Bakgrund: Idag är det brist på utbildade lärare och pedagoger i svenska skolor, därtill ärarbetsmiljön och arbetsbelastning bidragande faktorer för att de lämnar yrket. Unga saknarvuxna förebilder i dagens samhälle och det relationella samspelet är viktigt men däremotbristande i skolmiljön. Forskning visar att generationsöverskridande samarbeten har positivpåverkan på både den fysiska och psykosociala hälsan. Syfte: Att undersöka betydelsen av generationsöverskridande samarbeten i skolan. Frågeställningar: Hur upplever äldre och personal betydelsen av generationsöverskridandesamarbeten? Vilket är den upplevda effekten av generationsöverskridande möten i skolanenligt äldre och personal? Vilken påverkan upplever äldre och personal att generationsöverskridande relationer har på skolans verksamhet? Metod: Kvalitativ metod med induktiv ansats och deskriptiv design tillämpades fördjupgående förståelse för klassförfäders och personalens upplevelser och erfarenheter ombetydelsen av generationsöverskridande arbete i skolan. Empirin samlades in genom niosemistrukturerade intervjuer via Zoom med deltagare från tre skolor i Sverige. Deltagarnavaldes genom ett avsiktligt urval av äldre och personal. Intervjuerna transkriberades ochanalyserades med en kvalitativ innehållsanalys. Social inlärningsteori och ekologisksystemteori är studiens teoretiska referensramar. Resultat: Generationsöverskridande samarbeten i skolan har betydelse för skolan, vilket differentieras genom två dimensioner av påverkan där den ena handlar om verksamheten ochpedagogiken, och den andra är den psykosociala påverkan. Den första kategorin visar attklassförfäder i skolan bidrar till ett positivt förhållningssätt och perspektiv sinsemellangenerationerna, ömsesidigt kunskapsutbyte mellan generationerna och, sociala relationer ochgemenskap. Den andra kategorin visar att klassförfäder fungerar som ett hälsofrämjandekomplement i skolan som stöd för personal, elever och vårdnadshavare vilket har främjatutökade kreativitetszoner med tryggt utforskande för elever. Slutsats: Relationella samspel bör prioriteras för att främja elevernas välmående och framtidautveckling. Skolornas resursbrister och lärarnas ökade arbetsbelastning bidrar till mindrefokus på kunskapsinlärning, vilket påverkar möjligheterna för elever att skapa goda relationertill vuxna. / Background: Today, there is a shortage of trained teachers and educators in Swedish schools.Additionally, the work environment and workload are contributing factors to their leaving theprofession. Young people lack adult role models in today's society, and relational interactionis important but lacking in the school environment. Research shows that intergenerationalcollaborations have a positive impact on both physical and psychosocial health. Purpose: To investigate the importance of intergenerational collaborations in schools. Research Questions: How do older adults and school staff perceive the significance ofintergenerational collaborations? What is the perceived effect of intergenerational meetings inschools according to older adults and staff? What impact do older adults and staff perceivethat intergenerational relationships have on the school's operations? Method: A qualitative method with an inductive approach and descriptive design was appliedto gain an in-depth understanding of the experiences and perceptions of class elders and staffregarding the significance of intergenerational work in schools. Data were collected throughnine semi-structured interviews via Zoom with participants from three schools in Sweden.Participants were selected through purposive sampling of older adults and staff. Theinterviews were transcribed and analyzed using qualitative content analysis. Social learningtheory and ecological systems theory serve as the theoretical frameworks for the study. Results: Intergenerational collaborations in schools are significant, differentiated through twodimensions of impact: operational and pedagogical, and psychosocial. The first categoryshows that class elders in schools contribute to a positive attitude and perspective amonggenerations, mutual knowledge exchange, and social relationships and community. Thesecond category indicates that class elders act as a health-promoting complement in schools,providing support for teachers, students, and guardians, which has fostered expanded zones ofcreativity and safe exploration for students. Conclusion: Relational interactions should be prioritized to promote the well-being andfuture development of students. Resource shortages in schools and increased teacherworkload contribute to less focus on knowledge acquisition, affecting students’ opportunitiesto establish good relationships with adults.

This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.

This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities.