Characteristics
Step 1 represents a desired situation in the learning environment. The group is framed within safe and good values, norms and attitudes, which they themselves help to create. The group is led by authoritative adults who convey clear expectations and regulations with warmth and care.
- The learning environment is characterized by inclusive interaction, good relationships and positive activity.
- The relationships between all participants in the environment are characterized by generosity, trust and continuity.
- Children, young people and adults tolerate each other well and recognize each other's differences.
- The group of children and young people allows themselves to be guided through structures and routines, and they meet expectations about how they treat each other.
- We have a safe and good community that fulfills the needs for security, belonging, predictability, meaning, mastery, diversity and variety, and democratic participation.
Common understanding, common practice and close follow-up
The employees have a common understanding and common practices. They have a common set of values and a positive view of children and young people in growth and development. The adults work continuously to promote a safe and good community for everyone. Bullying and abuse are prevented by showing clear zero tolerance. The employees have a good overview of particularly vulnerable children and young people, and their needs for support and help.
The management is close to its employees with clear demands and expectations, while being open and supportive of the individual employee in their daily work. It is not a defeat to come to your manager to discuss difficult or challenging situations. However, it is expected and everyday. The management expresses clear expectations to receive regular information about the learning environment, and to be informed if a child/pupil experiences that they are not safe and well. The management follows up with the necessary support and involvement, and ensures that the matter is resolved in an effective manner according to the kindergarten or school's routines and with appropriate measures. The management follows up on follow-up work and ensures that the employees fulfill their obligations to monitor, intervene directly, notify management, investigate and take measures.
Large scope for action
A learning environment at stage 1 is easy to work with and there is a lot of room for manoeuvre. Adults have the capacity for motivating, stimulating and community-building activities, because little time is spent maintaining control and order, or resolving constant conflicts.
When you manage to maintain a learning environment at stage 1, a safe, good and inclusive learning environment, you have the greatest scope for taking targeted measures and activities that ensure we stay there.
Risk factors
Less and less room for maneuver with each step you take up the stairs
As you move up the ladder, the room for action becomes smaller. The staff have less and less capacity to promote community and prevent bullying and harassment, because time must be spent dealing with conflicts, unwanted behavior, harassment and bullying behavior. In addition, there is an increased amount of parental cooperation, logging, documentation, planning and follow-up of measures to be implemented.
Creating a good foundation on step 1 has a positive reinforcing effect. Going up the stairs can act as a negative spiral if you are unable to stop the movement up the stairs in time.
The culture is self-reinforcing
A constructive and positive culture therefore has a self-reinforcing effect. Unfortunately, this also applies to destructive and negative cultures. Perhaps to an even greater extent. When the basic needs for belonging, security, predictability, variety and diversity and the experience of meaning are lacking, we tend to reduce stress, alleviate discomfort or cope with the situation by creating situations that meet these needs anyway. The strategies that children and young people can then use can be short-term and have power only as short-term relief. The strategies that can be used are those that lead us up the omni-staircase.
Tools and measures
When planning learning activities and teaching, focus on community-building activities.
- Community qualities
- FFS