A New Landscape of Accountability and Professional Agency: Perspectives of Municipal Leaders and School-based Coordinators on the implementation of the Prosperity Act

Abstract

Despite increased awareness and legal provisions, children remain vulnerable to circumstances that affect their wellbeing. The Prosperity Act was passed to ensure early intervention and integrated services for children and their families. The legislation defines professional roles intended to support access to appropriate provision. This study aims to illuminate how professionals with a background in education interpret and enact the policy in their daily work, both at the municipal level and in compulsory- and preschools. It also examines how implementation shapes work‑related discretion, professional vacancy, and responsibility across professions and service tiers within an evolving collaboration and governance system. The research draws on interviews with three municipal leaders and seven school‑based coordinators in one district of the capital area. Findings indicate that coordinators play a key role in communication with children, parents, and professionals involved in children’s services, coordination of tasks and information flow, yet the role is multi‑faceted and demanding, and is shaped by school level, access to services and the institutional context. Participants describe unclear responsibility across service tiers, shortages of posts and fragmented provision that encourage responsibility‑shifting and constrain professional discretion. The study thus highlights a gap between policy intentions and practice. Data‑driven proceduralism, limited provision and ambiguous role allocation undermine aims of early and integrated support. The theoretical contribution lies in linking education policy studies with concepts of professional agency and jurisdiction in day‑to‑day policy enactment. The practical contribution identifies administrative and organisational conditions that must be strengthened if the legislation’s goals are to be realised