| dc.description.abstract | This master thesis is a qualitative study based on interviews with 3 experienced contact teachers on their experiences related to having students with socio-emotional problems in their class. In the analysis of this interview study, I found based on an inductive approach 3 main categories of factors that had impact: the teacher-student relation, different types of cooperation and lack of competence on mental health. The main findings related to the teacher-student relation pointed to the importance of factors like having enough time, a low threshold for students to contact the teachers, predictability and trust in the relation as well as the feeling of security. The statements on the importance of cooperation mentioned both cooperation with the home, internal cooperation between teacher resources, cooperation with the school management and with external resources. An important finding was that none of the interview objects mentioned the cooperation with the student, contrary to most academic studies. It is unclear why this was the case, but it would be an interesting topic for future studies. When it comes to the need for more competence, all three contact teachers stressed the importance of having more knowledge about mental health. They felt shortcomings in their ability to help the students with their personal challenges that they often had in addition to their learning challenges. The main message was that by understanding the student better, they would also be able to facilitate better their learning during the school day. | nb_NO |
