Recognizing the school as part of the caring environment for children in Child Welfare Services.

Abstract

The focus of this paper is the school situation of children receiving supportive services from Child Welfare in Norway. It is well known that children in contact with child welfare services experience more difficulties in school than other children. This article draws on findings from the project "Active support for child welfare children in school – innovation in school in cooperation with child welfare services". Qualitative data from interviews with ten children and nine parents were analysed. We apply an everyday life perspective to discuss necessary changes in the child welfares’ assessment of the care environment of the children. We suggest that implementing a stronger everyday life perspective in the assessment process may lead to a more holistic understanding of the child’s care situation. The discussion addresses implications for professionals in school and child welfare, and collaboration based on a shared understanding of the everyday life of the child open up alternate narratives from the perspectives of both school and child welfare.