Children are important educationalists for adults, and children's social, professional and personal development is crucial to the future of society. All children deserve a happy school life so that they have the opportunity to unleash their potentials and choose a way in life that matches their strengths and interests. Therefore, Compassion Consulting is working with innovation in schools together with teachers, educators, management and students to ensure a meaningful school experience for both children and teachers.

Innovation in schools focusing on children in learning difficulties has shown that that which children in learning difficulties wish for in school, is that which all children wish for in school. They demand active participation working with meaningful and relevant content in a good atmosphere in the classroom. Those are the results of the Egmont-funded Spiral project, presented at the Experimentarium Conference on September 13, 2018 under the title: Is school a place for children and sensitive souls? How do we create a good school experience for both children and teachers? 

Since 2015, Compassion Consulting has been part of the project team at the Science Center Experimentarium together with the dedicated and competent school researchers and consultants Morten Fabricius Kisendal, Per Krull and Louise Klinge. With inspiration from Experimentarium's experiential learning environment, the project has co-created and developed methods, didactics and a mindset to promote learning, motivation and engagement from students in learning difficulties - those often lost in the school system - and everyone else.

You can read more about our findings and method in our new book The Good School Life, published at the University of Aarhus and released at our conference in September 2018, or by following the Experimentarium link below. We are currently further developing and co-creating methods and didactics with schools that are looking for ways to accelerate children's learning, motivation and engagement by offering new learning activities such as, for example, project work, self-determination elements, problem-based learning, etc.

The project shows that a good school experience is highly related to the Didactics of Engagement, which you can read more about in our book, and the teachers' relational competencies, such as recent research by eg. Louise Klinge and Sarah Grahms show.




Research in the teacher's relational competence and the importance of positive teacher-student relationships for children's professional, social and personal development are at the heart of the professional training in how to become a Relational Competence Guide at our country's schools. The professional training is based on the work by school researcher and consultant Louise Klinge. It is organised in 8 modules and offered to schools wishing to educate a selected group of teachers to guide their colleagues at the schools in how to act with greater relational competence. Louise's research points to 3 specific characteristics of a teacher's relational competence and 4 conditions that must be met in order to be able to act with relational competence a greater part of the time. I am a co-teacher in the programme exploring the condition of Being mindful. Please do contact either me or Louise Klinge if you want to learn more.