Why do school reforms often fail?
Why do the same situations empower and burden both teachers and students?
Why do teachers lack the sense of agency in their work and why isn’t self-regulation enough in professional learning?
Are peers and school in opposite camps considered by students and is there joy of learning without the sense belonging?

And the most crucial of all: How does the school matter?

The group is also interested in finding novel and usable answers. Research aims to identify strategies of leading a sustainable school development, help teachers to find ways to intentionally learn in classroom, use co-regulation as the strategy for agency and well-being and, to understand how students could use peers as a resource for learning in school.

We aim to understand the premises for engaging learning for both teachers and students in school’s everyday life. Learning and well-being in school is epidemic!