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News | 08 October 2026

We value the relationships we build with the students

Meet Ms Issa and Ms Ghrissi as they tell us about their important work with the students in the lower primary school at IES Södertälje.

Ms Issa, tell us about yourself.
My name is Christine Issa, and I work as a mathematics teacher for Year 3. I have been here since 2022 and have a background as both a preschool teacher and a teacher. I began my career in preschool education before moving on to compulsory school. Today, my work encompasses teaching, mentoring, and school development. My experience in both preschool and school settings has provided me with a broad pedagogical foundation and an understanding of the importance of focusing on both the student's learning and the whole child.

I belong the lower primary school, primarily teaching mathematics to Year 3. I am also a mentor for 3A. In addition to teaching, I serve as the project leader for our specialized teaching group, where we work to create an educational environment that is accessible and tailored to the students' diverse needs. 

My role also involves a great deal of collaboration with colleagues and guardians. It is important to me that the adults around the students work together and share a common understanding of what the student needs to develop and succeed.

Ms Ghrissi, tell us about yourself.
My name is Fatma Ghrissi and I work as a Swedish teacher for Year 3. I have been at IES Södertälje since 2022 and have previous experience working as a preschool teacher and a substitute teacher at various schools. My past experiences have enabled me to grow significantly in my role as a teacher and to work with students who have diverse needs, circumstances, and backgrounds.

Preschool gave me a strong foundation in building relationships, fostering a sense of security, and meeting each child where they are, while my work in schools has developed my skills in teaching, structure, leadership and knowledge development.

Today, I view the teaching profession as being about much more than just imparting knowledge. For me, it is about creating a secure and clear learning environment where students feel they can succeed, while also maintaining high expectations for them. I also believe that an important part of the teacher's role is to constantly develop oneself, reflect on one's teaching and adapt it to the specific group of students one is teaching.

In my current role, I work as a Swedish teacher for Year 3 and also serve as a mentor. As a teacher, I am responsible for planning, conducting, and following up on the teaching, as well as adapting it to the students' varying needs and circumstances. In my role as a mentor, I have a close responsibility for the students' well-being, development, and schooling. I maintain regular contact with guardians—including calling home approximately once a month—to follow up on how the student is doing at school, both socially and academically. I also communicate with guardians when necessary and collaborate with colleagues regarding the students' development and support.

What does a day at work look like?
No two days are exactly alike and that is part of what we enjoy about the job. The day consists primarily of teaching, but also of planning, follow-up, mentoring, communicating with guardians, and collaborating with colleagues. We place great emphasis on clear routines, structure and high expectations. At the same time, as a teacher, you need to be responsive and flexible. Sometimes a student needs a little extra support, a conversation, or simply an adult who notices that something doesn't feel quite right that day.

What is the best thing about your job?
The students, without a doubt. Being able to follow their development—both academically and socially—is very rewarding. It can range from a student finally grasping a difficult concept to a student finding the courage to raise their hand, believing more in themselves, or learning to take greater responsibility.

We also really value the relationships we build with the students. In the early primary years, we get to follow them closely and be part of an important period in their development. Witnessing their progress and knowing that we played a small part in that journey means a great deal.

What do you think makes our school a good school?
Above all, we would say the people. We have dedicated adults who care about the students and want them to succeed. We have high expectations of our students—regarding both academic achievement and behavior—but for us, high expectations must always go hand in hand with a sense of security, clarity, and support.

We also view the fact that English is a natural part of the school day as a strength. Students encounter and use both languages ​​in their daily lives from an early stage.

Another important aspect is that we strive for consistency as adults. Students need to know what is expected of them and feel that the adults around them are working together. By combining clarity and structure with good relationships and care, we believe we create the right conditions for students to both learn and grow.

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Thank you, Ms Issa och Ms Ghrissi, for letting us get to know you better!

Text: Ms Issa and Ms Ghrissi
Questions: Ms Bergh
Photo: Ms Bergh