Firstly, the goal was to create an overview and an accurate understanding of the measures and development initiatives that already exist in the schools in relation to “gymnasiefremmede” students. Secondly, we formed transnational teaching teams to develop new teaching actions to support and improve the teaching measures to improve the development of students who struggle in upper secondary school. So we wanted to achieve the following objectives: 1. Gain knowledge about the factors that define “gymnasiefremmede” students as a group. 2. Gain knowledge about the teaching measures that already exist in relation to the aforementioned group of students at the participating upper secondary schools. 3. Have a theoretical understanding of new forms of teaching that could help students who are foreign to upper secondary school. 4. Have developed, tested and evaluated new teaching actions that can help “gymnasiefremmede” students.
The background for the project was that, despite the focus of recent decades on the well-being and professional development of students who are foreign to upper secondary school, gymnasium, there is still a relatively large group of students who do not thrive and do not make use of their academic development potentials. 1. In our project, we wanted to systematically map and assess the factors that define “gymnasiefremmede” (students who struggle in upper secondary school) students as a specified group. 2. We wanted to examine the measures that already exist in relation to “gymnasiefremmede” students at the participating upper secondary schools. 3. We wanted to develop and apply a theoretical understanding of new forms of teaching that could help the students who struggle in the upper secondary school and, on the basis of this work, develop and test new teaching actions that can help the students who find upper secondary school difficult.