Inviting students to share everyday experiences contributed to a safe, inclusive classroom climate in which students willingly shared personal experiences in life skills conversations.¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students willingly shared experiences they found relevant when inquiring into the focal life skills concepts. → Kenneth Silseth 2026

Evidence¶

Kenneth Silseth 2026¶

Kenneth Silseth, Marthe Fundingsrud, Anniken Furberg. (2026). Infusing students' everyday experiences in classrooms: a case study of classroom conversations in life skills education. Instructional Science. https://doi.org/10.1007/s11251-026-09820-4

q2 · i? · qualitative · r2

Results section overview of the initial examination of interactions during the life skills project in one Grade 9 class; the article reports students invoked experiences from family life, organised sports, peer cultures and digital platforms/social media.

"The students willingly shared their experiences that they found relevant to invoke when inquiring into the different focal concepts of identity, friendship, self-esteem, self-image, exclusion, body language, roles and community."

Discussion¶

Related Claims¶

• Teachers can respond to sensitive and emotional student contributions in whole-class life skills conversations by acknowledging the contribution, integrating it and redirecting toward general aspects of the topic, thereby avoiding a therapeutic role. — related
• Teachers faced challenges integrating students' everyday experiences with conceptual knowledge, and conversations sometimes remained at an experience-based level without reaching academic perspectives. — related
• Teachers' instructional moves of attuning to, acknowledging, repeating and selectively picking up on student contributions appear to enable students to develop increasingly complex understandings of life skills concepts. — related
• Teachers can guide students' conceptual understanding of life skills concepts by building on the everyday experiences students invoke in classroom conversations. — related
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• Positive classroom climate is associated with more frequent socially shared regulation of learning — related
• Teachers promoted inclusive classroom environments by organizing time and space and fostering peer inclusion — related