Mobbning och inkludering i skolan: lärarens roll ur ett relationellt perspektiv

Sammanfattning

The aim of this study was to investigate the role of teachers in promoting safety and inclusivity in the classroom, as well as their contribution to preventing and addressing student exclusion and bullying. A qualitative research design was employed, based on semi-structured interviews with eight teachers working in Swedish schools. In the analysis of the interview data, four central themes emerged as particularly influential in the development of an inclusive classroom environment and in the prevention of bullying: the establishment of teacher–student relationships, effective classroom management, student participation, and the organization of the classroom climate.According to the teachers, the cultivation of respectful and trusting relationships with students, the promotion of active student participation, the exercise of responsible and supportive pedagogical leadership, and the maintenance of a well-structured and orderly classroom are essential components for creating a sense of safety and inclusivity. These elements also play a significant role in reducing the risk of social exclusion that may develop into bullying. The findings are consistent with previous research in the field. This study adopts a relational perspective, through which bullying and inclusion are understood as phenomena shaped by everyday interactions within the classroom.