Criminal liability and the motivational background of socially unacceptable behaviour of youth

The article presents an analysis of the results of research carried out among minors residing in social rehabilitation centres and adolescents from upper secondary schools complying with the legal norms. The aim of the conducted research was to analyse the previous criminal record of the respondents and to analyse the existing diff erences in the type of the declared motivational background in undertaking behaviours that violate legal and social norms among the examined adolescents. A total of 133 minors from juvenile detention centres and 133 students from upper secondary schools were examined. The diagnostic survey method was used. The results of the analysis show that in the group of girls from juvenile detention centres, the motive of getting things (money) that they do not have and imitating their colleagues dominates relatively more often. In turn, among boys from rehabilitation centres, the most frequently indicated motive was repaying someone for the harm done and willing to teach someone a lesson. Among girls from upper secondary schools, the motive of imitating friends turned out to be the dominant motive for behaviour that violates social norms. No signifi cant motive was found among boys from this group.

The impact of the COVID-19 school closure on adolescents' use of mental healthcare services in Sweden

Background School closures used to contain the COVID-19 pandemic may have negative impacts on students' mental health but credible evidence is scarce. Sweden moved upper-secondary students to remote learning but, as the only country in the OECD, kept schools at lower levers open throughout the pandemic. Methods Using nationwide register data, we estimate the difference in the use of mental healthcare services between upper- and lower-secondary students during the pandemic, and relate this to the same group difference prior to the pandemic. For the main analysis, this difference-in-difference approach is applied to the period April-June 2020 when upper-secondary schools were fully closed. We also study the periods July-December 2020 when upper-secondary schools were largely open, and January-March 2021 when they were partially closed. We study the impact on all contacts with hospitals and specialist psychiatric care due to mental and behavioral disorder, as well as prescriptions for antidepressants, insomnia, and ADHD drugs. Findings Compared with expected rates, the use of mental healthcare services among upper-secondary students fell by -3.71 [CI95 -5.52 to -1.91] cases per 1000 during April-June 2020, largely due to a reduction in depression and anxiety-related diagnoses (-1.49; CI95 [-2.36 to -0.63]) and prescriptions (-1.80; CI95 [-2.93 to -0.68]). This reduction in the use of mental healthcare services corresponds to a 4.36% CI95 [-6.47 to -2.25]) decrease compared to the level prior to the pandemic. The decrease compared to expected rates persists through July-December 2020 (-3.55%; CI95 [-5.38 to -1.71]) and January-March 2021 (-5.23%; CI95 [-7.24 to -3.21]). The reduction is stronger among students in the 2nd (-5.06%; CI95 [-8.02 to -2.09]) and 3rd (-4.86%; CI95 [-8.19 to -1.53]) year of upper-secondary school. The decrease is concentrated to students who was not in contact with mental healthcare services earlier in the academic year (-16.70%; CI95 [-22.20 to -11.20]). The relative reduction is largest for unplanned care (-13.88%; CI95 [-19.35 to -8.42]) and care at emergency units (-18.19%; CI95 [-26.44 to -9.92]). Interpretation Closing upper-secondary schools in Sweden reduced use of mental healthcare services. There is no indication of this being due to reduced accessibility. In a setting with no strict lockdown, moving to online teaching for a limited period did not worsen mental health among students in upper-secondary schools.

Students’ Perceptions of Involvement in the Assessment of Oral Competence in English as a Second Language

This mixed-method study examined students’ perceptions of involvement in the assessment practice of oral competence in English in Norwegian upper secondary schools. Student involvement in assessment can be seen as a key factor when it comes to enhancing students’ learning outcome and motivation. Previous research has, however, shown that student involvement and the assessment of oral competence in English as a second language classes have been challenging. Surveys (N = 116) and two focus group interviews (N = 8) were used. The findings revealed that the students wanted to be more involved in the assessment practice. Moreover, the students saw this increased involvement as a way to enhance their oral competence in English. The students expressed uncertainty as to what they were assessed by. The implications of this study suggest that increased involvement in developing goals and criteria and more dialogue-based feedback are beneficial measures for strengthening students’ learning outcomes.

Rural youth attitudes towards immigrants

The aim of this study is to research the attitudes towards immigrants among rural Finnish second grade students. The study was carried out in Southern Ostrobothnia region which is strongly countryside and where the number of immigrants is the lowest in Finland. Also, the level of education in the region is the lowest in Finland. During the next decades, immigrants will be an important source of labour, since the population in Finland is getting older - faster than in any other European country. The data (n=275) was collected from colleges and upper secondary schools. The analysis showed that gender, parents level of education and the multicultural connections had an effect on persons attitudes towards immigrants. Youths´ attitudes also varied towards different immigration groups and nationalities. Attitudes towards the immigration of children and labour for example, were more positive than attitudes towards unemployed migrants and refugees. In terms of nationalities, Western immigrants were more positively welcomed than immigrants from war zones and those from the crisis areas. Answers to the open-ended question in the end of the questionnaire showed that the attitudes towards immigration were particularly concerned with refugees and the policy of immigration. Open answers included both racist and negative statements as well as statements to helping refugees. The results of this study may be of use when the new refugee policies are implemented in near future. The increase in immigrant labour requires respect, cooperation and cultural tolerance. To stabilize the economy in Finland and to be able to work in the future, new, more tolerant attitudes are needed.

A Discretionary Toolkit: Reasoning When Teaching Controversial Issues in Norwegian Upper Secondary School

Using a toolkit approach in combination with the concept of street-level bureaucracy and theories of discretion, this article has empirically investigated the resources that influence teachers’ discretionary reasoning when teaching controversial issues. The analysis has been based on 32 classroom observations at two upper secondary schools in Oslo, Norway, in one Religion and Ethics and one Social Science class, and interviews with 16 teachers who taught the same subjects. The results have shown that professional competence, professional and personal values, and relationships with pupils worked as a toolkit of resources that teachers could draw upon when making discretionary judgments in different contexts. A better understanding of teachers’ use of discretionary reasoning may enable curriculum developers and policymakers to support teachers in the complex social landscape of teaching controversial issues.

Problematic familial alcohol use and heavy episodic drinking among upper secondary students: a moderator analysis of teacher-rated school ethos

Objective Building on findings reported in a previous publication, the objective of this study is to explore if teacher-rated indicators of school ethos modify the association between problematic familial alcohol use and heavy episodic drinking among upper secondary students. Data were based on combined information from two separate surveys conducted in 2016 among 4709 students and 1061 teachers in 46 Stockholm upper secondary schools, with linked school-level information from administrative registers. Multilevel binary logistic regression analyses were performed. Results Problematic familial alcohol use was associated with an increased likelihood of heavy episodic drinking among upper secondary students (OR 1.36, 95% CI 1.12–1.65). Cross-level interactions revealed that the association was weaker among students attending schools with higher levels of teacher-rated ethos. This was true for overall school ethos (OR 0.79, 95% CI 0.65–0.97) and for four of five studied sub-dimensions of ethos: staff stability (OR 0.78, 95% CI 0.65–0.95); teacher morale (OR 0.79, 95% CI 0.65–0.97); student focus (OR 0.80, 95% CI 0.65–0.97); and academic atmosphere (OR 0.79, 95% CI 0.65–0.96). The sub-dimension “structure and order for dealing with unwanted behaviour” did however not moderate the association between problematic familial alcohol use and heavy episodic drinking (OR 0.95, 95% CI 0.77–1.18).

Separate counselling services in Norwegian upper secondary schools. A possibility for a collective holistic approach?

Guidance counsellors hold an important role in youth’s educational and vocational choices, well-being and future careers. Central Norwegian policy documents recommend dividing counselling practices in schools into two functions: (1) career guidance and (2) educational welfare guidance. Policy documents also promote a holistic view of the pupil and the value of safeguarding the pupils’ best interest. This study explores how counsellors interpret these potentially conflicting recommendations for counselling practice. Our findings indicate that counsellors act as street-level bureaucrats and interpret the recommendations in relation to professional values and local contexts. Our analysis reveals three perspectives on how separate forms of counselling can be practised. The first view suggests an integrated, holistic approach. The second suggests a collective holistic approach. The third view indicates a reductionistic approach to career guidance. Counsellors appear to base their views on occupational professionalism, with the ideal of guarding the pupils’ best interest at its centre. Hence, the different understandings of separate counselling services, a holistic approach and of what is in the pupils’ best interest appear significant for implementing the policy recommendations in schools.