How teachers in School-age Educare act to promote social inclusion

an observational study

Abstract

This study aims to contribute knowledge regarding how teachers in school-age educare (referred to as 'fritidshem' in Swedish) promote social inclusion in activities after school and during summer holidays. The study observes teachers' words and actions during outdoor activities in school-age educare. School-age educare is an integral part of the compulsory school curriculum. Pupils whose parents work or study, or those in need of additional support, participate in school-age educare activities before and after scheduled classes in compulsory schools, as well as during holidays. School-age educare aims to complement the school, stimulate pupils' development and learning, and promote social communities. The teaching in school-age educare is designed to be based on a holistic view of pupils' needs, offering a meaningful and stimulating time where the concepts of development and learning are central.

The analysis in this study focuses on how teachers can enhance social inclusion in School-age educare. Social inclusion transcends mere physical presence among peers; it involves active participation in the peer group. Results indicate that when teachers engage in pupils' play activities, they function as coaches and role models, simultaneously keeping an eye on pupils who may not be actively involved.

When teachers abstain from participating in pupils' activities, their supportiveness diminishes, and they often assume a supervisory role. In such instances, pupils are frequently left to play on their own in the schoolyard. While this may be acceptable for some pupils with peers, there's a risk of exclusion for those unable to find a playmate. In planned play sequences, teachers adopt coaching and supportive roles. Notably, they also take on the role of attracting and motivating pupils to engage in joint play and share responsibility. The analysis underscores the critical role of teachers as role models and the importance of active involvement in the play community, particularly for pupils with special educational needs. Social inclusion is facilitated when teachers acknowledge the differences among all pupils and the diversity within the group. Planning and participating in various activities based on common interests contribute to fostering social inclusion.

The large groups of pupils in the school-age educare and the school organisation of which it is a part can make it difficult to see and support peer communities. One way forward may be to 'rethink' the organization of 'free time'. Stop and observe to identify and analyse the strengths and weaknesses of your activities when dealing with all pupils. Focus on the process, what is being done, and the opportunities for all learners to be included rather than measuring results or looking for explanations for learners' shortcomings/weaknesses (cf. Ainscow, 2020). The present study is an example from the school-age educator's schoolyard and wants to contribute to a discussion about the potential to promote all pupils' social inclusion in the school-age educare’s outdoor activities so that no pupil is at risk of being excluded from their peer group.