Folk high school - more than education

Folk high schools are often described as something different from 'regular' education. But what makes it special? In a new study from Jönköping University, doctoral student and folk high school teacher Richard Lindberg has taken a closer look at how teachers at folk high schools describe their mission - and what role folk high schools play in people's lives.

The study is based on interviews with 30 teachers from five different folk high schools in Sweden. Through group interviews, Richard Lindberg has gained an insight into how the teachers describe the folk high school as a place for learning, development and community.

"I wanted to investigate what is often called the special nature of folk high schools. But personally, I prefer to talk about its characteristics - that is, what is particularly distinctive about the environment and the form of education," says Richard.

Four important journeys in life

When he analyzed the conversations, it became clear that the teachers often talked about the folk high school as a place of change. Based on this, four key 'journeys' were identified that the folk high school tries to help participants make:

• from isolation to daring to participate
• from solitude to community
• from not feeling ready to taking the next step
• from stress to better well-being

These journeys, according to teachers, are not just about study, but about life in general. The mission of the Folk High School is seen as much about empowering people as individuals as it is about imparting knowledge.

"The folk high school is often described as a place of peace, somewhat removed from the stresses and pressures of everyday life. "My research shows that this safe environment is the very prerequisite for participants to dare to embark on the journeys required to change their lives," says Richard.

Being seen as a human being

A recurring theme in the teachers' conversations is the importance of seeing the whole person. Personal development is often described as more important than grades and course content. Teachers therefore put a lot of emphasis on creating a safe environment where students feel seen, respected and included.

Being acknowledged and taken seriously - what research calls social recognition - is highlighted as a key to participants daring to grow, both as students and as people.

A self-evident view of education?

The study also raises a more general question: why is the folk high school perceived as something unique? Based on the teachers' descriptions, Richard believes that much of what is highlighted - participation, community and a holistic perspective on the human being - should perhaps be a natural part of all education.

The results indicate that folk high schools are not just about preparing people for studies or work, but about giving them the conditions to feel good and function in life, at their own pace.

"My research shows that the folk high school has a clear purpose: to equip participants to dare to take their place in a larger social context. Feeling good and developing then becomes not just a means of coping with studies, but an end in itself. It's about giving the individual the conditions to be included in something bigger," says Richard.