Abstract
ABSTRACT Social inclusion is a key factor in the well-being and mental health of students. This article describes the findings of the FRIEND-SHIP intervention study to promote social competences and social inclusion within classrooms. The data presented are drawn from teacher interviews conducted before and after the FRIEND-SHIP intervention with students in primary and lower secondary schools, as well as from entries in diaries that the teachers kept during the intervention. A thematic analysis suggests that the intervention improved both students’ social competences and their social inclusion. Furthermore, the program enhanced teachers’ awareness of their daily teaching routines. Suggestions for the program’s improvement based on its practical implementation are also presented and discussed.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
