A qualitative study of children's experiences with school-based divorce groups led by teachers in Denmark.

This article examines Danish school-based conversation groups designed to support the well-being of children with divorced parents, focusing on how children perceive their teachers' dual role as both educators and group leaders. Based on ethnographic fieldwork including interviews with 23 children and observations in four schools, the study identifies key themes: the problematic nature of teachers' double role, challenges in maintaining confidentiality, and children's trust in group members. Findings reveal that many children experience discomfort with teachers accessing their private feelings in a school context, emphasizing the importance of clear boundaries and confidentiality to foster trust. The article highlights the need to consider children's diverse perspectives to improve such interventions and questions whether teachers should simultaneously fulfill both roles in these sensitive settings.