Swedish School Research Articles

Naturvetenskapernas karaktär som redskap för inkluderande undervisning i biologi

This article presents experiences of using selected aspects of Nature of Science as guidelines for inclusive science education in biology at the upper-secondary level in the Swedish school system. First, the purpose and background of the project is described, along with a discussion on inclusive science education and the specific interpretation of Nature of Science used. Then, some concrete examples of tasks and teaching strategies used are provided. Finally, an evaluation of the project is presented, based on students’ experiences and findings from a questionnaire, and the experiences are discussed in relation to the purpose of the project. As no comparisons have been made, it is not possible to claim that this teaching is more inclusive, or better in any other regard, as compared to any other teaching. Hopefully, however, the text can provide inspiration and a basis for further development work with a similar focus.

Muscular superheroes and girly ducks: Gender talk using comics in the classroom

AbstractThis paper explores how participants in a Swedish secondary school do gender talk with comics. Swedish schools are tasked with working with gender, but this can be a challenge for many teachers, and finding materials to work with gender aspects can be difficult. Meanwhile, literary research on comics has shown them to be a potential tool for problematising gender, but little educational research has investigated the gender discussions that comics can promote. Therefore, using conversation‐analytical methodology, we have documented situated classroom talk through video observations, focusing on the social construction of gender. Five excerpts are shown, where different aspects of gender talk are displayed and discussed. Results indicate that although students deconstruct and criticise gendered binaries in characteristics and behaviour from comics' imagery, this critique remains superficial, revolving around the hypersexualised body imagery of the muscular superhero the Phantom or the outdated femininity of the girly Daisy Duck. Although comics present an opportunity for discussions of norm critique in the classroom, we suggest that more social‐realistic comics, wherein gender roles are more subtle and nuanced, be used for furthering the research on this topic and allowing students more width when it comes to deconstructing gender binaries.

Physical Activity on Prescription “Not a Quick Fix”: School Nurses’ Experiences of Promoting and Tailoring Physical Activity to Children in Swedish Compulsory School

This study aimed to explore school nurses' experience of using physical activity on prescription with children in Swedish compulsory school. Semistructured interviews were conducted with 24 school nurses who had the educational qualification to prescribe physical activity. The analysis resulted in one overarching theme, "A delicate process of tailoring physical activity on prescription to a child's social context," and two categories: "Promoting joyful physical activity through individualization and support" and "Dealing with dilemmas and challenges," with related subcategories. The results demonstrate the importance of tailoring prescribed physical activity to each individual child, their living conditions, and the school context. In addition, they highlight the nurses' working conditions and collaborations as important prerequisites when initiating physical activity on prescription. In conclusion, the results suggest that school nurses perceive physical activity on prescription as a useful tool in the school context, but it needs to be tailored to each individual child.

Unintentional Injuries Are Associated with Self-Reported Child Maltreatment among Swedish Adolescents

Injuries constitute a large share of childhood morbidity and mortality. This study examines whether adolescents with self-reported experiences of different types of child maltreatment more frequently reported unintentional injury events requiring health- or dental care during the last year and/or hospitalization at any time during childhood. Cross-sectional data from a Swedish national representative school survey (2016) including 4741 adolescents were used (78.5% response rate). Data were analyzed with univariate tests and multiple logistic regression. Statistically significant associations between reported experiences of physical, psychological and sexual abuse, neglect, and witnessing partner violence during childhood and reported unintentional injuries requiring health- or dental care during the last year were found (aOR:s between 1.39-1.77). The corresponding association for poly-victimization was aOR 1.91 (95% CI 1.39-2.62). Furthermore, a linear-by-linear association was seen for degree of victimization and number of episodes of unintentional injuries that required care in the last year (p = 0.000), as well as lifetime hospitalizations (p = 0.000). This study shows significant associations between child maltreatment and unintentional injuries requiring health- and/or dental care and hospitalization. To improve both injury and child maltreatment prevention, healthcare professionals need to pay particular attention to children and adolescents who repeatedly seek healthcare services due to injurious events.

Knowledge of the abortion law and key legal issues of sexual and reproductive health and rights among recently arrived migrants in Sweden: a cross-sectional survey

BackgroundSexual and reproductive health and rights (SRHR), including access and information on the laws and policies related to abortion, varies considerably between countries. Migrants may have limited knowledge of SRHR and related resources in their new country. This study investigates migrants’ knowledge of the right to safe and legal abortion and other associated factors including the recent law on sexual consent, the legal age for sexual consent and age to marry in Sweden.MethodsWe conducted a cross-sectional study from 2018 to 2019 among recent migrants attending high schools or Swedish language schools. Descriptive statistics were computed on the knowledge of the Swedish abortion law and other legal aspects. Univariable and multivariable logistic regression analyses were conducted to assess if migrants’ socio-demographic characteristics were associated with knowledge (i.e. correct/incorrect) of the Swedish abortion law and other key SRHR-related legal issues.ResultsOf the total 6,263 participants, 3,557 (57%) responded about whether it is legal to have an induced abortion in Sweden, and of these, 2,632 (74%) answered incorrectly. While more than half (61%) of the respondents knew the sexual consent law, nearly half (48%) did not know that sexual consent is also required for married couples. About 90% correctly responded that it is illegal to have sex with a minor (under the age of 15) and were aware of the legal age (18 years) to marry in Sweden. Incorrect knowledge of the Swedish abortion law was associated with being religious (adjusted odds ratio (AOR), 2.12; 95% confidence interval (CI), 1.42–3.15), not having previous sexual health education (AOR, 1.68; 95% CI, 1.38–2.05), coming from a country with predominantly restrictive abortion laws (AOR, 1.46; 95% CI, 1.16–1.84), low level of education (AOR, 1.29; 95% CI, 1.04–1.61) and having a temporary residence permit (AOR, 1.27; 95% CI, 1.02–1.57).ConclusionWe found a substantial lack of knowledge among migrants of reproductive age in Sweden regarding important laws and policies of SRHR, particularly the right to abortion. SRHR-related programmes and comprehensive sexual health education for recently arrived migrants could include components to increase knowledge of legal and safe abortions and other laws concerning SRHR.

Relations between students’ well-being and academic achievement: evidence from Swedish compulsory school

The study aimed to investigate students’ psychological, cognitive, and social well-being in 6th Grade and the relations to academic achievement in compulsory school, as measured by grades in 9th Grade. Due to reports from Swedish authorities and research, students’ self-reported well-being has decreased during the last decade. Data from the Swedish longitudinal project Evaluation Through Follow-up was analyzed with confirmatory factor analysis and structural equation modelling. By using data from two birth cohorts (1998: N = 7 684 and 2004: N = 9 437), differences in well-being across the two cohorts could be investigated. Cognitive ability, parental education, and gender were also accounted for. Statistically significant cohort and gender differences were found, where cohort 2004 was disadvantaged in all three well-being dimensions, and girls were disadvantaged in psychological and social well-being. Psychological well-being was negatively related to academic achievement, indicating that students who experienced more school-related stress performed higher than students who experienced less stress. Cognitive well-being was positively related to academic achievement. Possible causes of the decrease in well-being may be changes in the educational and assessment system, which meant that cohort 2004 went through compulsory school with a stronger focus on results and grades than earlier cohorts.

Engaging upper secondary school pupils with integrity and source criticism

The ambition of the article is to create an awareness among upper secondary school pupils on what academic integrity and source criticism mean. Instead of devoting time to a general presentation of academic studies, the claim is that a collective reflection based upon the common practices of pupils (sources) could be efficient to describe the outlines of academic integrity. An action research was made in 2019 and 2020 among Swedish upper secondary school pupils with the help of an instructional video on sources, academic integrity and plagiarism. It revealed a consensus on the notion of source criticism. Furthermore, the findings show that a majority of pupils used platforms such as Wikipedia to get a quick access to facts without daring quoting them in a work for school. This gap represents an opportunity to introduce academic integrity in a very concrete manner with an insistence on the necessity of citing all the sources that contributed to the elaboration of a work.

The future scribe: Learning to write the world

This study takes its point of departure in academic scholarship that points to how programming – reading and writing code – is the literacy of the future, in other words, non-specialized competence that should be acquired in education in parity with traditional reading and writing skills. The goal is to shed light on how programming can be orchestrated in education to break with the outworn dichotomy between the ‘two cultures’ that C. P. Snow formulated as a gap between, on the one hand, natural sciences, mathematics, and technology, and, on the other hand, the humanities, and social sciences. A discursive analysis of Swedish policy documents and curricula forms the empirical ground for discussing how reading and writing code are introduced, taught, and learnt within Swedish compulsory school. The results show that Swedish curricula are framing programming as specialized knowledge within technology and mathematics, rather than allowing it to be a dimension of several subjects, such as the humanities and social sciences. These findings are discussed in the light of recent studies in education that have explored interrelations between coding and reading and writing texts. The discussion leads up to suggestions for implementing reading and writing code as digital literacy in education.

Grasping the effects of storyline complexity, task structure and proficiency in narrative writing performance

Task complexity has attracted the attention of researchers interested in syllabus design and language pedagogy since the eighties. A scarcely investigated feature is storyline complexity, and its effects on complexity, accuracy and fluency (CAF) in narrative writing. This study examines the effects of storyline complexity in the narratives of 60 low to upper-intermediate Swedish secondary school learners of Spanish as a foreign language. Furthermore, the study addresses the role of proficiency in mediating these effects, as it sets out to ascertain whether storyline complexity affects different dimensions of CAF performance to the same extent at different proficiency levels. To elicit data, two narrative tasks were used. Both of them had a loose structure but differed in their storyline complexity, with the simple task having a single storyline and the complex task a dual storyline. In turn, to assess the learners’ proficiency level, a multiple-choice test was employed. The study used a between-subjects design, and the statistical treatment relied on a two-way analysis of variance (2 storyline complexity conditions x 2 proficiency levels). Complexity and fluency turned out to be higher in the complex condition irrespective of proficiency, whereas mixed results were found for accuracy at different proficiency levels.

Why did you (not) choose your main musical instrument? Exploring the motivation behind the choice

AbstractThis study aims to shed light on the motivation governing instrument choice. To collect data, we designed, piloted and administered a survey to a population of students enrolled in a music teacher education programme in Sweden. In line with previous, Anglo-centred research, we identify the instrument’s timbre and parental influences as relevant motives for this decision. Uncommonly, however, taking part in a testing session is suggested to have a similarly influential effect. Accordingly, our study supports the value of offering free-to-all sessions where children may try different instruments and openly discuss them with music teachers. Further insights from our results include families exerting more influence than peers, genre preferences bearing little relevance and potential tendencies regarding the influence of gender and socio-economic background for instrument choice. In addition, we uncover several motives that counteract this decision, music provision being the main impediment to pursuing one’s original preference, thereby underscoring the urgency of reducing the Swedish communal schools’ waiting lists for specific instruments. Our results further suggest the presence of mediating factors, including the musician’s starting age, family environment (beyond parents/guardians) and the availability of the instrument at home. This finding opens a new path in the study of instrument choice and challenges the way this topic has been traditionally researched, given that such factors could function as confounding variables in the study of instrument choice.

‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

МЕХАНІЗМИ ЗАПОБІГАННЯ ТА ПРОТИДІЇ БУЛІНГУ У ШВЕЦІЇ: АДМІНІСТРАТИВНО-ПРАВОВИЙ АСПЕКТ

The article found out that the current legislation of this country, in general, has a preventive nature and is aimed at preventing any manifestations of bullying. It is noted that the Swedish government was one of the first to use a science-based approach to prevent and counter bullying, which, in particular, was based on systematic monitoring of the effectiveness of implemented programs and measures, as well as their evaluation. An analysis of the provisions of the relevant Law "On Education" was carried out, which establishes the obligation to report any manifestations of bullying, defines mandatory preventive actions for educational institutions, the procedure for responding to cases of bullying, its investigation and the application of appropriate measures.Separate powers of the Ministry of Education, the Ministry of Health and Social Affairs, and the Ministry of Labor were considered. It is indicated that to fulfill the defined functional duties, the Swedish government has established two highly specialized institutions under the Ministry of Labor – the Children's Ombudsman and the Ombudsman for Discrimination. It was found that in Sweden, bullying, which is characterized by discriminatory manifestations, is clearly separated from typical forms of bullying and is regulated by a separate law. It is noted that in Sweden, a system of control and supervision of the processes taking place in educational institutions has been formed, in particular, the body of a specialized control body – the Swedish School Inspectorate, which is a profile subject in the field of prevention and countering bullying - has been formed. It is indicated that the position of Ombudsman for children and students is being created in the structure of the Swedish School Inspectorate. An analysis of individual elements of its legal status was carried out. It is proposed to introduce a specialized anti-bullying ombudsman on the territory of Ukraine, which will objectively contribute to the necessary institutional strengthening of our country in this area.

Controlling the “Wilderness” Through a Rationalised Reindeer Husbandry: The Establishment of the Sámi Nomad School in Sweden, 1906–1917

This article discusses the Swedish nomad school system (nomadskola, 1913–1962), targeting the children of the reindeer herding Sámi, in an environmental history perspective. Earlier research has highlighted demographics (especially social Darwinism), national economy, and reform pedagogy as the ideological foundation of the nomad school system. This article shows that the fixing of a frontier between society and wilderness was at the confluence of all of these ideas. Reindeer as a vehicle for domesticating Arctic “wilderness,” furthering economic goals in peripheries, and modernising indigenous livelihoods has been noted in the North American and Russian/Soviet contexts, as well as in Scandinavia for the second half of the 20th century. This connection has not been explicitly made in the research concerning the early years of the nomad school system. The article concludes that the Swedish government did not have the expertise to control and economically exploit the “wilderness” of the high Scandes, but the reindeer-herding Sámi did. Swedish educational authorities launched the nomad school system in order to harness this expertise and make the reindeer herding livelihood more suitable to the needs of the Swedish economy.

Classroom-Level Authoritative Teaching and Its Associations with Bullying Perpetration and Victimization

ABSTRACT The aim of the present study was to investigate and clarify the association between authoritative teaching at the classroom level and bullying perpetration and victimization among Swedish upper elementary school students. For this purpose, authoritative teaching was analyzed both as combined construct, and as the effects of the two dimensions that characterize authoritative teaching (i.e. structure and support). In all, 1,522 students (M age = 10.54 SD = 0.35) from 110 classrooms completed a questionnaire in their classrooms. The findings from the multilevel regression analyses showed that students in classrooms with less authoritative teachers engaged more in bullying behaviors and were more often victimized. When authoritative teaching was divided into structure and support, only teacher support showed a significant negative association with bullying perpetration and victimization.

SENCOs’ lived experiences of working through the COVID-19 pandemic in Swedish upper secondary schools

ABSTRACT This article explores nine SENCOs’ lived experiences of the changes, challenges and opportunities which arose when working in Swedish upper secondary schools through the spring term of 2021, during the COVID-19 pandemic. This article provides further insights into the particulars of the SENCOs’ line of work and also aims to say something about the existential aspects of the SENCO profession. The study draws on empirical material generated from semi-structured lifeworld interviews and open-ended diaries. The study design and analysis were conceived and performed using a lifeworld phenomenological approach and hermeneutics. The lived experiences of the SENCOs reveal that they took on new tasks during the pandemic and, at the same time, long-standing issues regarding their professional role seem to have been exacerbated. These findings give insights into the difficulties faced by SENCOs in claiming professional jurisdiction and ask whether SENCOs inadvertently contribute to this problem when driven by a sense of moral obligation towards students with special educational needs. This moral obligation might stand at the heart of what it means to be a SENCO, and is possibly thoroughly intertwined with SENCOs’ agency.

Even in preschools: analysing the preschool and neighbourhood segregation gap in Swedish municipalities

Abstract Preschool segregation has not been the focus of research efforts to the same extent as compulsory school segregation. This is at least in part a consequence of the lack of large-scale, registry-based data sources on where children live and where they attend preschool. This paper presents a full-population account of discrepancies between preschool segregation and neighbourhood segregation covering the Swedish population. Data includes preschool children as well as their parents’ income, education, ethnic background, and place of residence. Findings indicate that while preschool segregation does not differ from neighbourhood segregation to the same extent as previous research has shown for school segregation, there are systematic differences affecting the level of segregation across Sweden and in various types of municipalities. Studies on school level show segregation by foreign background and income to be most prominent, whilst preschool segregation mostly concerns parents’ educational attainment. Furthermore, the findings show that the geographical distribution of private and public preschools affects levels of segregation. This conclusion supports the general argument that the free-choice reform in the Swedish school system tends to raise levels of school segregation above the levels of residential segregation—even in preschools.

For what purpose? Swedish superintendents' perspectives of professional development for principals

PurposeThe purpose of this article is to expand knowledge on Swedish principals' professional development (PD) from the perspectives of superintendents. In particular, the article analyzes how superintendents understand and organize PD for principals.Design/methodology/approachEmpirical data are derived from a strategic sample of ten (n = 10) superintendents. Transcribed interviews were analyzed in two steps. The first step was carried out inductively to identify prominent aspects of PD for principals. In the second step, the detected themes and categories were analyzed more deductively through the theoretical lens of learning in organizations.FindingsThe analysis revealed that the purpose of PD for principals and the principal leadership that must be nurtured from the perspective of superintendents spans a scale, from knowing what is already required to critically examining and exploring the unknown. In addition, the understanding of learning stretches from an individual enterprise to a collective activity. However, noteworthy differences between the superintendents were detected and organized into three ideal types.Research limitations/implicationsDespite a profound research design and a careful selection of superintendents, the sample sets some limits because of the plurality within the decentralized Swedish school system.Practical implicationsThe results can support strategies from superintendents, principals and educational authorities to build infrastructures that foster PD at different levels of school systems.Originality/valueThis article offers a novel perspective by analyzing principals' PD from the perspectives of superintendents.

Teachers’ action research as a case of social learning: exploring learning in between research and school practice

ABSTRACT Although action research has a history of bridging gaps between research and school practice, challenges emerge when aligning a scientific approach with development work in schools and in collaboration between research and school practice. In this article, we aim to deepen the knowledge on teachers’ action research as social learning in collaboration with a research-based PD leader. In this study, we follow two teachers conducting action research in a Swedish upper secondary school, in collaboration with a professional development (PD) leader who is also a doctoral student. Qualitative data have been used to write value-creation stories that illustrate the learning process throughout their collaboration. Our findings show how joint work between the teachers and the PD leader functions as a boundary process where two sets of practices – classroom and academic – are coordinated and contribute to the learning process.

Testing the Assumptions in the Process of Cultural Competence in the Delivery of Healthcare Services Using Empirical Data, Focusing on Cultural Awareness.

Encounters with children of foreign origin call for school nurses' cultural competence during the health visits. This study aimed to investigate the statistical associations between the cultural constructs described by the Process of Cultural Competence in the Delivery of Healthcare Services (PCCDHS) model and whether school nurses' cultural encounters, cultural knowledge, and cultural skill could statistically predict their cultural awareness. Spearman correlation and hierarchical regression analyses were conducted using cross-sectional secondary data from 816 Swedish school nurses. The cultural constructs in the theoretical description of the PCCDHS model guided the selection and sorting of the items on cultural competence. The constructs of cultural knowledge, cultural skill, cultural encounters, and cultural awareness were positively correlated with each other. However, becoming culturally aware was not statistically predicted by included cultural constructs (R2 = 13.4, p = .06). Despite the interrelations between the investigated cultural constructs of the PCCDHS model, understanding cultural awareness development requires further empirical testing.

Always happy: an ideal is reproduced and challenged in hairdresser vocational education and training

ABSTRACT In the hairdressing occupation emotional labour has often come to overshadow other vocational skills. The present study, using ethnographic methods, explores how students and teachers in vocational education and training (VET) for hairdressers in Sweden describe and explain the emotional labour being carried out when a hairdresser perform good service. The results show that to look happy and smile has a central position in students’ and VET teachers’ descriptions of how an ideal service worker is expected to act. A positive attitude and a special voice are other signs that characterise the hairdresser who provides good service. The happy ideal is both reproduced and challenged from students in the hairdresser education. One conclusion is that an ideal service worker reinforces femininity norms to act as a professional, which is in line with the requirements of the hairdresser education and the customer’s and employers’ expectations. At the same time, the happy ideal limits students’ opportunities to challenge and question prevailing power structures, which is also part of the Swedish upper secondary school mission.