Children's Experiences of School: Narratives of Swedish children with and without learning difficulties

Abstract

The contents of texts written by Swedish school children is analysed in order to gain a picture of their experiences of school and these experiences are put in relation to the democratic goals of integration and practices of selection and segregation which are emerging in the Swedish school systems with the increase in pupils enrolled in special units. In a project concerning educational organizations and children receiving special support, 185 children living in 10 Swedish municipalities and attending 16 different schools wrote a text about their school situation. Ninety of these children received special support at school because of learning disabilities/difficulties. The 185 texts have been analysed using narrative approaches. The children experienced school as a place where they are protagonists and pointed out those activities that are meaningful to them. Social relations, ethical issues and learning are areas pertaining to school. Problems at school are mainly due to a lack of stimulation, adult control and influence. The children with support at school were not a homogeneous group. Several of these children, however, treat situations concerning personal rights and justice in their narratives, themes that were not common in the texts of the other children. The perspectives of children with different experiences are thus important in understanding the characteristics and the deficits of educational environments.