I don’t know why Listhaug asks me to break Norwegian law, but the answer is simple: – It’s not happening.
– Do you promise not to tell anyone?
When working in school this is a common question to get from students. This applies not only to teachers, but also to people who work in the school health services, as counselors, even if you are working as libraries or caretakers. Or in school management.
The question always puts us in a dilemma. We have confidentiality, and on the children’s ombudsman’s pages you can read what they are about. This means that I can largely answer clearly and clearly: “I promise!”. But sometimes I’m telling the secret anyway.
In school we will talk together for the sake of the student.
In school, the teachers speak together. We do so if we think it is necessary for the sake of the student. Notice this: For the sake of the student. We are even required to do that. The Education Act tells us that teachers have the duty to adapt the training to the individual student. Therefore, we sometimes have to inform each other. The reason is that we all should be able to do our job better. And our job is to make sure that the student is developing. Both professional and human.
Internally on the house, I therefore tell the Norwegian teacher to a student that the student has dyslexia, ADHD, finds a place in the autism spectrum, struggling with a depression, have parents who do not show understanding, struggle with eating disorders – yes, the list of students struggling and who We teachers need to know something about being able to provide custom training, it’s long.
At school, the work tust is a tool
I do not know if I’m required to do that, but I usually ask the student if I can tell about the secret of the teacher. As a rule, it’s fine. Since we are also going to document, the report is written from such meetings. Either in a class protocol or in a computer system. Many teachers feel safer on the physical class protocol than ICT solutions, and when truth is to be said, with the latest disclosures about mere ICT work from the supplier side, it is not difficult to understand. Even though the class protocol after one year of diligent use often looks like a lefse. I prefer to trust ICT solutions, but that’s enough because I know myself well: It’s safer that documents are stored on the server somewhere, than at the bottom of my bag. I spend a lot of effort that wrong papers do not have to come along with the right back home, and therefore I love digital solutions.
The fact that I often ask the student to be informed to others at school is most about building trust. Tilit is something one deserves by showing that one is to trust. And then it’s a good idea to explain why you want to say it further, even though the student is afraid that it will happen. It is part of the training to explain how the system works, why it is rigged as it is so that the student does not feel deceived.
Confidence must be put in system
Being able to create trust in the school as a system is an important part of the teacher’s job. For if the student comes to school without feeling confident, the student will have poorer prerequisites for learning. These are basic psychology and little hockey focus. If you are afraid of your teacher and afraid while you are in school, you learn less than you trust your teacher and feel safe at school. Creating the safe framework is part of the professional practice and one of the most difficult with job. Firstly, it is not uncommon to be skeptical of teachers and school, especially if you have parents who have had poor experience with the school and public authorities. Secondly, because you are going to school to receive feedback that you are not always happy about. A student writes a style and gets it back with a message to correct writing errors and grammar. That’s school. It is completely natural and human that you get angry when you are told that something is wrong. That is why it is important to create security so that the student does not feel fainted by the system, but rather hopes to get better. And then one must also show that one is to trust.
You learn best when you are safe
So to repeat: We teachers have confidentiality. Everyone in school has confidentiality. Personal information about the student never expires. We are so careful that sometimes it may cause frustration because a colleague has not informed you what you strictly wish you knew when you started a teaching session. And we are so careful that we sometimes forget that we also have a duty of disclosure. Because we have. Therefore, it is so easy – albeit quite easy – to point out arrangements where the teacher actually gives notice. For in addition to confidentiality, we also have a notification obligation. What I’m wondering now is whether Listhaug seriously considers that a bill should be promoted that teachers should have a duty to report also on student holidays? Should I be required to do so by law? If so, for the sake of who?
Notification obligation – for the sake of the student.
Because it is true that teachers sometimes do not hold on to the student’s secrets. In addition to having professional secrecy, teachers also have a duty to provide information to child welfare when there is reason to believe that a child is exposed to ill-treatment, other forms of serious neglect or when a child has shown persistent serious behavioral difficulties. The duty to provide information follows from the Child Welfare Services Act section 6-4 and by corresponding provisions in other laws. The duty of disclosure implies a duty to report to the municipal child welfare service of its own measures with serious concern and is an independent and personal responsibility. While individuals have a moral responsibility to report, we have teachers a legal responsibility, all the time we are public employees. That is is we end up in a dilemma. Because when the student asks us not to tell further what we think should be reported to the child welfare, we must weigh for and against. In some cases the case is straightforward. But other times we become more unsure of how serious something is. Then we talk together, as a teacher, I usually take the issue to the head of department and later to the principal, and we are more about assessing what is right to do. As a rule, we do the right thing, but sometimes we make mistakes, we too. And then the school receives criticism, as it should be heard and should.
Notification obligation – for whom?
When Listhaug goes out to the media and says that teachers should report whether they have been with parents on vacation in the country where the family originally came from, I immediately think she commits me to committing an offense. If I believe that the child has experienced something on holiday that I should report to the child welfare service, I will do that. But in that case it is for the best interests of the child. I have trouble seeing how it is for the child’s best to inform UDIR or other authorities about where a child has been on vacation, if the student tells of this without expressing an abuse or abuse . I do not quite understand why Listhaug has such a play, who she believes it should serve as a teacher to report on where children have been on vacation.
I have colleagues who believe that Listhaug has such a game because she will create conflict and noise in the election campaign. For example, her theme is never cut in language training in Søndre Nordstrand, as FAU leader Lise Ones announced.
And yes, this game is really just joking. There will not be any “reporting duty” to UDIR for teachers. I dare pretty much that there is no parliamentary proposal or a proposal for a new law on this. So this is basically just junk noise, and when teachers react, you can just say that “teachers are always impossible”.
And that’s what we are. Every time someone will make laws, rules or other suggestions that are not made for the sake of the student, we are not interested. That’s probably true. Therefore, this is not something to discuss once. The message to Listhaug, when she tells me to tell the authorities the students’ holiday experiences are very simple: – It’s not happening.