Education and Leisure Affairs

1. Support within schools needs to be strengthened

All support for children shall be provided within schools

Support must be genuine and include immediate access to various specialists. The number of specialists such as speech therapists, psychologists, developmental therapists, and behavioral scientists needs to be increased. They should have a permanent presence within schools to provide guidance to teachers and staff as needed. This aligns with the fundamental idea of strengthening schools as professional institutions. When working with a child in their immediate environment, support becomes much more effective. Increased specialist presence contributes to more continuous service and reduces the burden on parents, as the majority of services are provided in the same location.

Emphasis on early intervention and a preventative approach

It is important to systematically work towards implementing preventative practices in schools, with an emphasis on learning and working conditions that promote the well-being of everyone in the school. Greater emphasis needs to be placed on early intervention, effective solutions, and a preventative and trauma-informed approach to meet the diverse needs of children, regardless of diagnosis. Such an approach is a prerequisite for schools to be true equalizers.

Increased collaboration between specialists and frontline staff

To ensure the well-being of children, it is crucial that collaboration between specialists and teachers is stronger at all levels. Teachers should be able to easily seek professional advice and assistance to better meet the needs of children. Similarly, it is essential that other staff members who play a key role in addressing children's needs, such as support staff, have access to professional guidance to ensure the safety and welfare of the children.

Collaboration between Reykjavík City and the state needs to be urged to shorten waiting lists for children's services

The situation with waiting lists is unacceptable; currently, the allocation of funding for support is too often tied to diagnoses. Increased cooperation with the state is needed to solve this problem. Duplication in the system must be prevented, more continuous service ensured, and information flow between educational levels and municipalities guaranteed. The increased demand for admission to special schools for children who need them must be met.

2. Emergency measures for preschools

Increase in staff positions

Preschools' hiring authorizations need to be expanded as needed, and funding must be secured accordingly. Preschool directors should be trusted to assess increased staffing needs based on children's registered attendance hours. Reykjavík City's preschool policy has created an incentive for parents to shorten attendance hours, but it is clear that many in inflexible jobs will not have this option. The number of children utilizing longer attendance hours can therefore vary between preschools. Therefore, flexibility must be created for preschool directors to increase hiring and ensure that the child-to-staff ratio is adequate at all times.

Addressing staff shortages in preschools

It is difficult to recruit people to work in preschools, and staff turnover is high. There is significant pressure on preschool staff, and to address this problem, it is necessary to improve working conditions. There is considerably higher attrition among unqualified preschool staff than among preschool teachers, and this should be considered when implementing measures within preschools. To reduce work-related stress, the child-to-staff ratio needs to be re-evaluated, and preparation time for unqualified staff must be ensured. Increased preparation time for preschool staff offers opportunities for professional development, reflection, and rest, leading to greater job satisfaction and thus reducing the likelihood of burnout. Improved working conditions would decrease staff turnover and make preschool work more desirable.

3. Fair wages and terms for school staff

Teachers' salaries must be competitive with those in the general market. Work already underway to equalize wages between the public and private sectors through job evaluation must continue. There is a persistent shortage of teachers, and the situation is such that unqualified individuals largely fill the gap. Measures must be taken to attract professionals to these positions. Concurrently, it is necessary to ensure that unqualified preschool staff and primary school support staff always have the option of full-time employment, and their wages must be improved. We want the people who uphold the system to see a future in their work, and for that, decent wages must be ensured.

4. Emphasis on Icelandic language proficiency

Icelandic language instruction for children with foreign backgrounds needs to be strengthened

Access to the language is the foundation for inclusion in society. It is urgent to review the arrangement of Icelandic as a Second Language (ÍSAT) instruction. The number of Icelandic language units needs to be increased to meet demand. All children who are beginners in Icelandic should have access to Icelandic language units, not just from the 5th grade as is currently the case. The scope and flexibility of learning within the Icelandic language units need to be increased so that children of foreign origin are better prepared for general schoolwork. The requirements for met competency standards from Icelandic language units must reflect the academic demands expected in mainstream schools after completing studies in an Icelandic language unit. Furthermore, it is necessary to initiate regular monitoring of the operations of Icelandic language units and the implementation of ÍSAT instruction in mainstream schools to ensure consistency and thus increased equality.

Joint effort to promote children's reading

A joint effort is necessary to encourage children to read more. Children's access to reading material they are interested in must be ensured through increased funding for school libraries. A wider selection of books would be created by connecting the city's library system with primary schools. Reykjavík City should advocate for the empowerment of children in this area and listen to their suggestions. Parents need to be educated about the importance of reading and what they can do to support their children.

5. Equal opportunities for sports and leisure activities

Better access for children to sports and leisure activities regardless of economic status

The leisure grant system no longer serves its intended purpose. As soon as the leisure grant increases, sports clubs raise their fees. We want to stop this by comprehensively reviewing the system and evaluating what actions can be taken based on that. This measure, which was primarily intended to benefit lower-income households, no longer serves its purpose. Therefore, equality is not ensured regarding the participation of children and young people in leisure activities; instead, it still excludes children and young people from lower-income families. Participation in any kind of sports and leisure activity is one of the best preventative measures to keep young people from engaging in alcohol and drug abuse, in addition to fostering their social development.

Increased education about opportunities for sports and leisure activities

All sports need to be treated equally, and the importance of unconventional sports and leisure activities (e.g., archery, bowling, darts, silversmithing, and woodworking courses) needs to be increased. The city has diverse and thriving sports activities, which vary in visibility. Promoting their diversity increases the likelihood that all children will find something suitable for them. Participation in sports and leisure activities is a significant part of children's social participation, and it also supports the inclusion of children of foreign origin. The city should fully promote all opportunities for sports and leisure activities, whether they are within children's neighborhoods or outside. It is necessary to review how sports, leisure, and social activities can be integrated more into schools, where appropriate, thereby making better use of the facilities.

6. Healthier and fresher school meals

All preschools and primary schools in Reykjavík should operate their own kitchens and hire their own cooking staff. In most preschools and many primary schools, this service is outsourced under the current system. This has proven to be both more expensive and to result in lower quality. The reality is that many school administrators choose outsourcing due to circumstances, not because it is the best option. Private companies often offer favorable terms in the first year but then raise prices once the school becomes dependent on the service. At the same time, the terms for cooking staff in schools have been so poor that it is difficult to retain staff. School kitchens should be utilized to the fullest extent possible to ensure children receive the freshest food. In schools without kitchens, agreements could be made to share the kitchen of the nearest school.