Revitalizing the Home Visit—How Schools Can Include Students with School Refusal in Teaching

Abstract

Historically, home visits have played a significant role in the relationship between school and home, particularly in connection with school entry. They have been considered an indispensable tool for helping students adapt to school expectations, as well as a means of strengthening the relationship between teacher and student.

This article presents an analysis and discussion of the history of home visits in Denmark and contemporary research in the field, including critiques of current practices. Drawing on the concepts of Funds of Knowledge and Funds of Identity (FoK/I), the article outlines possibilities for revitalizing the home visit as a concrete pedagogical approach. The aim is to enhance schools understanding of each student’s unique skills and background, as conveyed through the home context and the student’s own narratives: face to face contact that cannot be replicated through digital interactions. Methodologically, the article is a conceptual and theoretical contribution supported by a single illustrative case vignette rather than a systematic empirical study.