A benevolent and supportive learning environment is the basis for a positive culture where the pupils are encouraged and stimulated to develop academically and socially. If pupils feel anxious and uncertain, learning may be undermined. Confidence-inspiring learning environments are developed and maintained by open, clear and caring adults who work in collaboration with the pupils. Together, the school staff, parents, guardians and pupils are responsible for promoting health, well-being and learning, and for preventing bullying and abuse. When developing an inclusive and inspiring learning environment, diversity must be acknowledged as a resource.
Pupil involvement must be a part of the school's practice. The pupils must participate and assume co-responsibility in the learning environment which they create together with the teachers every day. Pupils think, experience and learn in interaction with others through learning processes, communication and collaboration. The school shall teach the pupils to demonstrate good judgment when they express themselves about others and shall ensure that they learn to interact in an appropriate way in varying contexts.
The norms and values which characterise the learning environment have major impact on the social development of the pupils. Friendship creates belonging and makes us all less vulnerable. When we are acknowledged and are shown trust, we learn to appreciate ourselves and others. The pupils shall learn to respect uniqueness and understand that everyone has a place in the school community. Each pupil has their own history, and they have hopes and ambitions for the future. When children and young people are treated with respect and acknowledgment in the teaching and training, their sense of belonging will be strengthened.
By varying its learning arenas, school can give pupils practical and realistic experiences which promote motivation and improve insight. The involvement of the local community and society may contribute positively to the development of the school and the pupils. Various forms of local, national and international cooperation will add up-to-date relevance to the pupils' learning. Knowledge exchange with individuals of all ages and from all over the globe will give the pupils perspectives on their own learning, their all- round development as young people and their identity, and show the value of cooperation across linguistic, political and cultural boundaries.