Helping Teachers Support Pupils with Mental Health Problems Through Inter-professional Collaboration: A Qualitative Study of Teachers and School Principals

A System-Based Approach to Expert Assessment Work-Exploring Experiences among Professionals in the Norwegian Educational Psychological Service and Schools

“…Furthermore, distance hinders the development of knowledge of how to best adjust the learning possibilities for a particular student in a particular class with a particular teacher. According to previous studies, teachers and professionals from extended services are more likely to collaborate when they can develop a relationship based on respect and trust (Maelan et al, 2019;Mellin et al, 2017;Moran & Bodenhorn, 2015;Rothì et al, 2008). When successful, such relationships could be consistent with the concept of collaborative professionalism, characterized by a high degree of both precision and trust in professional relations (Hargreaves & O'Connor, 2018).…”

“…From a holistic perspective, there is a connection between assessments of individual students' needs and improving the school as a whole through professional development and system change (Anthun, 2002;Hustad et al, 2013Hustad et al, , 2016Midtlyng, 2009;Tveit, 2012). In fact, research has reported that teachers want more collaboration and help in the classroom from the supporting stakeholders (Maelan et al, 2019) and that such direct help could increase teachers' ability to support students in the classroom, as well as reduce teachers' perceived stress related to the gap between their own competence and students' needs (Ekornes, 2015).…”

“…However, the reality seems to be that EPS and professionals in other extended services often work at a distance from teachers' social and pedagogical practices (Ahtola & Niemi, 2014;Fylling & Handegård, 2009;Hustad et al, 2013). This distance could reduce shared knowledge of the life in the classroom and thus reduce the utility of the written plans (Maelan et al, 2019). Furthermore, distance hinders the development of knowledge of how to best adjust the learning possibilities for a particular student in a particular class with a particular teacher.…”

“…A tighter collaboration between the EPS adviser and the teacher regarding the actual work in the classroom could increase the EPS adviser's knowledge of the school and classroom settings, potentially reducing the gap between the teacher's social and educational practices and the EPS's efforts (Ahtola & Niemi, 2014;Fylling & Handegård, 2009;Hustad et al, 2013), thus allowing the EPS adviser to provide more relevant advice. Furthermore, such collaboration could address the teachers' need for more support in their classrooms (Ekornes, 2015;Maelan et al, 2019). However, inter-professional collaboration can be challenging.…”

Principals' Attitudes, Knowledge, and Beliefs Regarding Active Learning Methodologies in Spain

“…However, the attitude factor rarely stands alone; it is usually accompanied by other factors, such as beliefs, perceptions, opinions, or knowledge. Thus, based on related studies in the field, such as those by Liljenberg and Andersson [13], Touloupis and Athanasiades [14], Nehez and Blossing [15], and Maelan, Tjomsland, Baklien and Thurston [16], principals' attitudes should also be investigated.…”