Browsing by Subject "förlängd läropliktsålder"

A weak connection to school can have long-term consequences for the individual and for society. Therefore, it is important to find out what respondents who have experienced a weak connection to school consider to be the underlying reasons. The School Health Promotion study for example state that lack of school well-being and school affiliation is a problem in Finland. The purposes of this study are to explore the perceived causes of weak school affiliation and what kind of support people who have experienced weak school affiliation believe would have helped them. A support measure that Finland has taken 2021 is the renewed compulsory education law, according to which compulsory education has been extended to the age of 18. This study also finds out what respondents think about this support measure. This study adopted a qualitative approach with semi-structured interviews as a data collection method. Six respondents participated in the study, all of whom had a school background containing absences in comprehensive school and dropping out of comprehensive school or at an early stage of secondary education. The material was analyzed by a content analysis. The results show that respondents have experienced performance anxiety, weak relationships with teachers, a problematic circle of friends, lack of support from home, monotonous teaching, injustice in school and lack of future thoughts about educational paths as major causes of weak school affiliation, school dropouts and / or missed educational choices. All respondents felt that they did not know what their strengths were and that they did not have future dreams regarding a career path. All felt that support for finding their strengths, a community in the school, a good relationship with teachers and a positive view of learning had helped them in their schooling. All thought that the extended compulsory school age had mainly positive aspects, but some of the respondents considered that it would not have made a difference in their lives if the support resources in comprehensive school had not changed remarkably.