A comparative analysis of Norwegian and Finnish regulations on the concept of safe school within the axis of child's social development

Abstract

Prevention Programme (OBPP) and the Finnish-origin KiVa models—both globally recognised as benchmarks for establishing safe learning environments in educational institutions—in the light of current strategies for 2026. Conducted using the multiple-case study design within qualitative research methods, the study examines Norway’s climate-focused approach, which is based on ‘relational leadership’ and a disciplinary framework characterised by supportive rather than punitive attitudes and clear boundaries. In contrast, Finland’s KiVa model defines bullying as a “group process” fuelled by social rewards and extends the intervention to the entire group by transforming peer roles (assistant, reinforcer, defender). The research discusses the limits of technology in the 2026 educational ecosystem through the findings of the “Digital Paradox”, highlighting the inadequacy of the traditional “repetition” criterion in defining cyberbullying. The findings indicate that bullying must be redefined not so much by the frequency of incidents but through the student’s “subjective sense of security” and “legal rights”. Consequently, the study proposes a hybrid model synthesising Norway’s legal framework and disciplinary resolve with Finland’s empathetic peer management and digital integration. For Turkey’s educational vision, the integration of AI-supported early warning systems into platforms and the adoption of the “Relational Leadership” model in teacher training are presented as strategic solutions.