowing and being with emotion need to be considered as Aotearoa New Zealand looks beyond the dominant discourse of current SEL. In classrooms every day, practitioners discern how to discuss and respond to emotions, their own and those of the students in their care. This article invites educators to critique their own understandings of emotions and considers ways to challenge educational psychology and the practice of teaching about emotions to acknowledge the culturally diverse classroom contexts of Aotearoa New Zealand.