In a request to the Swedish work environment authority requires Lärarfacket to the employer at the school takes steps to achieve a satisfactory working environment for the staff at the school. At the school there are about 400 students in grades F-9. Students should be provided upon request behaved violently and aggressively towards each other and towards teachers. Some students should also have threatened the teacher verbally and it is shown also that the teachers are scared of some students who reported to have ”taken over the school”.
the Staff at the school work with the so-called lågaffektivt staff to manage violence and threats at the school. This means that staff do not always tillrättarvisar a student who has made the wrong directly in the situation, instead, is taken the incident up with the student at a later time. This situation should not escalate and lead to further conflict.
to the Swedish work environment authority, it is clear that the violence and threats at the school has increased dramatically since the method was introduced in 2018. Moreover, the working environment has deteriorated significantly for both staff and students.
the Implications for the pupils that the misconduct is described to be insufficient and the measures takes a very long time. According to the request it has received 43 notifications of threats and violence since höstterminstarten 2018 until January of this year.
Safety who was the first to draw attention to the many incidents on the Hjulsta school writes that skyddsombudet is now demanding that the Swedish work environment authority to intervene with an injunction or a prohibition against the lågaffektiva method.
“I have never seen it come so many notifications from a school,” says Irene Ziverts, chief of the case and the assistant kommunombud on the lr, DN.
the violence at the school increased definitely have a connection with the school began to use the lågaffektiva this way of working. The notifications were a long way from this many before then.
have lärarfacket been in contact with the school since last spring and discussed the working methods, that they consider flaws. She says that the lågaffektiva the method is not designed to be used in the school and that children need clear markings, and the consequences of their behavior directly.
Irene Ziverts also says that she received criticism when she commented earlier about lågaffektivt treatment. According to her critics, the working method of operation in the school if applied in the right way.
– In this case, the headmaster has made an interpretation of this way of working that is obviously not working. The school administration needs to revise this so that the working environment becomes better for the students and teachers, ” says Irene Ziverts.
is an approach that aims to minimize conflicts, and to not unwittingly escalate conflict. Maria Bühler is a licensed psychologist, specialist in neuropsychology, and has since many years worked with the investigations of children and young people. She works on the basis of the lågaffektiva approach and has also written books on the subject. She believes that coaching and training in the method of operation is a key part for it to be able to be used in a proper way.
– this methodology works on the students if you use it right. Adults need to act when the students does something wrong. You get to speak up and make demands on the children, you do not make it so abandons the students. Then there will be instead a counter-productive method, ” says Maria Bühler.
According to Maria Bühler is the method primarily about prevention, and to revise structures and planning in the school. According to her, it requires hard work in order to apply it lågaffektiva approach.
the Opinions expressed in skolvärden on how to respond to the students apart. There are many people who talk about consequences and discipline, we will work lågaffektivt is not active. It may look like that it does not take hold of the conflicts that arise, but sometimes this is the working method to be much more active and long-term, ” she says.
there are several schools in Sweden who heard of her and been interested to start using this way of working. The interest to change the konflikthanteringen in the school seems to be.
– The schools I have been in contact with that uses this method says that they are systematically working to interpret the behaviors. Looking, inter alia, on the underlying causes. At the schools has this methodology worked well, ” says Maria Bühler.
Heléne Hodges introduced the working method with lågaffektivt response last year to counter threats and violence. The principal says that the school works in a preventative long-term approach to conflict should not occur, and that they are now working to fix the notifications that have already been submitted.
” of course It is very unfortunate and something we in the school administration does not accept. We have hired three additional resources and made regrouping of students, ” says Heléne Hodges.
according to her, have received an education in lågaffektivt location before the method began to be applied at the school.
– We need to immerse ourselves in this way of working. It is a development that lasts for a longer period of time, it’s nothing you turn on the a day.
Heléne Hodges regrets that only highlighted the events that are notified but not those that are fixed, and do not believe that the changing way of work is a contributing factor to the notifications.
” It will be wrong to draw the conclusions. Conflicts arise and we must, of course, correct. This working method is a structured work composed of several parts, when a situation arises, we must know how we shall manage it, ” says Heléne Hodges.
– if you Have been affected, whether you are a student or teacher, is it nothing, of course, you feel good. We take action on this and want to reduce the conflicts in our school.
– We will analyze the notifications that come in and take a lesson from them. We also need to fill in our skills development.
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