Sámi Special Education: Focusing on Strengths, Not Weaknesses

All education in Norway aims to make students independent and prepared for life. In Sámi core areas, this is clearly reflected in the Sámi concept of "Birge", which means managing on one's own with support from others.

"In Sámi education as well, the goal is for everyone to become independent and gain life skills that enable them to establish a good life after schooling," says university lecturer Anne-Mette Bjøru at UiT.

She researches, among other things, the Sámi approach to inclusion and adapted education and is one of the instructors in the student course Arctic Future Pathfinders aboard the Statsraad Lehmkuhl.

Kvinne står på et seilskip — Anne-Mette Bjøru is working as a university lecturer at UiT The Arctic University of Norway. Photo: Karine Nigar Aarskog / UiT

Strength-Based Pedagogy in Practice

Together with Anne Randi Solbakken, Bjøru has authored the research article «Birgejupmi –Life Mastery, the Sámi Approach to Inclusion and Adapted Education» which she uses as the basis for her lecture aboard the Statsraad Lehmkuhl.

The article is based on information from a teacher in a Sámi core area. According to this teacher, the focus in these areas is not on students' challenges but rather on what they excel at. One example is a girl with Down syndrome who was able to develop her talent for handicrafts at school.

"She worked a lot with beadwork and small side projects because that was her strength. Eventually, she started selling her products and now has an income. She is self-sufficient," says Bjøru.

Diagnoses Are Not Necessarily a Challenge

In Sámi culture, diagnoses – like ADHD – are often seen as a resource, not a hindrance. Instead of medicating the students, the school often choose a practical approach.

"It’s a slightly different mentality. Having special educational needs is not necessarily a catastrophe. It can also be a gift," emphasizes Bjøru.

She believes this approach contrasts with the Norwegian model, where special education measures often require a diagnosis and a bureaucratic process through the Educational-Psychological Service (PPT).

"To get resources, you first have to identify what the problem is. In Sámi pedagogy, it’s about focusing on strengths from the very beginning," explains Bjøru.

En kvinne peker på et kart. — Anne-Mette Bjøru during a lesson abord Statsraad Lehmkuhl. Photo: Karine Nigar Aarskog / UiT

Close Bonds and Collaboration

Another key aspect of Sámi education is the strong relationships between the school, family, and local community.

"In small communities, everyone knows each other. Teachers know the parents and the network around the child. This makes collaboration and planning easier," says Bjøru.

She believes Norwegian educators can gain a new perspective on special education by learning from Sámi pedagogues. She has experienced this herself.

"What I’ve learned about Sámi pedagogy has shaped my own thinking about special education. It’s about focusing on strengths and finding practical solutions that foster mastery," says Bjøru, adding:

"The goal of education is to create independent individuals who can manage in the world. Sámi pedagogy shows that there are multiple paths to learning – and that every student has something unique to contribute."

Aarskog, Karine Nigar karine.n.aarskog@uit.no Seniorrådgiver kommunikasjon

Published: 13.08.25 14:00 Updated: 01.09.25 18:42

Arctic Arctic Future Pathfinders Society