My research interest focuses on the relationship between teachers and students. More specifically, the focus is directed toward the relationship between teachers and students with neurodevelopmental difficulties (NDD) and how this can be developed to promote students’ well-being and, in the long run, their social and academic development.

In 2022, I defended my dissertation titled "Teachers’ Relational Competence in Interaction with Students with ADHD." In this study, I examined whether teachers’ understanding of relational competence can be developed and whether this, if successful, can lead to changes in how both teachers and students with neurodevelopmental symptoms perceive the relationship between themselves and their teacher or student.

In ongoing qualitative studies, I am investigating on a deeper level how teachers’ relational competence in relation to students with NDD neurodevelopmental symptoms is manifested in educational practice.

Based on the results of the dissertation and preliminary findings from ongoing studies, I, along with Professor Jonas Aspelin, will be examining how teachers’ relational competence can promote interaction among girls with neurodevelopmental difficulties during 2023–2025. The project is titled “Girls with NDD in School: How Do Teachers Build Relationships that Promote Students’ Interactive Abilities?” and is funded by the research platform “Lärande i samverkan” at Kristianstad University.

Another research interest revolves around making learning accessible to all students, with or without disabilities. In 2022 and 2023, I, along with four international researchers, have served as editors for two international anthologies (peer-reviewed). The books are titled “Building Inclusive Education in K-12 Classrooms and Higher Education: Theories and Principles” and “Developing Inclusive Environments in Education: Global Practices and Curricula.”