Educator for a special and meaningful task – would you help children return to school life?

Rindum Kjærgaard is seeking an educator who is passionate about making a difference for children and young people with school absenteeism and withdrawal from school.

Some children come to school every morning. Others spend all their energy merely thinking about having to go at all.

For some children, school is associated with insecurity, overload, or the feeling of not being able to cope. They gradually lose connection to the teaching, the community, and the everyday life that other children take for granted.

This is where we need you.

At Rindum Kjærgaard, we want to strengthen our efforts for pupils with school absenteeism and school withdrawal. Therefore, we are looking for an educator who would like to join a special task together with our current school attendance staff member, where relationships, professionalism, perseverance and close collaboration with the child’s family become crucial to creating positive changes.

We are looking for you who can see opportunities when the road seems long, and who knows that development does not always begin with the child entering a classroom. Sometimes it begins with a good conversation, a walk, a home visit, or a small agreement that the child feels able to succeed with.

About the task

We believe that children fundamentally want to be part of a daily life with meaning, relationships, learning and personal development. But some children experience that the demands become greater than they can handle, and participation in school life becomes associated with overwhelm and distress.

As a special school, we meet pupils with different prerequisites and complex needs. For some pupils, school absenteeism may be linked to autism, ADHD, anxiety or stress reactions. What they have in common is not necessarily the cause of the absence, but the need to be met with understanding, professional curiosity and an effort that starts from each child’s situation.

Your task will be to help create a coherent and targeted effort that gradually helps the pupil re-find the possibility to participate in school life.

This may involve preventive, supportive and more intrusive interventions. You must be able to work with small steps, stay the course, and at the same time be willing to adjust the course when the child’s needs call for it.

The goal is to create realistic paths back to participation, learning and community – with attention to the child’s personal, social and academic development.

What will you work with?

You will play a central role in the work to

• Build trustful relationships with children, young people and their families, who may have lost trust in the school or in their own ability to succeed.
• Plan individual and flexible trajectories based on the child’s resources, challenges and current functioning level.
• Support a gradual return to teaching and participation in the school’s communities.
• Collaborate closely with parents and networks to create understanding, direction and coherence in the intervention.
• Engage in dialogue and coordination with the school’s teachers, pedagogues, leadership and relevant external partners, such as PPR (special educational support services), psychologists, caseworkers and other professionals around the child.
• Contribute to systematic follow-up, professional reflection and ongoing adjustment of the interventions we initiate.
• Work persistently and flexibly, even when progress is slow and solutions are not immediately available.

The work will require you to move between different arenas and adapt your approach to each child and the specific situation. It is therefore important that you can work independently and be an active part of a professional and binding collaboration.

Who are you?

You are a trained pedagogue or pedagogical assistant and have experience with children and young people in vulnerable positions – preferably from the special needs sector and preferably with experience within school absenteeism, school withdrawal or long-term distress.

However, the most important thing is not that you have tried everything before. It is that you want to learn, investigate and develop your practice together with others.

We place particular emphasis on the following traits

• Are strong in relationship work and can connect with children who may initially reject help or contact.
• Understand that behaviour makes sense in a context, and are curious about what lies behind the child’s reactions.
• Can work in a structured and goal-oriented way without becoming inflexible when reality changes.
• Are willing to take initiative, think creatively and try new paths when familiar solutions do not work.
• Can remain calm, hopeful and maintain a professional perspective, even when the processes are complex and progress is small.
• Meet parents and networks with respect and understanding and see them as important partners.
• Can translate observations and experiences into professional reflections and concrete actions.
• Thrive in multidisciplinary collaboration and dare to ask questions about both your own and others’ practice.

You must be able to accept that the path back to school is rarely straight. There can be good periods, setbacks and days when we must begin somewhere other than planned. Here it is crucial that we do not lose sight of the child or give up on the belief that development is possible.

What can we offer you?

At Rindum Kjærgaard you will be part of a special school where we work with children and young people with different needs and prerequisites, and where we every day strive to create framework for well-being, development and learning.

We want to further develop an effort where professionalism, relationships and collaboration go hand in hand. You will have the opportunity to make your mark on an important task, bring your competences into play and help develop our practice in step with new experiences and knowledge.

We believe we are most successful when we work together, share our professional reflections and take shared responsibility for the core task. You should therefore not face the difficult dilemmas alone, but be part of a collaboration where we together examine what makes sense for the individual child.

We want to be a school where we are curious about each other, dare to think new, and hold fast to the idea that small steps can be big steps for the child in question.

Would you like to help make a difference?

If you can see yourself in the task, and if you want to help create new opportunities for children who have lost their footing in school life, we would very much like to hear from you.

We know that the task requires both professionalism, patience and commitment. In return, you will have the opportunity to make a concrete difference for children and families who need someone to keep believing in possibilities – even when the path is difficult.

Practical information

• Workplace: Rindum Kjærgaard, Kjærgaardsvej 7, 6950 Ringkøbing.
• Job scope: full-time
• Start date: 1/1-2027
• Application deadline: Friday 20/11-2026 at 23:59
• Interviews: Wednesday 25/11-2026

If you have any questions about the position, you are welcome to contact school principal Jesper Bjerresgård at 22135096

We look forward to hearing from you!

Rindum Kjærgaard – together we create opportunities for participation, development and community.

You submit your application by clicking the "Apply" button at the bottom of the page. Attach your application and your CV along with relevant documents in PDF or DOC format.

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