Socio-emotional well-being has become a significant reference in contemporary educational policies in Chile, especially in the (post)pandemic scenario. This study, from a critical discourse analysis approach (Fairclough, 2017) and the conceptual metaphor theory (Lakoff & Johnson, Metaphors we live by, University of Chicago Press, 1980), examines the metaphorical frameworks that shape socio-emotional well-being in official Chilean documents (2020–2022) through a qualitative analysis of a documentary corpus of 162,173 words. Phases of description, interpretation, and explanation were deployed, which allowed the identification of two predominant frameworks: production frame and cultivation frame. The first one emphasizes emotional regulation as a control mechanism, promoting self-regulation and emotional management practices oriented in a productive key. The second one, although seemingly more flexible and relational, maintains a maturation logic guided by the adult world, reinforcing an emotional normativity centered on individual growth and development. The discussion critically problematizes the ideological scope of these metaphorical frames and proposes the mycelial metaphor as a conceptual alternative that prioritizes interdependence, reciprocity, and the emergence of new ways of navigating the school experience. The findings invite a critical rethinking of socio-emotional well-being beyond normative imperatives, favoring more collective and situated approaches in education.