Relationens bärande kraft: Hur lärare beskriver sin relationskompetens och relationellt hållbara lärmiljöer för elever med neuropsykiatriska svårigheter
DOI:
https://doi.org/10.63310/edu.2026.3.55733Keywords:
lärar-elevrelationen, neuropsykiatriska svårigheter, relationskompetens, relationellt hållbara lärmiljöer, relationell pedagogikAbstract
This study explores how teachers conceptualize relational competence in their work with students with neurodevelopmental conditions (NDCs), and how they describe the characteristics of a relationally sustainable learning environment for these students. The teachers worked at a lower secondary school that, according to the Swedish Schools Inspectorate (2023), demonstrated high quality in providing accessible learning environments for students with NDCs. Data were collected through semi-structured qualitative interviews and were analyzed thematically. The findings show that the teachers perceived their relational competence through three themes: responding to the student as a person; presenting oneself as human; and being patient while validating progress. They emphasized the importance of closeness in teacher-student relationships (TSRs). Furthermore, a relationally sustainable learning environment was characterized by three themes: unpretentious collegial collaboration; flexible approaches to teaching; and cultivating a safe and respectful classroom culture. Previous research suggests that TSRs with students with NDCs are often problematic – marked by conflicts and emotional distance. In contrast, this study presents numerous examples of highly committed teachers actively fostering positive, supportive relationships and a strong relational school culture. It concludes that relational competence and a relationally sustainable learning environment emerge through a dynamic interplay between teacher, student, and the broader educational context.
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Copyright (c) 2026 Linda Plantin Ewe, Joanna Cederqvist, Tina Andersson, Jonas Aspelin
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