Teacher-Social Educator Well-Being in Home-School Collaboration

Maj Borggaard Hansen, Oliver Balck Jensen, Janni Michelsen, Karoline Søgaard, Katja Vilien

Research output: Chapter in Book/Report/Conference proceedingContribution to book/anthologyResearchpeer-review


This chapter is concerned with educator well-being in a Danish context. Educator well-being is a transmutation of the concept of teacher well-being applied to a Danish school context where teachers and social educators, each with their specific professionalism, collaborate on students’ well-being and learning. The chapter illustrates how teachers and social educators from Nord School together with researchers from University College City (UC) planned and carried out an interdisciplinary development project aimed at surveying and developing educator well-being in a Danish school context characterized by great diversity in the student body. The project was prepared with partial inspiration from participatory research (PR), which aims at empowering the participants in the surveyed context, rather than the researchers (Cornwall and Jewkes, Social Science and Medicine 41:1667–1676, 1995). The aim of the project became an exploration of how teachers and social educators can collaborate on well-being in the classroom through a home-school collaboration project in a class of diverse students with the aim of improving their educators’ well-being.
Original languageEnglish
Title of host publicationInternational Perspectives on Teacher Well-being and Diversity : Portals into Innovative Classroom Practice
EditorsTimothy R.N. Murphy, Patricia Mannix-McNamara
Number of pages24
Publication dateAug 2021
ISBN (Print)978-981-16-1698-3, 978-981-16-1701-0
ISBN (Electronic)978-981-16-1699-0
Publication statusPublished - Aug 2021


  • schools, courses and institutions

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