Implementing the HAND in HAND programme for school staff and students

This chapter presents research examining the process of implementing the HAND in HAND programme in Sweden, Slovenia and Croatia. First, background theory about implementation is presented, including translation theory and theories about consequential transitions. An implementation model is discussed, and it is among other things stressed that both fidelity to the key elements in a given programme and local adaptation are factors which are critical for success. Following this, the chapter discusses data taken from the trainers’ systematic reflection logs. The findings reveal a complex picture with differences between participant groups, but with a development over time in the trainers’ experience of succeeding to establish close contact with school staff and students, and in their professional and relational agency. The findings confirm the high level of complexity brought by implementation processes. There are indications of challenges, especially in the trainers’ first meetings with the participants. They emphasise that it takes time to create an atmosphere of mutual trust. The trainers e.g. refer to their own learning insights in relation to empowering teachers’ capacities, developing a nuanced understanding of students’ challenges, and supporting each other in the team of trainers. Reference to ‘the next level in the chain of translations’ – the teachers – highlights that they genuinely appreciated the training yet also felt insecure about how to connect the things they had learned with their everyday work.