Interprofessional collaboration as a concept has been receiving attention across different professional and disciplinary areas. Initially it emerged in healthcare as a means of improving service quality (WHO, 2010), before it has also gained recognition in the fields of education and research as well (Green & Johnson, 2015; Alberto & Herth, 2009). In the I CO-COPE knowledge base, this key concept was highlighted along three dimensions: ethics and values, policies, and practice and measurement (Silveira-Maia et al., 2025).
Ethics and values dimension
Collaboration is defined as a style of interaction where all participants have equal status and a shared commitment to achieving common goals (Friend, 2000). Egalitarian, non-hierarchical relationships are foundational, as all team members contribute valuable insights (Kampwirth, 2006). Ethical principles are central to interprofessional collaboration in inclusive education and emphasise building relationships with professionals from different fields based on mutual respect, actively involving learners and their families, and cooperating with community agencies to meet learners' diverse needs. A key shared value is prioritising the best interests of students, aiming for optimal learning outcomes while respecting their dignity, culture, and background.
Policies dimension
Policies in I CO-COPE partner countries highlight interprofessional collaboration as a cost-effective way to integrate services that support children and young people in educational settings (Silveira-Maia et al., 2025). Schools, where students spend significant portions of their day, are ideal hubs for promoting health, development, and education (Mellin, 2009; Porter et al., 2000).
Paulsrud and Nilholm (2020) argue that interprofessional collaboration is an organisational necessity for inclusive education. It requires joint decision-making and the involvement of all school personnel to successfully transform schools into inclusive environments. Moreover, this collaboration is viewed as a pathway to finding innovative solutions to complex educational challenges.
Practice and measurement dimension
Effective interprofessional collaboration requires deeper connections between professionals and organisations. The working methods and knowledge are linked back and forth. There is expansive learning from and with each other. Approaches are designed and implemented integrally, and people work together in an interprofessional way. Goals are set together, and people jointly look for possible solutions to complex problems. Care, development and well-being of the learner are paramount. (De Bruïne & Gerdes, 2018).
Paulsrud and Nilholm (2020) emphasise the importance of group belonging and participation in collective learning activities. Collaborative consultation facilitates professional dialogue and mutual sharing of expertise, leading to innovative instructional methods that benefit students in inclusive educational contexts.
Click here to see a visualisation of all three dimensions.
References
Alberto, J., & Herth, K. (2009). Interprofessional Collaboration within Faculty Roles: Teaching, Service, and Research. OJIN: The Online Journal of Issues in Nursing. https://doi.org/10.3912/OJIN.Vol14No02PPT02
Borg, E. & Drange, I. (2019). Interprofessional collaboration at school. Effects on teaching and learning. Improving schools, 22(3), 251-266. https://doi.org/10.1177/1365480219864812
De BruÏne, E., & Gerdes, J. (2018). Naar de andere oever. Tijdschrift voor Orthopedagogiek, 9-10. https://www.tijdschriftvoororthopedagogiek.nl/110-1137_h1-Naar-de-andere-oever-h1
Friend, M. (2000). Myths and Misunderstandings About Professional Collaboration. Remedial and Special Education, 21(3), 130-160. https://doi.org/10.1177/074193250002100301
Green, B. N., & Johnson, C. D. (2015). Interprofessional collaboration in research, education, and clinical practice: working together for a better future. The Journal of chiropractic education, 29(1), 1–10. https://doi.org/10.7899/JCE-14-36
Kampwirth, T. J. (2006) Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavior Problems (3rd ed). Merrill.
Mellin, E. A. (2009). Unpacking Interdisciplinary Collaboration in Expanded School Mental Health: A Conceptual Model for Developing the Evidence Base. Advances in School Mental Health Promotion, 2(3), 4–14. https://doi.org/10.1080/1754730X.2009.9715706
Paulsrud, D., & Nilholm, C. (2020). Teaching for inclusion – a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), 541–555. https://doi.org/10.1080/13603116.2020.1846799
Porter, G., Epp, L., & Bryan, S. (2000). Collaboration among school mental health professionals: A necessity, not a luxury. Professional School Counseling, 3(5), 315.
Silveira-Maia, M., Neto, C., Sanches-Ferreira, M., Alves, S., Durães, H., Breyer, C., Vandenbussche, E., Boonen, H., Zacharová, Z., Ferková, Š., Schukoff, P., Unterreiner, S., & Teijsen, E. (2025). Mapping CoP for inclusion: a Knowledge Base. Instituto Politécnico do Porto. https://doi.org/10.26537/e.ipp.136
WHO (2010). Framework for action on interprofessional education and collaborative practice. Health Professions Network Nursing and Midwifery Office within the World Health Organisation Department of Human Resources for Health. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
