Children's well-being and development are linked with their opportunities to participate in and contribute to communities in everyday life across different life contexts. The SamHver research project is based on the idea that knowledge from children's everyday life must be more actively included if initiatives to promote well-being are to work for children and the adults who spend time with them on a daily basis. Regardless of the problems children may face, these difficulties affect everyday social life across different places and social communities. And professionals need be able to develop conditions and options for themselves (as a professional collective) as well as for children in children's everyday lives. Therefore, there is a need to find new forms of collaboration to prevent work with children of concern from reverting to individualised understandings of problems and becoming just assessments and meetings focusing on individual children.

The purpose of this project is to contribute to practice development that creates professional opportunities and agency to develop communities and pedagogical practice in a general perspective and participation opportunities for children with difficulties. We will do this by:

• Integrating children's and parents' knowledge about current challenges and about what support is meaningful in everyday life in an exploratory collaboration with the professionals who spend time with the children on a daily basis.
• Involving 'special competencies' (e.g. inclusion consultants, the pedagogical and psychological advice service (PPR), etc.) early and continuously in the process with the aim of identifying which type of (special) knowledge may contribute relevantly to the development of social situations that are experienced as difficult by children and/or adults. This involves exploring difficulties in a broad perspective with focus on what conditions in practice (in the family, daycare or school/after-school facility) act as barriers and how they can be overcome without adding to exclusion or marginalisation.
• Exploring the conditions of interprofessional collaboration (including the understandings of problems, organisational and managerial conditions) that come into play, and what it takes to overcome collaboration barriers in practice.

The project involves daycare, schools/after-school facilities and families. This broad focus enables an understanding of both connections and transitions in the children's everyday lives and, not least, the issues cutting across the places where the children live their lives. Therefore, knowledge from the perspectives of children and parents is also a key dimension of the project.

The ambition of the project is to form close collaboration between knowledge and practice development by involving researchers in the development of practice experiments and professionals in the exploration and development of practice as well as in analysis and dissemination.