Pupils' lack of concentration is a concern in everyday classrooms in Norway as in many other countries. Whereas research has defined different behaviour issues in classroom contexts, there has been less focus on how the counsellors, working at the Educational and Psychological Counselling Service (EPCS), describe different behaviour issues. This…

Career guidance in Norway has seen major developments over the past two decades. Secondary schools have integrated career education and guidance into an education system which socialises young people to develop citizenship and take part in society. In this article, I explore how Norwegian teenagers' career thinking is influenced by Norwegian…

Guidance counsellors hold an important role in youth's educational and vocational choices, well-being and future careers. Central Norwegian policy documents recommend dividing counselling practices in schools into two functions: (1) career guidance and (2) educational welfare guidance. Policy documents also promote a holistic view of the pupil and…

Research on implementation of school-based transdiagnostic interventions, conducted by personnel from the municipal services is limited. We investigated facilitators and barriers regarding implementation of EMOTION, an intervention targeting symptoms of anxiety and depression in children 8-12 years. Trained health- and childcare professionals…

This article explores unaccompanied young refugees' participation in various learning contexts beyond school. Drawing from a qualitative study based on interviews with unaccompanied young refugees, educators and social workers in Norway, the findings emphasise the need for a holistic approach to refugee education in and across contexts of…

This article reports the results of the European "DAFFODIL" ("D"ynamic "A"ssessment of "F"unctioning and "O"riented at "D"evelopment and "I"nclusive "L"earning) Project on the question of how functional and learning assessment systems facilitate or inhibit…

In this article we explore school leaders' responses to challenges of inclusion in two Norwegian upper secondary schools. The empirical data are interviews with principals, deputies and social advisers in the two schools. We use multicultural education and inclusive leadership as theoretical lenses in the analysis. The results show that while the…