Interprofessional collaboration as a means of including children at risk: an analysis of Norwegian educational policy documents

Abstract

Issues concerning interprofessional collaboration (IPC) for children at risk have become a priority globally as well as in Norway. By international standards, the Norwegian educational system is regarded as inclusive and collaborative in terms of the external services that support schools and pupils. However, a debate continues on how to best collaborate to meet the needs of pupils with complex problems. Thus, the aim of this paper is to analyse how the relationship between IPC and inclusive education is reflected in important Norwegian educational policy documents. A problem-driven content analysis revealed three categories: (1) inclusion as an impetus for IPC, (2) IPC as a strategy for inclusion, and (3) commitment to IPC when necessary. Major findings included: (1) IPC in national educational documents should be described more clearly to promote inclusive education; (2) IPC connected to other support mechanisms, such as multidisciplinary teams and individual plans; and (3) schools can commit IPC when necessary. The results in this study show that when green papers, white papers, and legislation fail to offer clear recommendations, schools and teachers may not prioritise IPC.

Keywords:

• interprofessional collaboration
• inclusion
• educational documents
• children at risk
• content analysis

Notes on contributors

Elisabeth Hesjedal is an associate professor in education at the NLA University College, Norway. Hesjedal has a particular interest in interprofessional collaboration and inclusive education for children at risk.

Hilde Hetland, Ph.D., is a professor in educational psychology at the University of Bergen, Norway. Dr Hetland's research is related to child welfare, leadership, and motivation.

Anette Christine Iversen, Ph.D., is a professor in social work at the Department of Health Promotion and Development, University of Bergen, Norway. Dr Iversen's research is related to child welfare, complex problems, interagency collaboration, and knowledge and competence in child welfare services.

Terje Manger, Ph.D., is a professor in educational psychology at the University of Bergen, Norway. Dr Manger has published books and journal articles on topics such as gender differences in mathematics, educational motives and self-concept, prison education, behavioural problems in school, and general educational psychology.