Unequal investment to create equal opportunities
Children and young people develop better when they feel comfortable in their own skin, can be themselves, and grow up healthy and safe in an environment rich in opportunities. Ines explains: “Unfortunately, this is not a given for every student. Some grow up in circumstances that cause stress. This may include financial worries at home or traumatic events such as abuse, neglect, discrimination, exclusion, or having to flee from an unsafe situation, such as war.”
Anna adds: “Growing up under prolonged stress affects brain development and makes learning more difficult. As a result, students cannot fully develop their talents. That is precisely why some students need more support. This requires unequal investment in students in order to create equal opportunities for well-being.”
Why are equal opportunities for well-being in education important?
Anna: “When all children have equal opportunities for well-being, room is created for personal growth, talent development, and prospects for the future. For every child, regardless of background or circumstances.”
Ines explains that schools can take action to increase equal opportunities for well-being. She describes three principles established by Harvard University based on research:
- Ensure good relationships between children and adults. For example, think of a strong bond between teacher and student.
- Strengthen social-emotional and cognitive competencies. For example, teach children and young people to resolve conflicts by talking. Also pay attention to emotions in the classroom.
- Reduce sources of stress. Make sure school does not create additional stress for children who are already struggling. For example, also schedule moments of relaxation in the classroom.
Equal opportunities for well-being: getting started
Anna and Ines emphasize that working towards equal opportunities for well-being is not a temporary project, but an ongoing process. “It requires structural, school-wide attention. This means that well-being is a permanent part of school policy, culture, and the team’s daily actions,” says Anna. Ines adds: “That may sound like a lot, but schools are often already doing a great deal. It starts with small, concrete steps. The most important thing is to get started.”
A few concrete first steps:
- Work in a trauma- and culture-sensitive way. As an education professional, be aware of the impact of traumatic experiences on students and their behavior. Recognize and value differences in background, language, and culture, so that all students feel heard and seen.
- Ensure accessible communication with parents. Preferably use B1 language level and, where possible, provide information in the parents’ native language. One great example is a school that has parents record newsletters in different languages. This allows the information to reach more parents.
- Work together with key figures. Key figures know the community from within and have experiential knowledge. They can build a bridge between the school, care and support organizations, and the community.
- Appoint a bridge liaison officer. This professional deals with issues such as poverty, care, and education, and connects the school, the home environment, and relevant care or support organizations such as the municipality or the neighborhood team.
When working sensitively, it is important to reflect on your own norms and worldview. Anna and Ines share a number of questions you can ask yourself:
- What influence does my cultural background have on how I view parenting and education? How does this affect my professional perspective?
- How does my social position relate to that of the children/young people and families I work with?
- When do I feel uncomfortable? And what do I need to bridge this gap?
“By investing unequally where necessary, you give every child the opportunity to feel good and develop to their full potential. And that is precisely where genuine equal opportunities begin,” Anna and Ines emphasize.