Social Support for Adolescents with a High Level of Truancy in Swedish Compulsory Schooling

Autor/inn/en	Strand, Anne-Sofie; Anbäcken, Els-Marie; Granlund, Mats
Titel	Social Support for Adolescents with a High Level of Truancy in Swedish Compulsory Schooling
Quelle	In: Journal of Education for Students Placed at Risk, 20 (2015) 4, S.293-311 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2015.1041635
Schlagwörter	Truancy; Foreign Countries; Systems Approach; Social Support Groups; Peer Relationship; Teacher Student Relationship; Student Attitudes; Teacher Attitudes; Correlation; Interviews; Content Analysis; Educational Environment; Student School Relationship; Individualized Education Programs; Municipalities; Secondary School Students; Sweden + Suchen Sie Ihr Suchwort? Schulabsentismus; Schulschwänzen; Schulverweigerung; Ausland; Systemischer Ansatz; Social support; Soziale Unterstützung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Lehrerverhalten; Korrelation; Interviewing; Interviewtechnik; Inhaltsanalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schüler-Lehrer-Beziehung; Individualized education program; Individualisierendes Lernen; Magistrat; Sekundarschüler; Schweden
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01