Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Skolk ur elevernas och skolans perspektiv: En intervju- och dokumentstudie
Jönköping University, School of Health and Welfare, HHJ. CHILD. Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work.
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Truancy from student and school perspectives : An interview and document study (English)
Abstract [sv]

Studierna genomfördes på två högstadieskolor i en kommun med cirka 30 000 invånare i södra Sverige med 90 ungdomar som hade 30 procent eller mer i ogiltig frånvaro. Fokus i avhandlingen ligger på eleverna som en del av skolsystemet. Det övergripande syftet var att kritiskt undersöka i vilken riktning ”systemkrafterna” i skolsystemet, såväl stödfaktorerna som riskfaktorerna, drar eleverna. Med systemkrafter avses allt inom och utanför skolan som kan inverka på elevernas fungerande i skolsystemet. Systemkrafterna verkar antingen i riktning mot elevernas delaktighet i skolarbetet eller så drar de eleverna i riktning bort från skolan. Avhandlingen genomfördes utifrån en multimetoddesign som inleddes med en kvantitativ retrospektiv analys av skolans dokumentation över eleverna som sedan följdes upp med kvalitativa intervjuer med ungdomarna själva och aktuell skolpersonal.

Denna avhandling har studerat, vilka systemkrafter i skolsystemet som utgör stödfaktorer respektive riskfaktorer för att systemet ska vara i balans. Detta har skett utifrån delstudier som lyft hanteringen och uppföljning av skoldokumentation, visat på skolk som ett försvar eller ursäkt utifrån ungdomarnas perspektiv, redogjort skolpersonalens självpositioneringar samt attriberingar av eleverna och till sist redovisat undersökning av olika stödfaktorer utifrån källmaterial i de tidigare studierna.

Avhandlingens resultat leder fram till en kritisk diskussion om skolk. Diskussionen tar upp skolkande ungdomar som ett socialt problem och hur detta sociala problem skulle kunna hanteras utifrån ett systemteoretiskt perspektiv, där olika systemkrafter verkar antingen som stödfaktorer eller som riskfaktorer. Slutsatserna pekar på att flera systemkrafter, som i avhandlingen fungerar som riskfaktorer, skulle kunna förändras till systemkrafter, som drar eleverna i riktning mot delaktighet i skolarbetet. Baserat på ett salutogent perspektiv kan man försöka hitta de faktorer som befrämjar elevernas och skolpersonalens välmående i skolsystemet, främst då vuxenstöd och en dokumentation som befrämjar kontinuitet. Ett positivt förändrat skolklimat innebär att flera systemkrafter kontinuerligt samverkar för att dra eleverna i riktning mot skolan, vilket i sin tur kan leda till att skolsystemet kan komma i balans.

Vid närmare betraktande av det som utgör stödfaktorer inom skolsystemet väcks också frågor om normalitet och avvikelse, det vill säga vilka som inkluderas respektive exkluderas när det gäller stödåtgärder. Eftersom vi säger att skolan är en spegelbild av samhället, kan resultaten har relevans även utanför skolsystemet för andra organisationer i samhället där gränsdragning för utanförskap kan vara avgörande för vilka människor som inkluderas.

Abstract [en]

The research was carried out at two secondary schools (13-16 ages), built on ninety truant students in a municipality of about 30.000 in the south of Sweden. The dissertation uses a systems theoretical frame where the school is an open social system affected by internal and external forces. The aim of this dissertation is to find what system forces are gravitating the truant students to participation in school work and what system forces are repelling the students away from school. In the analysis school system is viewed from a salutogenes (health promoting ) point of view where social relationships are the basis for psycho social health and well-being. Through a school document study, an interview study of students themselves and one of school staff the different system forces are identified and analyzed.

When too many system forces draw the students in the direction away from school, the school system becomes inbalanced. The synergetic effect of several system forces, which draw the students in the same direction away from school are: unclear documentations, staff´s attitude, few relationships to adults, indistinct instructions for the students, lack of challenges and expectations and even the school climate. In addition, system forces coming from the outside of the school system such as friends also draw students away from school.

The results showed that the school documentation was neither systematic nor followed up, the students had no connections to their school except the three students called “The Winners” who after adult support returned to their school. Nobody but one of fifteen students had good relations to teachers and other students. School, especially the lessons, were boreing for the group “The Unchallanged”. For the group “The Losers” was noted a lot of different kinds of support the last school years, but not all of the supports were perceived positively. The students in this group had learning difficulties. Not all of the students had an Individual Educational Plan (IEP). Though many of the students failed the national test in at least one subject, some had no support. The attitude to truant youth expressed by school staff contained negative attributes although some school staff expressed positive attributes and did a good work to help the student in the classroom. The school staff predominantly considered the young people’s difficulties as pertaining to them individually.

Based on the results of the studies follow a discussion about truancy as a social problem and how this social problem could be treated through a change on system level aimed at coordinating systems forces pulling students towards school based on the synergetic effect of the school climate/school ethos focusing on salutogenesis and well-being.

Since we say that school is a reflection of society, the results may have relevance also to other systems outside the school system, where the boundaries of exclusion may be crucial for the people who are included.

Place, publisher, year, edition, pages
Jönköping: School of Health Sciences , 2013. , 150 p.
Series
Hälsohögskolans avhandlingsserie, ISSN 1654-3602 ; 43
National Category
Social Work
Identifiers
URN: urn:nbn:se:hj:diva-20970ISBN: 978-91-85835-42-3 (print)OAI: oai:DiVA.org:hj-20970DiVA: diva2:616946
Public defence
2013-05-14, Forum Humanum, HHJ (School of Health Sciences), Jönköping, 13:00
Opponent
Supervisors
Available from: 2013-04-19 Created: 2013-04-19 Last updated: 2017-08-15Bibliographically approved
List of papers
1. The School Situation for Students with a High Level of Absenteeism in Compulsory School: Is There a Pattern in Documented Support?
Open this publication in new window or tab >>The School Situation for Students with a High Level of Absenteeism in Compulsory School: Is There a Pattern in Documented Support?
2014 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 5, 551-569 p.Article in journal (Refereed) Published
Abstract [en]

This paper is a retrospective descriptive content analysis of all identified school documents for 90 ninth-grade students with a history of truancy, collected from two Swedish compulsory schools. The study investigates individual, school, and psychosocial factors in the documents and three analyses are presented: (1) a general analysis of the documents, (2) a comparison of truant students with and without learning difficulties (LD), and (3) a comparison between students with LD who received no special educational support and those who did receive support. Predictors for truancy were credits in the fall of the eighth grade, difficulties in mathematics, and relationship problems. For 50% of the students, frequent truancy first became evident after the seventh grade. No connections were found between documented educational and social support, learning difficulties, and level of truancy.

Keyword
truancy, learning difficulties, school documents, school support
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-20969 (URN)10.1080/00313831.2013.773561 (DOI)000340453100004 ()2-s2.0-84905494748 (Scopus ID)
Available from: 2013-04-19 Created: 2013-04-19 Last updated: 2017-12-06Bibliographically approved
2. ‘School – no thanks – it ain't my thing’: accounts for truancy. Students' perspectives on their truancy and school lives
Open this publication in new window or tab >>‘School – no thanks – it ain't my thing’: accounts for truancy. Students' perspectives on their truancy and school lives
2014 (English)In: International Journal of Adolescence and Youth, ISSN 0267-3843, E-ISSN 2164-4527, Vol. 19, no 2, 262-277 p.Article in journal (Refereed) Published
Abstract [en]

This study is an interview-based investigation of 15 students with unexcused absences the last school year in Swedish Compulsory School. The aim is to explore students’ descriptive perspectives on truancy, school life and their own futures. The interviews are analyzed as presentations of accounts within symbolic interaction. The students account a variety of excuses or justifications, including internal justifications, such as “I didn’t understand,” and external justifications, such as “My dad is sick.” Examples of motivations for truancy include boredom (justifying internal excuses) and bullying (justifying external excuses). Most of the excuses seem to connect to the school atmosphere.  All students except one indicate that they dislike school and all students except three have relationship problems with peers and teachers. These three students display a change or “turning point” from truant behavior to continual school attendance and from exclusion to inclusion. 

Keyword
student interview-based research, relationship problems, excuses and justification for truancy, “turning points”, school atmosphere
National Category
Social Sciences
Identifiers
urn:nbn:se:hj:diva-20053 (URN)10.1080/02673843.2012.743920 (DOI)2-s2.0-84900832207 (Scopus ID)
Available from: 2012-12-05 Created: 2012-12-05 Last updated: 2017-12-07Bibliographically approved
3. School Staff’s Reflections on Truant Students: A Positioning Analysis
Open this publication in new window or tab >>School Staff’s Reflections on Truant Students: A Positioning Analysis
(English)Manuscript (preprint) (Other academic)
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:hj:diva-20967 (URN)
Available from: 2013-04-19 Created: 2013-04-19 Last updated: 2013-04-19Bibliographically approved
4. Social support for adolescents with a high level of truancy in Swedish compulsory schooling
Open this publication in new window or tab >>Social support for adolescents with a high level of truancy in Swedish compulsory schooling
2015 (English)In: Journal of Education for Students Placed at Risk, ISSN 1082-4669, E-ISSN 1532-7671, Vol. 20, no 4, 293-311 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to explore whether 15 students with a high level of truancy have experienced social support at school. The analysis is based on systems theory with a focus on the social context at school. The study is based on data collected in an earlier school document study (Strand & Granlund, 2013) and on 2 earlier interview studies with the school staff (Strand & Cedersund, 2013) and the students themselves (Strand, 2012). Data triangulation was conducted using person-based content analysis. The students were divided in three groups of the school system. For the winners, we found that engaged adults close to them made a positive difference that restored their relationship with school. The unchallenged and the losers of the school system had poor social relationships with the school staff, especially within the classroom. A dearth of relationships with classmates was observed for all 3 groups. There was a low level of agreement between the information taken from the school documents, what the school staff members said, and what the students themselves said for all of the groups. What the students perceived as support was not the same as the school had noted as provided and received support.

Place, publisher, year, edition, pages
Taylor & Francis, 2015
National Category
Social Work
Identifiers
urn:nbn:se:hj:diva-28711 (URN)10.1080/10824669.2015.1041635 (DOI)2-s2.0-84961674033 (Scopus ID)
Note

Included in doctoral thesis as manuscript with the title "Social support for adolescents with high level of truancy in ninth grade in Compulsory School"

Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-08-15Bibliographically approved

Open Access in DiVA

fulltext(6585 kB)5185 downloads
File information
File name FULLTEXT01.pdfFile size 6585 kBChecksum SHA-512
e8e5f731547871c0a946eefcf120b4dd60acca660a352dab3ff03b5d269ea0ceaaba0f289dd96db89cb3621268b74534b632d6f1d858352cf84abf925c2f7256
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Strand, Anne-Sofie
By organisation
HHJ. CHILDHHJ, Dep. of Behavioural Science and Social Work
Social Work

Search outside of DiVA

GoogleGoogle Scholar
Total: 5185 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 5482 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf