Akureyri's primary schools: A strong foundation – but action is needed

Akureyri’s primary schools rest on a solid foundation. But the trends of recent years show that we can no longer count on everything staying in balance without focused action. Skólapúlsinn’s measurements of student wellbeing and experience show that much is being done well in Akureyri’s primary schools; the relationships between students and teachers are strong, the classroom atmosphere is generally good, and safety within the schools is at a satisfactory level. These are the load-bearing pillars of good school work and a foundation we should be proud of.

But when we look at the development over the past five years, a clear challenge emerges. It is neither loud nor sudden, but gradual. It concerns first and foremost the mental wellbeing of students and their declining motivation to learn. If nothing is done to support them, this trend will continue.

The question, therefore, is not whether we should act, but how.

A slow, troubling trend that calls for a clear strategy

Students’ mental wellbeing has worsened. Anxiety, stress, and exhaustion are more common than before, especially at the lower-secondary level. This trend has not reversed after the pandemic but has become entrenched.

Alongside this, students’ interest in their studies has declined. Students are less engaged, less connected to their studies, and find less purpose in what they are doing. This affects both performance and wellbeing.

The digital environment undoubtedly influences this development, but it is important to approach it with composure. Technology is not solely a distraction; it is also part of learning, creativity, and students’ future skills. The challenge therefore is not to exclude technology, but to use it in a focused and responsible way.

Students with special needs – a test of the system’s quality

One of the greatest challenges facing primary schools today is meeting the needs of students with special needs. The pressure there has grown in recent years, both because of a more diverse student body and increased demands for inclusion.

In many cases there is not enough:

• special education
• support staff
• assessment and early intervention

The result is that teachers must meet very different needs within the same class with limited resources. This can affect:

• the wellbeing of students with special needs
• the working calm in classrooms
• the workload on teachers and other students

Here arises one of the most important questions about the quality of the school system: How do we ensure that all students receive realistic support – not just access to the same room?

A strong foundation we must protect

Despite these challenges, it is clear that Akureyri’s primary schools have a strong social foundation. Students experience support from teachers and fellow pupils, and trust is in place. This is key, because good relationships are one of the strongest defences against distress.

We must not lose this strength – but build on top of it.

Akureyrarlistinn’s proposals for improvement

To turn the trend around, we need to take focused measures that work together as a whole, rather than isolated solutions. First and foremost, students’ mental wellbeing must be made a clear priority, not only by increasing access to specialists such as psychologists and counsellors, but through targeted prevention within school work itself. By introducing regular social and emotional skills lessons, students’ social skills can be strengthened. At the same time, teachers’ ability to spot signs of distress in time, respond earlier, and prevent problems from growing must be strengthened.

Alongside this, support for students with special needs must be significantly strengthened. Inclusion only becomes real if it is supported with resources, with sufficient funding for special education, access to specialists, and active teamwork within the schools. Organisation must also be considered, such as smaller groups where needed and more flexible learning paths that meet students’ different needs.

To address declining motivation and engagement, teaching methods must develop towards greater activity and participation. Project-based learning, more student choice and responsibility, and clearer connection to real-world contexts can strengthen students’ sense of purpose in their studies and increase their intrinsic motivation.

In this context, it is important to approach technology with common sense. A phone ban during school hours can create the working calm that is needed, but it must not lead to technology being excluded from learning. On the contrary, students must be taught to use it in a responsible and constructive way. By strengthening digital skills, self-regulation, and critical thinking, along with making a clear distinction between disruptive and learning-focused use of technology, a healthy technology culture can be built up in schools.

At the same time, teachers need better support, since they are the key to the success of every reform. By reducing workload, strengthening professional collaboration, and ensuring stability in staffing, better conditions are created for high-quality school work. Finally, it is important to strengthen the cooperation between schools and homes, where a shared view on support, behaviour, and use of technology is a precondition for long-term success.

Together these measures form a holistic approach with a clear goal: to improve wellbeing, strengthen engagement, and ensure that every student receives realistic support to succeed.

Our shared responsibility

The state of primary schools in Akureyri is good in many ways, but it is not sustainable without action. We are facing a slow trend that requires a clear strategy, courage, and unity from everyone involved in the children’s education.

We have the opportunity to step in now, before the problem grows deeper and harder to handle.

The primary school is the heart of the community. It is where the future is shaped. It is our responsibility to ensure that this future is strong, healthy, and full of opportunities.

Mark X next to A – for stronger schools in Akureyri.