Job descripton of school and kindergarten doctors 

The aim of Waldorf education is to support pupils such that they can develop healthily and fulfil their individual potential in the best possible way. In order to support teachers in this salutogenic process, it has been part of the Waldorf school concept from the very beginning that the teacher's perception of the individual child should be supplemented by a school doctor's perception. While the teacher primarily looks at the spiritual and soul level of the child, the school doctor primarily focuses on the physical and constitutional level. Such joint observation can result in a deeper understanding of the being and development of the individual pupil. Educational or therapeutic measures can be derived from this as appropriate. In view of the ever-increasing number of children with chronic illnesses and developmental issues, this concern is more relevant than ever.

On the basis of the anthroposophical understanding of the human being, children's individual atypical development and learning difficulties are recognised as early as possible and appropriate help is offered to overcome them.
In this context, the school doctor is the advisor to the teacher for all therapeutic measures that can take place as part of the educational work in everyday school life. He/she is also in close contact with the parents. 

In addition to the school doctor, some Waldorf schools have a therapy and support group with options such as special needs classes, eurythmy therapy, creative speech, Bothmer gymnastics or rhythmical Einreibung. The school doctor, learning support teacher and therapist work closely together in the therapy group.
Here, holistic therapy and learning support measures are offered to improve the conditions for learning and development. The aim is to find suitable forms of exercises that help to overcome obstacles to learning and development and have a positive influence on pupils' self-esteem, self-confidence, independence and self-assurance.

More than ever, educational and medical cooperation is proving to be helpful and valuable in so many areas in terms of prevention and intervention that it should be given an even greater focus here, despite the financially strained situation of schools. The digitalisation of children's and young people's lifeworlds has become a huge challenge that can only be overcome in an interdisciplinary way and with the help of the parents. There is great potential in the parent body of our schools. Parents who are doctors are often interested in the tasks of the school doctor and familiarise themselves with this  work. In order to support the familiarisation process, in-service advanced training courses for school and kindergarten doctors and school health professionals have been set up in several countries and online in recent years, in which basic knowledge of anthroposophic medicine, developmental physiology and Waldorf education is acquired. This includes discussions with experienced teachers, as well as learning about eurythmy therapy and art therapy. It is a wide-ranging spectrum that school doctors acquire as doctors of preventive medicine. 

Activities of the kindergarten doctor

Increasing numbers of colleagues are already involved in Waldorf kindergartens in order to advise early years teachers about prevention and developmental support in looking at children’s development and constitution, which is often still unstable at pre-school age and requires special care (e.g. in relation to nutrition, development of the lower senses or sleep). It is not uncommon for school doctors to visit kindergartens to observe and support children in the transition to school. In the German state of Baden-Württemberg, anthroposophical doctors have been working as kindergarten doctors to carry out the ‘school enrolment examination, part 1’ (ESU 1) in Waldorf facilities since the introduction of this mandatory examination in the penultimate year of kindergarten.

Fields of activity of the school doctor

• School enrolment examinations
• Examinations in Year 2 and 4 to determine the level of development and for early detection (e.g. of specific learning difficulties)
• Parents' evenings on school medical topics (e.g. media, age 9, puberty)
• Clinics for teachers and parents on pupil issues
• Examinations of pupils at the request of parents
• Clinics for pupils, especially those in upper school
• Working with the teachers' meeting
• First aid
• Observation in lessons and therapies
• Collaboration with therapists / participation in the school's therapy and support group
• Potentially also teaching about the human being, first aid, sex education
   

The work of the kindergarten and school doctor therefore includes developmental diagnosis and accompaniment as well as support and therapy from infancy to the end of school. Fundamental knowledge in the field of prevention and salutogenesis is required for this work, as well as the willingness to learn the basics of Waldorf education as an essential part of this occupation.