My doctoral project is a case study examining how cross-age buddy programs´ practices unfold in primary schools, with a focus on the interaction between upper elementary students and first-graders.

Researching cross-age buddy programs´ practices can contribute to more knowledge about a practice in the Norwegian primary school that appears to be widespread but has been little studied. The findings may be of interest to both teachers, school leaders, and school administrators. Various cross-age buddy programs for first graders are practiced to varying degrees across the country. Some schools have none to just a few days, while others have more comprehensive plans extending over one or more school years. In the Ministry of Education's 2008 guide Fra eldst til yngst: Samarbeid og sammenheng mellom barnehage og skole, cross-age buddy programs are mentioned as a way to help children establish and develop new friendships. Both the Ministry's guide and municipal plans emphasize the perspective of first graders in justifying cross-age buddy programs, while upper elementary students are often met with demands and expectations.

In a 2010 Norwegian Official Report (NOU 2010:8), it is highlighted that many schools in Norway have cross-age buddy programs, but little is known about how these programs function, and questions are raised about whether they may, in some cases, have unintended negative effects. Given that the premise for school mentorship programs is built on (positive) interactions between older and younger students, a study on this topic should be of interest to both primary and upper elementary teachers and school leaders. The study may also be relevant in light of the Education Act and students' right to a school environment that promotes health, well-being, and learning.

The dissertation uses the theory of practice architectures (TPA) as its theoretical framework and is intended to be written as a monograph.

Publications