Journal October 2026 Special DISPUK Release_Full Version - Flipbook - Page 87
86
however, we are pressured to spend a very large portion of our
working hours on writing assessments of children who have ended up
in social, emotional, and academic emergencies, even though our
experience tells us that we can make the least difference from behind
a computer for the large group of children and young people in
distress.
Reversing this catastrophic course will be a massive undertaking
requiring a broad, cross-professional effort. However, as a starting
point, we offer the following seven recommendations:
1.
Ensure that, in practice, there are enough well-educated
pedagogues in daycare institutions, with the necessary time and
staffing ratios to engage in the important interactions with children
that are crucial for their development. This is one of the most
important preventive measures.
2.
Provide teachers with more preparation time to create
motivating and inspiring teaching. It is crucial that teaching fits the
children, rather than children having to fit the teaching—and good
teaching requires adequate preparation time.
3.
Ensure class sizes that allow teachers to spend time with all
students, both in terms of relationship-building and academic
support. Some students need frequent follow-up and guidance, and
there must be sufficient time and energy for this so that it does not
come at the expense of other students.
4.
Ensure sufficient resources in after-school programs and youth
clubs to create high-quality, pedagogically grounded leisure activities
with time for presence and meaningful interaction.
5.
Reconsider time-consuming screenings and tests if teachers,
pedagogues, and psychologists do not deem them necessary for
providing the right support for the child.
How a Letter Can Enlarge the Small 8p9 in 8politics9
Journal of Contemporary Narrative Therapy, October 2026 Special Release, p. 83-91
www.journalcnt.com
