This study explores relational pedagogy as a core dimension of inclusive educational practice in Icelandic compulsory schools. In recent years, international and national policy discourses have increasingly emphasised student well-being, participation, and belonging as central aims of schooling. However, while positive teacher–student relationships are frequently highlighted as important, there remains limited empirical research examining how relational pedagogy is enacted as a deliberate pedagogical practice in everyday classroom contexts.

The purpose of the study is to develop an in-depth understanding of how teachers in Icelandic compulsory schools construct and enact relational pedagogy in their professional practice, and how such practices support inclusion in a broad sense. The research is of a qualitative natura and aims to analyse and theorise the characteristics of teaching practices and approaches, and how these contribute to relationships and students’ inclusion. The study is guided by the following research question:

What can be learned from teachers in Iceland about relational pedagogy as inclusive practice?

The research is grounded in relational pedagogy, which conceptualises teaching and learning as fundamentally social, ethical, and relational processes (Gergen, 2009; Biesta, 2004). From this perspective, learning is not merely the transmission of knowledge but emerges through interaction, dialogue, and mutual engagement between teachers and students, as well as among students themselves. Teaching is therefore understood as a shared pedagogical endeavour in which meaning is co-constructed within a relational space.

Central to the study is the concept of Pedagogical Relational Teachership (Ljungblad, 2021), which emphasises respect for students’ positions, recognition of diversity as a resource, and the ethical responsibility of teachers to create inclusive learning environments where all students are acknowledged as full participants. This approach aligns closely with inclusive pedagogy, which shifts the focus from categorising learners to examining how educational systems, practices, and relationships shape participation and belonging (Florian & Black-Hawkins, 2011).

Recent research has highlighted how informal interactions, teacher presence, flexibility, and responsiveness can foster meaningful relationships and create conditions for inclusive learning (Hickey & Riddle, 2024). Such relational practices may be particularly visible in small or closely connected school communities, where teachers have greater opportunities to engage with students on a personal level. Iceland provides a relevant context for this investigation. Data from the Teaching and Learning International Survey (OECD, 2024) indicate that Icelandic teachers place strong emphasis on creating safe, welcoming, and respectful classroom environments, and report high confidence in their ability to positively influence students’ well-being and engagement.

Despite this, there is limited research examining how relational pedagogical practices are developed, sustained, and experienced in Icelandic schools, and how they contribute to inclusion beyond academic outcomes. This study seeks to address this gap by connecting international theoretical perspectives on relational pedagogy with teachers’ lived experiences and practices in Icelandic compulsory education. In doing so, it aims to contribute to broader discussions on inclusive education by foregrounding relationships as a pedagogical and ethical foundation for participation, learning, and well-being.

The study adopts a qualitative research design informed by narrative inquiry, an approach well suited to exploring teachers’ lived experiences, values, and professional knowledge (Clandinin, 2013). At the time of submission, the study is in its early phase, and the paper outlines the research design and emerging analytical directions. Narrative inquiry is grounded in the assumption that teachers’ stories provide insight into how pedagogical meanings are constructed and enacted in practice, and recognises participants as active contributors to knowledge production rather than passive research subjects. Data will be generated through classroom observations and semi-structured interviews with 10 teachers in Icelandic compulsory schools. Participants will be selected through purposive convenience sampling to ensure diversity in teaching experience, school size, and grade levels (Years 1–10). Both teachers working in small rural schools and those in larger urban schools will be included to capture variation in relational practices across contexts. Classroom observations will focus on everyday pedagogical interactions, relational practices, and inclusive teaching strategies as they unfold in situ. Field notes from observations will inform the development of interview prompts, enabling teachers to reflect on observed practices and articulate their pedagogical reasoning. Semi-structured interviews will provide space for teachers to share narratives about relationships, inclusion, professional responsibility, and the conditions that enable or constrain relational pedagogy in their work. Data analysis will be conducted using a grounded theory–informed approach (Charmaz, 2004), allowing themes and patterns to emerge inductively from the data rather than being imposed a priori. Analysis will proceed iteratively alongside data generation, incorporating coding, memo writing, and constant comparison to support theory development grounded in participants’ experiences.

The study is expected to generate nuanced insights into how relational pedagogy is enacted as a conscious pedagogical practice in Icelandic compulsory schools. Rather than framing relationships as an additional or peripheral aspect of teaching, the findings are anticipated to highlight relational pedagogy as a foundational dimension of inclusive educational practice. Expected outcomes include a deeper understanding of how teachers conceptualise their relational responsibilities, how pedagogical relationships are developed and maintained over time, and how such relationships support student participation, belonging, and well-being. The study is also likely to identify organisational, cultural, and systemic conditions that enable or hinder relational pedagogical practices, including time, school structures, and prevailing accountability discourses. By articulating relational pedagogy through teachers’ narratives and classroom practices, the study aims to contribute to theoretical discussions on inclusion by foregrounding relationships as an ethical and pedagogical core of schooling. The findings may also inform teacher education and professional development by offering concrete examples of relational practices that support inclusive learning environments. The study speaks directly to European educational priorities that emphasise inclusion, well-being, and democratic participation as central aims of schooling.

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