The aim of this thesis is to examine how teachers (all experts within their own professions), involved in the training of health and social carers, perceive students with social problems. Also which generative mechanisms they assess to be necessary if the students are to complete their training in one of the two grades as health and social carer.

At the moment the Danish Local Councils and Regions have a huge challenge in the elderly and health sectors recruiting and keeping apprentice health and social carers. There are being created more apprentice placements and new initiatives are being put into place in order to make sure that as many as possible complete their training.

In 2014 a study showed that a large proportion of the students that give up the training have psychiatric diagnoses, social problems in their family, as well as having a generally problematic upbringing. In Rambølls study the teachers involved in the training of health and social carers express the opinion that these problems are so overwhelming that they can make it difficult for the students to complete their training. This is the starting point that forms the basis for the current thesis.

The informants used in this thesis are broadly representative in form of teachers, special social support teachers, student counsellors as well as the Local Council employee responsible for training and the counsellors on placements.

This thesis has a scientific fundament supported by a phenomenological and hermeneutic understanding, that begins with the teacher’s description of how they understand the student’s life situation. Through qualitative interviews of the teachers (all experts in their own professions) involved in the training of health and social carers, the collected data has been thoroughly studied and theoretically analysed. The theoretical reference framework is made up of the theories of Interactionism, an understanding of society and experience, and the students’ personal efficacy.

Based on an analysis of the empirical data it can be concluded that the teachers perceive all students with social problems to be motivated to complete their training. However this depends on whether the students receive the correct support and encouragement during the course. A good relationship is essential when working with these students and it is important that they feel that they are seen, heard and acknowledged.

While working on this thesis it became evident that a large proportion of those receiving training as health and social carers do not have a diagnosis. However these students appear to have huge social problems and therefore completion of the training is a challenge. It can be concluded that this type of student cannot be granted support as they have no diagnosis and because of this they are not granted the required help. There is a particularly high risk of missing motivation amongst the students that have a reserved or quiet personality and therefore drop out of the training.

It can be concluded that the training framework for health and social carers has an impact on whether the students are are motivated to complete their training. Many students in a class make it difficult for the teacher to support those in need of help. This one of the problems that is highlighted.

It can also be concluded that there is a huge difference between the the professional education of the teachers at the school and those found on placements. Teachers and support staff all have an academic background with focus on learning, pedagogy, and communication, whereas the councilors in the Local Authority have only the basic training as health and social carers in the higher grade plus just a few weeks further education. This indicates that during the placement the main focus is directed towards the goals and guidelines for the training rather than the pedagogical approach to the students’ learning.
This raises the question as to whether a smaller number of students in each class, a higher level of training for the councilors in the placements as well as a higher level of support for the students without diagnosis could improve the proportion of students that complete the training as health and social carers.