Addressing inequality: a school-based intervention to improve pupils’ well-being and social inclusion

ISSUE: Educational achievement, health, and well-being among children varies greatly. Early interventions in primary education are among the most effective policy tools to reduce such gaps. A coherent and cross sectoral school approach, as well as a specialized school leadership, can promote social equality among pupils. DESCRIPTION OF THE PROBLEM: A lower secondary school in Mid-Norway discovered problems related to social exclusion and well-being among the pupils. Between 2020 and 2023 the school engaged its employees, pupils, parents, and broader local community in a common dialogue and learning process about diversity and mental health. In order to understand whether and how this intervention impact on a) pupils’ well-being, sense of inclusion and social cohesion, and b) attitudes and behavior among pupils, parents, school employees and the community members, interviews with principal and pupils were conducted, as well as surveys among pupils, school employees, parents, and local community members. RESULTS: The pupils experienced that the school environment became more inclusive, positive, and supportive. They reported less bullying, bad language and social exclusion, and improved cohesion and wellbeing at school. The problems turned out to be embedded in both the school and broader local community context. A large share of the pupils, school employees, parents, and local community members reported that they had changed towards more inclusive attitudes and behavior, and that they had become more socially included in the local community. LESSONS: The intervention promoted a culture of inquiry within the school context, where active and critical engagement generated personal meaning and mutual understanding. The school became a ‘community active school', linking pupils, parents, school employees and the extended local community in meaningful dialogue and activities, promoting social inclusion and wellbeing in a powerful way. KEY MESSAGES: • A culture of inquiry in the school context can address and promote public health issues among pupils. • A ‘community active’ school can be a powerful means to promote social inclusion and well-being in school as well as within the broader local community context.