Hur går det för lågstadiets skoldaghemselever? En 4-årsuppföljining av skolans problembarn

Abstract

Day schools have developed as an important psychoeducational resource in the Swedish school system since the middle of the 1960s. The day schools provide a combination of special education and training in small groups and supervised free-time activities for pupils showing very pronounced adjustment problems. In an earlier study 108 pupils in the first three forms were examined. Most pupils were admitted to the day schools because of disturbing and aggressive behaviour in the classroom. Most of the day school pupils showed symptoms and behaviour disturbances associated with poor prognosis, and the families showed a pattern usually associated with “at-risk families” with regard to the development of the children and their adjustment to society. In the follow-up study 4 years later 104 pupils (95 boys and 9 girls) and their families were re-examined with semi-structured interviews. The study also included interviews with day school staff and teachers from the ordinary school. At the time of the follow-up 88%...