Policy efforts are increasingly aimed at addressing the challenges of early school leaving. Following national goals to increase upper secondary school completion (Meld. St. 21 2020–2021), "Co-created Social Inclusion in Education" (COSI.ed) have collaborated with young people in an upper secondary vocational school in Norway characterized by a challenging socio-economic context. 'Equality Literacy Framework'(EQL) (Stuart et al., 2021) concerns theoretical, practical and research perspectives addressing factors that promote and inhibit equal educational opportunities (context, personal life experiences, positioning from other people, oppressive or liberating structures, self-understanding, and individual choices). EQL is used for research and assessment purposes to understand factors and dimensions important for young people’s learning, as well as to improve the learning environment for students who are at risk of early school leaving. The model is rooted in a bioecological, systemic view. The model thus captures relationships between the individual student and the different contexts at micro, meso and macro level: Teacher- student- relationships (Krane et al 2016), relationships with peers, family relations, quality of school life (Tangen, 2009) and sociocultural contexts are pinpointed as vital to preventing early school leaving. A life-history perspective shows how the relationships between the individual and the different contexts change over time. We used a visual ethnography method aiming to understand and facilitate a more equal and inclusive school environment based on the EQL framework. (Berg, 2008). 23 students in a vocational upper secondary school in Norway have participated. By visualizing their own school narratives they have developed a new understanding of their learning paths. These school narratives have been interpreted and discussed between students and teachers in a classroom setting. Moreover, the school narrative approach has been discussed in a Collaborative Competence (CCG) group (consistent of stakeholders: two upper secondary students, one teacher, one policy maker, one higher education student and one researcher) to analyze how these narratives could be understood at a macro level and how the approach can be further developed. According to preliminary findings, students who construct their own school narratives and learning paths show greater awareness and engagement in their own school path. Teachers reported a positive development in the relationships with their students and in the overall teacher- student-relationship. Both teachers and students have reported an improvement in quality of school life. Challenges of the method are related to boundaries and ethical considerations between private spheres and school life.

Berg, B. L. (2008). Visual ethnography. In: L. M. Given (Ed.). The SAGE Encyclopedia of qualitative research methods. S. 934-937 http://www.yanchukvladimir.com/docs/Library/Sage%20Encyclopedia%20of%20Qualitative%20Research%20Methods-%202008.pdf Krane, V., Ness, O., Holter-Sorensen, N., Karlsson, B., & Binder, P. E. (2017). ‘You notice that there is something positive about going to school’: how teachers’ kindness can promote positive teacher–student relationships in upper secondary school. International Journal of adolescence and Youth, 22(4), 377-389. Meld. St. 21 (2020-2021). The completion reform - with open doors to the world and the future. [Fullføringsreformen – med åpne dører til verden og fremtiden] https://www.regjeringen.no/no/dokumenter/meld.-st.-21-20202021/id2840771/?ch=1 Stuart, K. & Gravesen, D. T. (2021). Equality Literacy Framework. In: Gravesen, D. T., Stuart, K. Bunting, M., Mikkelsen, S. H. & Frostholm, P.H. (2021). Combating marginalization by co-creating education. Methods, theories, and practices from the perspectives of young people. Emerald publishing. Chapter 4. Equality Literacy Framework. (pp. 47-60). Combating marginalization by co-creating education | Emerald insights Tangen, R. (2009). Conceptualising quality of school life from pupils’ perspectives: A four‐dimensional model. International Journal of Inclusive Education, 13(8), 829-844.