ABSTRACT This study explores how the reception teacher understands her responsibility to support newly arrived migrant pupils’ mental well-being in her everyday practices. The three interconnected circle model represents mental well-being as a prerequisite for integration and for academic and social development. The teacher’s self-perceived responsibility and self-guided initiatives reveal that a teacher can construct pedagogies that promote pupils’ mental well-being if he or she is motivated and sees the need for it. Implications for policy and practices are discussed.

中文翻译：

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超越学术支持；挪威小学接待班新来移民学生的心理健康

摘要 本研究探讨了接待老师如何理解她在日常实践中支持新来的农民工学生心理健康的责任。三个相互关联的圆圈模型将心理健康视为融合以及学术和社会发展的先决条件。教师的自我感知责任和自我引导的主动性表明，如果教师有积极性并认为有必要，他或她可以构建促进学生心理健康的教学法。讨论了对政策和实践的影响。