Even though fostering computational thinking (CT) and social-emotional skills has been an area of interest in educational research and practice for many years, the simultaneous support of CT and social-emotional skills has not yet been investigated. To address this gap, we developed a workshop to help Grade 4 students work on social-emotionally challenging situations using the Scratch programming language (scratch.mit.edu). Students are encouraged to create interactive stories around problematic situations that might occur in the classroom (e.g., bullying). Then, using cooperative learning methods, they are asked to elaborate different options for reacting to such situations. These options are then programmed by the students using Scratch. We apply a mixed-methods approach to assess (a) the workshop's feasibility, (b) students’ acceptance of the concept, (c) the impact on students’ CT and (d) the impact on students’ problem solving in social-emotionally challenging situations. In this ongoing study, we thus use interviews and questionnaires with teachers and students, classroom observation, think aloud protocols, and screencasts for the students programming with Scratch.