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CORRECTION article

Front. Psychol., 10 December 2024
Sec. Educational Psychology
Volume 15 - 2024 | https://doi.org/10.3389/fpsyg.2024.1490694
This article is part of the Research Topic Cross-sectoral Collaboration in Inclusive Education View all 9 articles

Corrigendum: The call for an “educational footprint” in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers

This article is a correction to:

  1. Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study

    1. Read original article
\nIngrid R. Christensen Ingrid R. Christensen*
  • University of South-Eastern Norway (USN), Notodden, Norway

A Corrigendum on
The call for an “educational footprint” in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers

by Christensen, I. R. (2024). Front. Psychol. 15:1339332. doi: 10.3389/fpsyg.2024.1339332

In the published article, there was an error. A couple of “X” are remaining from the anonymous version. Instead of “X,” the text should state “Palestine” and “Palestinian,” respectively.

A correction has been made to the Introduction, paragraph 8. This sentence previously stated:

“The present study is a development of a previous international comparative study of psychosocial support described by kindergarten teachers in X and Norway. The comparison showed that although X kindergarten teachers were more well-acquainted with the MHPSS terminology, the two countries shared many common challenges in providing psychosocial support in kindergarten.”

The corrected sentence appears below.

“The present study is a development of a previous international comparative study of psychosocial support described by kindergarten teachers in Palestine and Norway. The comparison showed that although Palestinian kindergarten teachers were more well-acquainted with the MHPSS terminology, the two countries shared many common challenges in providing psychosocial support in kindergarten.”

The author apologizes for this error and states that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: mental health and psychosocial support, kindergarten, teachers, conceptualization, qualitative study mental health and psychosocial support, qualitative study

Citation: Christensen IR (2024) Corrigendum: The call for an “educational footprint” in conceptualizing mental health and psychosocial support: the case of Norwegian kindergarten teachers. Front. Psychol. 15:1490694. doi: 10.3389/fpsyg.2024.1490694

Received: 03 September 2024; Accepted: 23 September 2024;
Published: 10 December 2024.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2024 Christensen. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Ingrid R. Christensen, aW5ncmlkLmNocmlzdGVuc2VuJiN4MDAwNDA7dXNuLm5v; aW5nY2hyJiN4MDAwNDA7cGhzLm5v

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.