Browsing by Author "Taipalus, Marjo"

The present study describes the experiences and understandings of classroom teachers related to the loneliness of pupils: what kind of difficulties do classroom teachers encounter in their work and how do they try to resolve them. The research aims to establish a deeper understanding of the work of a classroom teacher in relation with the loneliness of pupils. A fifth of the children suffers from loneliness. The official instructions guiding the actions of a teacher, e.g., National Core Curriculum for Basic Education, finds the welfare of pupils important, which indirectly tries to prevent loneliness. However, the loneliness of pupils is not discussed in the instructions and no methods for recognising and encountering loneliness are offered. Also, loneliness is not covered in the education of a classroom teacher per curriculum. The research was conducted using half-structured theme interviews on five classroom teachers of a primary school in southern Finland. The interview results were analysed with a content analysis method. The descriptions of classroom teachers highlighted both concretely experienced difficulties and general difficulties related to the nature of loneliness. The interviewed teachers described their solutions in two ways: solutions to the problems experienced by teachers and solutions aiding the welfare of teachers. Based on these results, a theoretical classification was formed, enlightening the dynamic phenomenon of loneliness in the context of the work of a classroom teacher. Comparing the results to earlier researches, teachers found the mental disorders of pupils hard: they are difficult to recognise, encounter and handle. Teachers used solutions similar to other studies: self-development, communality of the working environment and external support promoted the managing in teaching work. As a conclusion, teachers should evidently be educated and supported more related to the loneliness and mental welfare of pupils.