Facilitating learning and work on psychosocial difficulties
Research indicates that considerations of inclusion and diversity are difficult to reconcile in practice. There is a clear need for more knowledge in the field, particularly with regard to how persons with special needs are comprehended in the ordinary educational offer and special educational support in kindergartens, and in the general education and special education in schools.
The need for knowledge partly relates to management’s role in this area, as well as the teacher’s role and the importance of planning and cooperation in relation to the education.
A particular challenge relates to improving the learning provision, education quality and learning environment for persons with psychosocial difficulties. Learning-contextual behavioural problems cover a wide range, from acting out to social withdrawal.
Research shows that both pupils and teachers are disturbed by disruptive behaviour. This reduces the pupils’ opportunity for academic and social development, and the teachers are prevented from teaching as intended. The research group will provide comparative research that could generate new knowledge explaining the problem and potential for improvement in the relationship between psychosocial difficulties and learning. A further task of the research group will be to gain insight into competencies of different forms of psychosocial difficulties, how they can be identified at an early stage, and how they can represent different barriers and challenges to learning. A relevant research question is also how the facilitation of pupils’ psychosocial learning environment can affect their achievement and learning over their lifetime.