When developing an inclusive school climate, teachers find it particularly difficult to deal with students with challenging behavior like emotional and social disorders. This article presents a conceptual approach based on solution-oriented discussion techniques that was developed in a research project using the design-based research approach. Practitioners from schools worked collaboratively with the research team in workshops and tested how the use of solution-oriented discussion techniques has a preventive and intervening effect on an inclusive school and classroom climate. The article focuses on the conception of the approach and practical examples as well as providing an insight into the accompanying evaluation.The research project InSchul² (“Internal and external structures of school climate in inclusive school development”) deals with central predictors for the development of an inclusive school climate in Germany in continuation of projects on 'Successful conditions of joint teaching at special schools in Rhineland-Palatinate' (Laubenstein et al. 2015; Guthöhrlein et al. 2019; 2020). Based on a design-based research approach (Schmiedebach & Wegner, 2021), taking into account the framework for collaborative problem solving (Herwix & Zur Heiden, 2022) as a methodological framework, subject-specific and school-related concepts are developed, evaluated and implemented in a multi-level process in close cooperation between researchers and school practitioners. The sub-project PUNKT-ESE ('Preventive Support of Emotional and Social Development Competencies') deals with the establishment of a safe and appreciative school climate through preventive emotional-social support as a central condition for successful participation in education (Herz & Zimmermann 2015).The workshops provide teachers with a pedagogical and scientific support structure for testing solution-focused discussion techniques (De Shazer 2022) for effective learning in the classroom and for developing a systemic-constructive role in school counseling and conflict situations. The overarching aim is to further develop a positive, diversity-sensitive teaching and school culture. The further training concept developed collaboratively with the project schools is intended to sensitize teachers to the psychosocial problems of their students on the one hand and, on the other hand, to impart professional knowledge of how to act in order to preventively counteract individual risk factors of the learners, so that learning and behavioural difficulties of the students do not manifest themselves over a longer period of time into maladaptive action strategies. Systemic solution-oriented approaches (Steiner & Berg 2016) offer an appreciative relationship between teachers and learners in order to give the interaction partners access to their own solution potential and resources.The workshops create a safe training space for teachers to reflect on and test appreciative communication and action strategies and are intended to create access to a systemic-constructive attitude. The use of language based on ethical principles of recognition (Rommelspacher 2002; Dederich 2015) is reflected in a diversity-sensitive use of language, which must be aware of its effectiveness in the construction of realities (Laubenstein 2011) and enables preventive and targeted support for learners in order to minimize and prevent long-term development risks.

The design of the workshops, exercises and tasks between the workshops was tailored to the school's own conditions and requirements as well as the needs of the participating schools. The experience of teaching-related self-efficacy and self-perceived action practices was assessed using the “Questionnaire for the assessment of student-related self-efficacy of teachers” (SS-TSES-G) (Przibilla et al. 2024). The emotional-social perspective of the students was evaluated in two classes per grade as a quasi-experimental design in project and control group using the FEESS 1 to 4 (questionnaire for recording emotional and social school experiences of primary school children in the first to fourth grades) (Rauer & Schuck 2003; 2004).

In order to enable a sustainable structural anchoring of positively evaluated, low-threshold transferable and implementable measures, transfer processes are dependent on the co-constructive support of educational stakeholders at various levels. In the completed Model Region I, PUNKT-ESE has proven to be a helpful measure in supporting a teaching climate that is conducive to learning and development and has contributed to strengthening the professional knowledge of teachers to preventively support the emotional-social development of learners. The article will discuss the challenges and opportunities of cooperation between science and practice on the one hand and examine the transfer processes on the other.

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