Development of inclusive communities of learning through relationship building and feedback

n Denmark the goal of the new reform of the primary school from 2013 was to develop and raise the pupils' academic skills, but the reform also has a strong focus on students' well-being and development of inclusive learning communities. The question is how this is developed or are managed successfully? A report from the Danish Ministry of Education in 2015 showed that inclusion, well-being and the development of learning communities have not yet succeeded according to ambition by 2016. The report suggested among other things that these matters should be addressed by practitioners and researchers on both a macro, meso and micro level. This project, which is still in its starting phase, is based on the issues of the micro level to target teachers and educators who work in classes marked by students in complex learning situations in the so-called LKT-problems (Learning, Contact and Well-being). On one side there are classes where it has not yet been successful in establishing appropriate and stimulating learning environments for the students. The project focuses on the concepts of well-being, relationship building, feedback and motivation within the class of approach these problems. The majority of the students having LKT-difficulties are boys. Therefore the problem of gender also comes into relevance