Swedish High School Research Articles

Changes in Physical Fitness in Youth Padel Players during One Season: A Cohort Study.

The aim of this study was to investigate how physical fitness performance, which is related to the strength and power of the lower extremities and core, as well as lateral agility, changes across 20 weeks of in-season training in youth female and male padel players. This study was conducted using a prospective cohort design on 16 Swedish high school padel players aged between 15 and 18 years old. The players were assessed at baseline with five tests of their physical fitness and followed prospectively, with the registration of their training load for 20 weeks, and then assessed at a follow-up, approximately five months later. The players increased their performance in all tests (p ≤ 0.02). The mean improvement in their Isometric squat test performance was 20% for peak force, 18% for relative strength value and 69% for average rate of force development. Their improvement in the squat jump test performance was 9%, whereas the improvement in their countermovement jump test was 6%. For the 30 second sit-up test, an improvement of 14% was observed. Improvements were also noted for the 30 second side hop test performance on both the right (9%) and left leg (11%). The effect size ranged from 0.31 to 1, respectively, for the tests, representing a small to large effect. The data from this study suggest that an improvement in physical fitness performance can be obtained during 20 weeks of padel training.

Making kin in the forest: explorations of ecological literacy through contemplative practices in a Swedish folk high school

This study is about the use of contemplative practices in forest fieldwork and how such practices could support the growth of ecological literacy. Ecological literacy is explored by employing Donna Haraway’s notions of becoming-with and companion species. The study is based on fieldwork with a group of adult learners attending a folk high school in Sweden. The participants are followed as they encounter and are becoming-with species of the forest. The empirical material consists of video- and audio-recordings. The results provide a narrative of forest encounters, environmental concerns and dreams about the simple harmonic life. The forest fieldwork thus provides a site for elaborating a more inclusive ethics and teaching strategies where nonhuman-human relational aspects become center to ecological literacy. The results suggest that folk high school environmental education could be used as a source of inspiration in disrupting the practices of compulsory science education.

Surviving or thriving? Exploring school leaders’ perception of initiated digital transformation

ABSTRACT The global pandemic, COVID-19 shattered everyday life as we know it and disrupted education globally. In this study, we explore an initiated digital transformation accelerated by the pandemic from school leaders’ perspectives in the context of Swedish high schools. The data consists of a questionnaire with 105 school leaders containing both fixed and open-ended response types. The results reveal significant differences in school leaders’ views on how the transition has worked, whether they and their staff have developed their digital competence, and, how it will affect the school onwards. Contributions include theorising about school leaders’ experiences of navigating an accelerated digital transformation prompted by the pandemic. We introduce four school leader profiles: (a) the enthusiast, (b) the affirmative (c) the skeptical, and (d) the hesitant. These profiles serve to encapsulate the nuanced perspectives of school leaders, thereby enriching our comprehension of their diverse requirements and priorities.

Working with pupils who use alcohol and drugs: emotional labour and crime prevention of Swedish high school staff members

ABSTRACT The last decades have exhibited changes in societal responses to criminal justice, such as informal social control exerted beyond the justice system. This study explores the emotional labour experienced by Swedish high school staff members regarding their efforts with pupils who use alcohol or drugs. Drawing on 36 interviews we demonstrate how their work surpasses the demands associated with a traditional school environment, becoming more like the work of police officers than that of educators or counsellors. This study provides in-depth knowledge of role conflict and role ambiguity due to a lack of clear guidelines regarding blurred aspects of crime prevention, caring, and control, in addition to a high workload and emotionally challenging situations. The findings suggest that there are various conflicting demands regarding the work tasks and emotional commitment of the high school staff members; on the one hand to provide emotional support and ensure a good educational environment for all pupils, and on the other hand to act as informal police officers or supervisors of pupils with these problems.

Att lära av ”den Andra”?

Learning from “The Other”? Transformative learning in Swedish high school students’ narratives from an educational trip to Kenya. The study explores transformative learning in a group of Swedish high school students’ shared narratives about an educational trip to Kenya. The understanding of transformative learning is inspired by a discourse analytical approach, which emphasizes the use of discursive frameworks and repertoires for making sense of experiences. The analysis shows that the participants express a desire to learn from ‘the Other’, which is associated with a critical examination of their own ways of thinking. Moreover, the image of ‘the other’ is complex. On the one hand, it is constructed as a generalized image of the exotic other and reproduces notions of ‘the noble savage’. On the other hand, the image of ‘the other’ is also framed by a liberal discourse of individualism and tolerance. Finally, the narratives also entail constructions of similarity, which indicates a more radical renegotiation of previous discursive frames and blurs the borders between us and them.

Complying with COVID‐19 policy: The role of citizenship norms for young people's compliance with Sweden's voluntary COVID‐19 recommendations

AbstractSweden's COVID‐19 policy was characterized by reliance on voluntary compliance. Citizens were expected to act responsibly. Previous research has not focused on the role of citizenship norms (duty‐based, engaged, and critical) in the COVID‐19 crisis. This is an important omission, since citizenship norms are expected to raise social responsibility and trigger prosocial behavior. This article asks how important citizenship norms are for explaining voluntary COVID‐19 policy compliance. Additionally, it considers perceptions of how other people comply, individual background factors, and interpersonal and institutional trust. The study focuses on Swedish high school youth, a group reported to comply less with voluntary COVID‐19 measures. Using survey data (N = 1823), we find higher reported voluntary compliance by high school youth who adhere more strongly to the duty‐based citizenship norm. Importantly, believing that other people follow the COVID‐19 recommendations is strongly associated with following them. Thus, next to citizenship norms, “descriptive norms” (i.e., what other people are doing) are central for individuals to decide how they will comply. We further find that differences in worry about the pandemic and socioeconomic background factors (migration background and economic situation of the household) explain variation in compliance. Institutional and interpersonal trust play a less important role. These findings challenge the strong focus on trust in previous research. Our findings have implications for research on policy compliance in the context of crisis, and for public policy.

“Why the long nose?”: A sociolinguistic analysis of deaf migrants’ language learning experiences in adult education

Linguistic skills are often seen as valuable capital necessary for migrants to successfully integrate into society. As part of Sweden's integration policy, deaf migrants are provided with opportunities to learn Swedish and Swedish Sign Language. Using an ethnographic approach comprising of classroom observations and semi-structured interviews in four folk high schools in Sweden, this study examines how deaf migrants’ linguistic and cultural backgrounds influence their language learning experiences. The study also explores different misunderstandings that have arisen as a result of not having the relevant linguistic resources necessary for efficient communication. The findings show the complexity of language learning and how this process is influenced by several social factors such as communication with family growing up, educational experiences or lack thereof, and cultural differences.

A Cross-Cultural Comparison of Negative Alcohol-Related Consequences in the United States and Sweden: Measurement Invariance of the Rutgers Alcohol Problem Index.

Commensurate measures of alcohol-related consequences across countries and cultures are critical for addressing the global burden of hazardous alcohol use. The Rutgers Alcohol Problem Index (RAPI), developed and validated in the United States, is a popular measure of alcohol problems. This study examined measurement invariance of the RAPI across samples of U.S. and Swedish high school seniors. Latent mean differences in alcohol problems across countries and differences in associations between alcohol problems with alcohol use and protective behavioral strategies (PBS) were also examined. The RAPI was scalar invariant. Swedish students reported fewer problems than U.S. students (latent mean difference = -0.19, p = .047). In both samples, the RAPI was positively correlated with alcohol use frequency and quantity (ps < .001), and negatively correlated with PBS use (ps < .05). Overall, the RAPI demonstrated measurement invariance, and we found evidence for its validity across samples of U.S. and Swedish high school seniors.

School-based social skills group training (SKOLKONTAKT™): a pilot randomized controlled trial.

Differences in socio-communicative behaviors contribute to social challenges for autistic learners at school and, in turn, are associated with increased risks of educational underachievement, social exclusion, and mental health issues. Given that intervention delivery in natural contexts may enhance skills generalization, build support capacities in society, and have practical advantages for youth and families, SKOLKONTAKT™ has been adapted from the clinically based social skills group training KONTAKT™ for mainstream educational settings to mitigate these risks. A pilot, randomized controlled trial with active controls was conducted in a mainstream Swedish high school. Autistic learners and students with social skills challenges (N = 33; MAGE = 17.5) were randomized to SKOLKONTAKT™ (n = 17) or active control (n = 16). Efficacy was measured at post and follow-up (3 months) on social skills [Social Skills Group Assessment Questionnaire (SSGQ); primary outcome] by parent-, self-, and (masked) teacher-report as well as self-reported life quality and social goal attainment. Despite COVID-19 challenges, 70.6% (n = 12) completed SKOLKONTAKT™, and 87.5% (n = 14) completed control groups. SKOLKONTAKT™ improved on a series of items on SSGQ as well as subjective life quality beyond controls. A larger proportion of social goals were attained, and side-effects were of little impact and proportionally fewer in SKOLKONTAKT™. SKOLKONTAKT™ is a safe, feasible, and promising intervention option for autistic learners in mainstream educational settings. A larger-scale study is desirable to confirm the effects identified in this pilot study.

Students with Difficulties Managing Vocational Education in High School: Identifying Intervention Areas Related to Self-Reported Student-Environment Fit and Mental Health

ABSTRACT Students in vocational programs have lower qualifications and more difficulties with successful entry into the labor market if they graduate without a diploma. The aim of this study was to describe the student – environment fit for high school students who are struggling with their studies in vocational programs, in terms of their perceived adjustment needs, and to describe planned interventions based on the students’ needs. The aim was also to investigate whether there was a relationship between students’ perceived adjustment needs and students’ self-reported mental health. The study included 25 students in six vocational programs at three different high schools in Sweden. The School Setting Interview was used to identify adjustment needs, and mental health problems were identified using the Strengths and Difficulties Questionnaire. Results showed that students identified adjustment needs to increase their participation in several school activities, and that academic school activities had the most identified needs. Interventions related to planning and organizing were most common. Results also showed a correlation between self-perceived adjustment needs and mental health. By identifying students’ adjustment needs, the chances of succeeding with student-centered interventions are increased, which in turn can support educational achievement.

Symptoms of depression and anxiety among elite high school student-athletes in Sweden during the COVID-19 pandemic: A repeated cross-sectional study

ABSTRACT The COVID-19 pandemic precipitated numerous changes in daily life, including the cancellation and restriction of sports globally. Because sports participation contributes positively to the development of student-athletes, restricting these activities may have led to long-term mental health changes in this population. Using a repeated cross-sectional study design, we measured rates of depression using the Patient Health Questionnaire-2 and anxiety using the Generalized Anxiety Disorder-2 scale in student-athletes attending elite sport high schools in Sweden during the second wave of the pandemic (February 2021; n = 7021) and after all restrictions were lifted (February 2022; n = 6228). Depression among student-athletes decreased from 19.8% in 2021 to 17.8% in 2022 (p = .008, V = .026), while anxiety screening did not change significantly (17.4% to 18.4%, p > .05). Comparisons between classes across years revealed older students exhibited decreases in depressive symptoms, while younger cohorts experienced increases in symptoms of anxiety from 2021 to 2022. Logistic regressions revealed that being female, reporting poorer mental health due to COVID-19, and excessive worry over one’s career in sports were significant predictors of both depression and anxiety screenings in 2022. Compared to times when sports participation was limited, the lifting of restrictions was associated with overall reduced levels of depression, but not anxiety.

Overview of High School Education Reform in Sweden and China

Starting with the background of Swedish high school education reform, this paper analyzes the Swedish education reform system and illustrates the basic situation of Swedish education reform. At the same time, compared with the background of high school education reform in China, as well as the policies and systems of the new college entrance examination and the new course, the situation after the reform of our school is compared with the Swedish schools, causing deep thinking.

Swedish High School Students' Drug and Alcohol Use Habits throughout 2020.

This study describes gender-specific patterns in alcohol and drug use among Swedish high school students throughout 2020 and questions the current cutoffs for identifying addiction in this population. From September 2020 to February 2021, 1590 Swedish upper secondary high school students (mean age 17.15 years, age range 15-19 years, 39.6% male, and 60.4% female) completed the anonymous, electronic survey of the Mental and Somatic Health without borders study. The respondents reported their substance use habits during the previous 12 months using the Drug Use Disorders Identification Test (DUDIT) and Alcohol Use Disorders Identification Test (AUDIT). They also answered questions about changes in their alcohol and illegal drug use habits after the COVID-19 outbreak. No gender differences were detected in the prevalence and degree of alcohol use. Compared to female adolescents, significantly more male adolescents used drugs (and to a significantly higher degree, although with a small effect size). Substance use problems peaked in females at age 17 and in males at age 18. The COVID-19 outbreak affected alcohol consumption and illegal drug use in male and female adolescents similarly. For both genders, of those who used illegal drugs, over 40% reported increased use after the outbreak. Our results reinforce previous suggestions of the narrowing of gender differences in Swedish adolescents' risk behaviors and challenge the previously validated gender-specific cutoffs for the AUDIT and DUDIT. An improved understanding of the impacts of gender diversity and evolving gender roles and norms on behaviors and mental health is warranted.

The interplay of task complexity (± Here-and-Now) and proficiency in shaping written narratives in Spanish as a foreign language

Research on task complexity focuses on the influence of different task features on language learners' production in terms of linguistic complexity, accuracy, fluency and lexis. Within this field, a line of investigation that has attracted much attention is the influence of resource-directing and resource-dispersing features of cognitive task complexity. Notwithstanding, the evidence assembled to date has yielded contradictory results that are not consistent across task type, proficiency level, and task modality. The study attempts to shed some light by examining the role of task complexity along the [± Here-and-Now] dimension in written production, and whether the effects of task complexity are the same at different proficiency levels. To this aim, data were elicited from Swedish high school learners of Spanish as a FL (n = 67) using two different versions of a narrative task. In turn, the participants' proficiency was assessed using a multiple-choice test. The results suggest that task complexity had a statistically significant effect on the four areas of language production. On the other hand, when splitting the sample into proficiency groups, differences across task conditions were found, but only in the higher proficiency group. These results are interpreted in light of Robinson's Cognition Hypothesis and Skehan's Trade-Off Model.

Exploring the Black Box of an mHealth Intervention (LIFE4YOUth): A Qualitative Process and Outcome Evaluation of End-User Engagement.

The effectiveness of mHealth interventions rely on whether the content successfully activate mechanisms necessary for behavior change. These mechanisms may be affected by end-users' experience of the intervention content. The aim of this study was to explore how the content of a novel mHealth intervention (LIFE4YOUth) was understood, interpreted, and applied by high school students, and the consequences of engaging with the content. Qualitative content analysis was used inductively and deductively to analyze interview data (n = 16) based on think-aloud techniques with Swedish high school students aged 16-19 years. Theoretical constructs from social cognitive theory framed the deductive analysis. The analysis resulted in four categories which describe central activities of intervention engagement among end-users: defining, considering, centralizing, and personalizing. End-users engaged in these activities to different degrees as illustrated by four typologies: Literal, Vague, Rigid, and Creative engagement. Most informants knew about the risks and benefits of health behaviors, but engagement with intervention content generally increased informants' awareness. In conclusion, this study provides in-depth knowledge on the cognitive process when engaging with mHealth content and suggests that deliberate and flexible engagement most likely deepens end-users' understanding of why and how health behavior change can be managed.

Patterns of disclosure and perceived societal responses after child sexual abuse

BackgroundDisclosure of child sexual abuse (CSA) is key for abused children to access help and to protect them and other children. ObjectiveThe aim of this study was to investigate patterns of disclosure of child sexual abuse and how children perceived responses from people they disclosed to. Participants and settingData were collected online in classrooms and during home studies in a national probability-based sample of 3282 third-year students in Swedish high schools in 2020–2021 (the age of the students varied between 16 and 23 years (M = 18,2)). MethodsResults are presented with frequencies (n) and percentages (%). Pearson's chi-squared test was used for comparisons between groups. ResultsFirst, a substantial share of abused girls and most abused boys had not yet told anyone about the abuse, leaving them unable to access protection or rehabilitation. Second, participants who had disclosed sexual abuse had most often turned to a peer, more rarely to an adult, and seldom to a professional or volunteer. Third, although the societal responses that the participants perceived were mixed, more severe abuse was associated with more negative societal responses. Fourth, most participants stated that they did not need any professional support. Fifth, among the minority who had sought help, half were satisfied and a third dissatisfied. ConclusionsResults showed that most children with experience of CSA did not have access to the protection, support, and rehabilitation that they have a right to. Preventive measures need to target children and young people, while societal responses after CSA, especially severe CSA, need to be improved.

COVID-19-related impact on mental health and career uncertainty in student-athletes-Data from a cohort of 7,025 athletes in an elite sport high school system in Sweden.

ObjectivesMental health consequences and behavior change has been described in elite athletes following the vast impact of the COVID-19 pandemic on the world of sports. However, most study samples have been of limited size, and few studies have assessed student-athletes. This study aimed to analyze perceived mental health impact, measured as clinical degree of depression and anxiety, worry about one's sport and about one's career, and behavioral change with respect to video gaming behavior, in high-school athletes in Sweden.MethodsData on anxiety and depression as well as on perceived behavioral changes during COVID-19 were collected from students at sports high schools in Sweden (N = 7,025) in February 2021, during the ongoing COVID-19 pandemic.ResultsSixteen and 14% met criteria of moderate/severe depression and anxiety, respectively. Many respondents reported feeling mentally worse during the pandemic (66%), and were worried about the future of their sport (45%) or about their own future in sports (45%). Increased gaming behavior during COVID-19 was reported by 29%. All mental health variables were significantly more common in women, except increased gaming (more common in men). Being worried about one's career was less common in winter sports, more common in team sports and more common in older student-athletes, and associated with both depression and anxiety in regression analyses.DiscussionSelf-reported mental health impact of COVID-19 is substantial in student-athletes, and even more so in women and in team sports. The lower impact in winter athletes suggests a moderating effect of the seasons in which the COVID-19 outbreak occurred.

Physical Fitness, Dietary Habits and Substance Misuse: A Cross-Sectional Analysis of the Associations in 7,600 Swedish Adolescents

<strong>Introduction:</strong> Adolescence is a period of rapid physical, psychological and social changes and a time when habits are formed. This study aimed to investigate the correlation between physical fitness, alcohol consumption, tobacco consumption and dietary habits among adolescents according to the Swedish Physical power, Mental harmony and Social capacity profile (FMS profile). <strong>Methods:</strong> Data were collected from Swedish high school students, 1st – 3rd grade (16–19 yrs), both genders, overall, 7,600 Swedish adolescents using the FMS profile, comprising physical tests and questionnaires concerning lifestyle factors (e.g. physical fitness, dietary habits, alcohol and tobacco use). Participants included in this study met the requirements of inclusion, which were having a complete set of data, e.g. had undergone all physical tests and answered all questionnaires. <strong>Results:</strong> A total of 13% self-reported cigarette smoking, while 37% self-reported alcohol consumption. Adolescents who smoked were older (t-test = 9.09,p&lt; 0.001), heavier (t-test = 4.58,p&lt; 0.001) and had greater BMI (t-test = 3.96,p&lt; 0.001). Adolescents who consumed alcohol were older (t-test = 8.78, p &lt; 0.001), heavier (t-test = 4.03,p&lt; 0.001) and taller (t-test = 3.77,p&lt; 0.001). Significant differences were found for all fitness factors, with better mobility, strength and balance in adolescents who did not smoke compared to smokers (Mann Whitney Z test = 2.77, 7.13, 5.77, respectively; allp&lt; 0.001). Regularity of meals and avoidance of sweets and cakes were less prevalent in adolescents who smoked (OR (95% CI): 0.63 (0.59–0.68), 0.71 (0.66–0.77), respectively). <strong>Conclusion:</strong> Among Swedish adolescents, tobacco and alcohol use increase with age. However, physical fitness is consistently protective against tobacco consumption, and dietary habits are mostly protective against alcohol consumption. Physical fitness and low alcohol and tobacco consumption are possible health factors.

Seven educational affordances of virtual classrooms

For many teachers, the COVID-19 pandemic meant an instant shift from teaching in traditional to a virtual classroom to reduce the spread of infection. It represents a widespread and intensive case of digitalization of teaching practice and many stakeholders are asking the imminent question of which transformations that ‘will stick’ and become a constant in the ‘new normal’ onwards. However, research of online teaching in a high school context remains limited. In this study, we analyze what happens when teaching is redirected from the traditional to the virtual classroom and explore what characterizes educational affordances in the virtual classroom. The context is 15 high schools in Sweden and the empirical data includes a survey with a total of 1109 teachers. Educational affordances are used as an analytic lens to conceptualize what teaching activities that the virtual classroom afford. The main contribution includes theorizing about what activities, interactions, and procedures that the virtual classroom affords by presenting seven educational affordances and contrast these with teaching in traditional classrooms. The affordances consist of (1) Structure (2) One-to-one communication (3) Formalized reconciliations (4) Peace and quiet (5) Hidden back channels (6) Right time and (7) Reaches certain students. The seven affordances can make a foundation for reflection and discussions of how to create a didactic design adapted for different classrooms. Furthermore, we contribute with implications to teachers and school leaders.

Facing Radical Digitalization: Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences

In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to gain increased knowledge of teachers’ experiences of facing such radical digitalization through ideal types. The data include a teacher survey with 1109 respondents from 15 high schools in Sweden, containing both fixed and open-ended response types. Educational affordances and digital competence are used as analytical lenses. The results show distinct differences regarding teachers’ perception of how teaching in a virtual classroom has worked and whether they and their students have developed their digital competence during this period. We present four ideal types: a) the enthusiast, b) the skeptic, c) the pessimist, and d) the affirmative, which capture the essence of teachers’ multifaceted experiences, actions, and affordances perceived in the transition to virtual classrooms. Contributions include theorizing about teachers’ encounters with radical cases of digitalization.