Speakers
Description
Integrated statement
With UNESCO's new bullying definition (2024) and updates to Norwegian education laws (2024), school professionals face new challenges. These changes, along with an increase in bullying reports from Norway’s annual student survey (Norwegian Directorate for Education and Training, 2024), highlight the need for proactive solutions and a shift from “repair” to “prevention” in schools and kindergartens. Long-term collaborations between researchers and educators are now standard for school improvement and professional growth (Coburn & Penuel, 2016; Smith & O’Leary, 2015). Research–practice partnerships (RPPs) are promoted by scholars and policymakers, offering mutual benefits (Coburn et al., 2013). Partnerships between higher education institutions (HEIs) and schools can support development initiatives aimed at creating inclusive, community-oriented environments for children and youth. This symposium explores how HEI-school and kindergarten partnerships can foster inclusive practices in educational settings.
The Centre for Lifelong Learning (CeLL) at the University of Inland Norway has extensive experience bridging research and practice, especially through action based research and action learning. CeLL uses empirical insights to support practice development, showcased in various projects.
This symposium will feature four presentations from CeLL’s partnerships and a discussant, offering insights on how HEIs can support community-building and inclusive practices (Restad & Sandsmark, 2021) in line with new policies like the Norwegian Framework Plan (2017), LK20 curriculum (2020), and revised Education Act (2024).
This symposium’s theme is relevant across cultural contexts, offering timely strategies to foster inclusive educational environments. Join us to explore proactive approaches for building supportive, inclusive spaces for all learners.
Keywords
Kindergarten- and schoolbased development, partnerships, inclusive didactics, community-building didactics
Additional field for symposia
INTEGRATED STATEMENT
With UNESCO's new bullying definition (2024) and updates to Norwegian education laws (2024), school professionals face new challenges. These changes, along with an increase in bullying reports from Norway’s annual student survey (Norwegian Directorate for Education and Training, 2024), highlight the need for proactive solutions and a shift from “repair” to “prevention” in schools and kindergartens. Long-term collaborations between researchers and educators are now standard for school improvement and professional growth (Coburn & Penuel, 2016; Smith & O’Leary, 2015). Research–practice partnerships (RPPs) are promoted by scholars and policymakers, offering mutual benefits (Coburn et al., 2013). Partnerships between higher education institutions (HEIs) and schools can support development initiatives aimed at creating inclusive, community-oriented environments for children and youth. This symposium explores how HEI-school and kindergarten partnerships can foster inclusive practices in educational settings.
The Centre for Lifelong Learning (CeLL) at the University of Inland Norway has extensive experience bridging research and practice, especially through action based research and action learning. CeLL uses empirical insights to support practice development, showcased in various projects.
This symposium will feature four presentations from CeLL’s partnerships and a discussant, offering insights on how HEIs can support community-building and inclusive practices (Restad & Sandsmark, 2021) in line with new policies like the Norwegian Framework Plan (2017), LK20 curriculum (2020), and revised Education Act (2024).
This symposium’s theme is relevant across cultural contexts, offering timely strategies to foster inclusive educational environments. Join us to explore proactive approaches for building supportive, inclusive spaces for all learners.
Chair details
Kathinka Blichfeldt, Centre for Lifelong Learning, Faculty of Education, Inland Norway University
Keywords (3-5)
Kindergarten- and schoolbased development, partnerships, inclusive didactics, community-building didactics
PAPER ABSTRACTS
FROM INTENTIONS TO PRACTICE CHANGE: HOW CAN DIGITAL RESOURCES SUPPORT TRANSLATING THE FRAMEWORK PLAN AND NATIONAL POLICY DOCUMENTS INTO ACTION?
BACKGROUND: The Norwegian kindergarten act chapter VIII (Kunnskapsdepartementet, 2022) and White paper no. 6 Close and caring – early intervention and inclusive environments in kindergarten, school, and after-school programs (Kunnskapsdepartementet, 2019-2020) reinforce the intentions of the framework for kindergarten.
This paper aims to explore the experiences of leaders and staff in Norwegian kindergartens who have succeeded in systematic and collective development work using digital resources designed to address bullying and promote inclusive environments for children: “Children’s welfare representative; Kindergarten environment, bullying and harassment, and Children with needs for special accommodations”. Based on the report "Bullying in Norwegian kindergarten – A knowledge overview" (Aaseth et al., 2021), the digital resources leverage Ingvild Åmot's interpretation of Honneth's recognition theory and Lars Qvortrup's perspective on inclusion as theoretical frameworks (Skoglund & Amot, 2019).
METHODOLOGY: Data was collected through a survey followed up by focus group interviews with people from three of the kindergartens that had utilized the digital learning resources. Key questions addressed include:
- How was the developmental work planned, organized and led?
- Which resources were prioritized?
- How were the resources perceived and experienced?
- How did the work have implications for knowledge and practice?
Preliminary findings suggest that participants have enhanced their knowledge and practices. Shared leadership, gatherings for leaders, and a collective and action-based learning approach related to local context are identified as success criteria.
The insights from this evaluation could provide valuable guidance for kindergartens developmental work, especially when working with inclusive practices and well-being for all children.
FREE-PLAY AS A PATHWAY TO BUILD INCLUSIVE LEARNING COMMUNITIES IN SCHOOLS
BACKGROUND: CeLL, in collaboration with five schools, aims to support organizational changes in early education to address increasing social and emotional challenges among first-graders. The project seeks to reduce student referrals to special services (PPT) by promoting free play to enhance social competence and well-being. The initiative also focuses on building staff competence to recognize the significance of free play for academic and social learning, as well as fostering a sense of inclusion. Grounded in theories of play’s developmental benefits, this study addresses concerns over declining free play opportunities in structured school settings (Lunde & Brodal, 2022; Bjørnestad et al., 2024).
METHODOLOGY: Using participatory action research, the study involves network gatherings, management meetings, and continuous learning activities. Teachers and leaders collaboratively explore free play practices in their contexts. Data are collected through mixed methods, including logs, observations, and focus group interviews, supported by dialogue conferences for systematic reflection. University supervisors act as facilitators, and Action Learning principles guide iterative cycles of observation and reflection, using logs as “mirror data” to develop practice-based knowledge. Management co-designs observation tools to aid teachers in reflecting on their roles in inclusive free play.
PRELIMINARY FINDINGS: Allocating time for free play appears to foster a safer, more confident, and motivated environment, with fewer referrals and cases of violation of students' right to a safe and supportive school.
This study highlights the importance of flexible curriculum use (LK20) and school leadership in fostering inclusive, supportive settings that promote students' social, emotional, and academic development.
A WHOLE SCHOOL APPROACH THROUGH LEARNING NETWORK - EXPLORING DIDACTICAL APPROACHES IN PROMOTING INCLUSIVE CLASSROOM COMMUNITIES AND POSITIVE SOCIAL DYNAMICS IN PEER-GROUPS
In 2022, CeLL partnered with a large Norwegian municipality to establish networks for schools seeking support in exploring community-building didactics (CBD) to promote safe school environments and inclusion. Inspired by Danish research on bullying as a social phenomenon (Søndergaard & Rabøl Hansen, 2018), the research–practice partnership described in this paper focuses on integrating community-building didactics to enhance school environments. CeLL led a digital planning day in 2022 to introduce this approach, followed by network development with municipal advisors. 25 schools now participate across three networks.
This study examines how learning networks support schools in facilitating learning processes and how the concept of CBD is applied within professional learning communities.
The networks were organized as 4–5 sessions throughout the school year for each school’s resource groups, utilizing the dialogue conference model (Lund, 2020). Between sessions, resource groups-initiated learning actions within their schools, and status meetings were held between each school, CeLL and municipal advisors.
Observational data, surveys, and notes from interim meetings informed the content and structure of future sessions. Thematic analyses will be conducted on collected data, supplemented by focus group interviews to further explore the network’s impact on learning processes, applied practices, and the relevance of community-oriented didactics.
Preliminary findings indicate that network participation has supported school learning processes by fostering idea exchange, enhancing confidence in existing methods, maintaining focus, and offering inspiration. Network sessions provide access to knowledge from other schools, CeLL, researchers, and municipal advisors, allowing participants to reflect on and refine their practices.
LEVERAGING ARTIFICIAL INTELLIGENCE TO FOSTER INCLUSIVE SCHOOL PRACTICES
The increasing disparity in teachers' technological competencies (DiCTE, u.å; Nagel, 2023), particularly regarding artificial intelligence (AI), presents challenges for equitable education (Krumsvik, 2023). This contribution focuses on a collaborative project between CeLL and municipality with its schools aimed at enhancing teachers' understanding of how AI can be leveraged to adapt education to meet the needs of all students. The municipality has adopted a community-based didactic approach (Restad & Sandsmark, 2021), emphasizing inclusive practices in instructional planning and classroom differentiation. The collaboration also aims to guide teachers in using AI as a supportive tool for students' learning processes, while equipping them to critically evaluate the societal impact of AI and encourage source criticism across disciplines.
The methodology follows an action research design (Rönnerman & Salo, 2012), where university staff and practitioners collaboratively address practical challenges. The collaboration involves co-creating processes within professional communities at each school, in partnership with the municipality's ICT staff and a dedicated AI coordinator. Our role includes supporting this coordinator, as well as working with school leaders and development teams to establish sustainable professional development strategies. A systematic process approach has been developed that allows all schools twice a year to prepare and present topics and questions prior to visits by the AI coordinator, who then provides tailored examples and facilitates group discussions to support further ongoing development work. This presentation will illustrate the evolution of processes designed to support teachers in using AI effectively and provide examples of how AI can foster a community-based didactic approach.
DISCUSSANT
Frode Restad is Senior Researcher (PhD) at the Work Research Institute at Oslo Metropolitan University, Norway. He has a background in pedagogy and holds a doctorate in children and young people's competence development. Restad has extensive experience as an educator, policymaker and researcher working with teacher development and training, school and curriculum development and evaluation of interventions on topics such as bullying and learning environment, social and emotional learning and community building-didactics.
Restad’s recent research critically examines how a deeper understanding of the curriculum can enhance bullying prevention, challenging the often-fragmented understanding of curriculum-making and teaching in the field of bullying research. He has extensive experience and expertise with qualitative research methodology, including ethnographic field work, interviews and observation, and action research involving children and young people in the research process.
As a discussant at WABF 2025, Restad will offer insights to bridge the gap between research and practice, and to promote a deeper understanding of how the presentations in the symposium can contribute to the wider field of bullying research and to the prevention of bullying across different contexts. Restad’s contribution and profile aligns with the conference’s goal of strengthening collaboration between researchers, policymakers, and practitioners.
REFERENCES
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Aaseth, H. M. S., Elvethon, E., Løkken, I. M., Nilsen, T. R., & Moser, T. (2021). Mobbing i norske barnehager–en kunnskapsoversikt. Læringsmiljøsenteret. Universitetet i Stavanger. https://www. uis. no/sites/default/files/inline-images/i1L2vPlFizkg8npPwppVIriAja3B7imtEqo8KMktfZdV286gMd. pdf.
| Please also indicate what kind of contribution it is: | Mixed |
|---|---|
| Please indicate what type of scientific contribution it is | Mixed method study |
