Included After School: After-school programmes as an arena for inclusion and collaboration

Nesten fire av fem barn tilbringer 12-20 timer på skolefritidsordningen (SFO/AKS) ukentlig.

NIFU, Nordisk institutt for studier av innovasjon, forskning og utdanning, leder prosjektet sammen med forskere NTNU Samfunnsforskning, utdanningsetaten i Oslo kommune og oppvekstsektor i Aurskog-Høland kommune.

Hvordan kan SFO eller AKS brukes som en arena for inkludering av barn, særlig de utsatte eller sårbare?

I de fleste statlige satsninger og utredning som retter seg mot skolen, er også SFO (også kalt Aktivitetsskolen (AKS) i Oslo), nevnt. Likevel viser forskning at SFO/AKS ofte blir oversett som arena for tverrfaglig samarbeid om barns fysiske, sosiale og faglige inkludering.

I prosjektet skal forskerne og samarbeidspartnerne styrke kunnskapsgrunnlaget innen et fagfelt med begrenset norsk og nordisk forskning, få økt kunnskap om SFO/AKS som inkluderingsarena og vurdere kompetansebehovet for å oppfylle nasjonale og lokale føringer og tilrettelegge for et godt SFO/AKS-tilbud.

Our interdisciplinary study investigates the potential of the after-school program (ASP) as an arena for interventions targeting the inclusion of all children, with a particular focus on vulnerable children.

In Norway, 77% of children between the age of 5 and 9 spend 12-20 hours in the ASP each week. The ASP is organized as a part of the school and is also specifically included in government strategies and legislation related to the inclusion of all children regardless of their abilities and needs. However, in practice, studies show that ASP is often neglected as an arena for interdisciplinary and inter-sectorial collaboration aimed at the inclusion of children physically, socially, and academically (Nilsen, 2017). Moreover, unlike schools, ASP are not required to hire professional staff with pedagogical or health competence, nor to adhere to a specific norm for pupil-to-staff ratio. In the present study, we aim to investigate how ASP can be removed from the blind zone and emerge as an effective and qualified arena for inclusion and collaboration across disciplines and public services. Through an interdisciplinary and intersectoral collaboration, a team of Norwegian and international researchers, public schools and school-related healthcare services in two municipalities will work together to provide new knowledge.

The present study is composed of five scientific work packages investigating different strategies for inclusion, and one work package ensuring effective collaboration between researchers and partners, as well as a smooth flow of knowledge integrated into practice and new research.