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Action Research, Vol. 4, No. 3, 271-293 (2006)
DOI: 10.1177/1476750306066802

Developing a participatory multidisciplinary team approach to enhance the quality of school start

Synnøve Iversen

University of Bergen, Norway

Bjørn Ellertsen

University of Stavanger, Norway

Svein Roar Joacobsen

Educational and Psychological Services for Vesterålen and Lødingen, Norway

Målfrid Råheim

University of Bergen, Norway

Ann-Mari Knivsberg

University of Stavanger, Norway

The article discusses how participatory action research was applied during a three-year project at 27 schools in Norway in order to enhance the quality of school start. A multidisciplinary on-site team approach was developed, supported by workshops and dialogue seminars. External professionals from the supportive municipal health care system and special education/school psychology services assisted children and teachers in the first grade, focusing on early health promotion and support to children at risk of developing problems. The project was reported to improve multidisciplinary teamwork and relationships, to increase focus on developmental and health care issues, to develop professional knowledge and practical skills, to increase support to local educational staff, and to provide a better school-start for all and particularly vulnerable children. Local creativity and ownership within supportive administrative structures were reported as promoting factors, while available time and external professional resources were the main constraints. The building of learning partnerships based on face-to-face interaction appeared to be a particular strength of the approach.

Key Words: Action research • children with developmental problems and disorders • multidisciplinary teamwork • health promotion • participatory evaluation • school start


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