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  • Mobbningens inverkan på mobbade elevers hälsa och skolframgång i grundskolan : En litteraturöversikt 
    Sara, Huhtanen (2022)
    Aim of the study. Bullying in schools and society has become increasingly brutal, although previous studies show that bullying has actually decreased. Previous studies have also shown that bullied elementary school students experience health problems and poorer school performance as a result of bullying. Gender differences regarding bullying have also been considered in previous research. Girls have been shown to be more vulnerable to mental illness as a result of bullying. The aim of this study is to explore the impact of bullying on the bullied elementary school student’s health and to investigate what consequences bullying can cause on students’ school success. Any gender differences regarding the consequences onhealth and school success are also taken into account. Methods. This study was conducted as a literature review. To collect the data, I have analyzed 19 peer-reviewed articles. I have included both Finnish and international articles in my study to get a broader and more in-depth view of bullying. The articles are published between 2017–2022 and I analyzed them with thematic analysis. Results and conclusions. The results showed that bullying had a detrimental effect on the bullied elementary school student’s health and school success. Bullied elementary school students experienced internalazing symptoms, externalazing symptoms, psychosomatic symptoms and somatic symptoms. As a consequence of bullying, bullied elementary school students performed poorer in school and experienced poorer school engagement and school belonging. Because of this, teachers should be aware of the destructive effect of bullying on elementary school students’ health and school success. Furthermore, gender differences also emerged in my study. Girls were found to be more vulnerable to mental illness, that is, internalazing symptoms. Girls also performed better in the academic subjects at school except in mathematics. In addition to this, boys were at risk for poorer school engagement and school belonging compared to girls.
  • Skolors beredskap inför en våg av psykisk ohälsa bland elever efter Covid-19-pandemin 
    Ehrsten-Martin, Sabina (2022)
    Aim. The purpose of this study is to investigate what preparedness secondary schools have to respond to stu-dents with mental illness due to COVID-19. The goal of the empirical study is to find out what kind of prevention strategies schools use when dealing with students with mental illness and what kind of resources they have available in student care, given a large increase in mental illness among students. There is some research on mental illness among students and how it affects students and how it gives rise to challenges. However, there is insufficient knowledge about what the situation after COVID-19 looks like when it comes to students' mental ill-ness and schools' resources to respond to students with mental illness. My research area is limited to second-ary school students in basic education, i.e., students aged 13–15. Methods. The data collection was conducted with semi-structured interviews with a student welfare team, which consisted of five people in a school in the Helsinki Metropolitan Area. The five interviews were conducted using semi-structured interview questions to ensure the purpose of the survey and that the research questions are answered. The interviews were transcribed before the analysis stage. The interviews were analyzed through qualitative content analysis. Results and conclusions. The results show that mental illness among high school students is clear. Secondary school students' mental illness has increased due to COVID-19 and societal restrictions in the form of distance learning. Mental illness in the form of, among other things: anxiety, problematic school absenteeism and social phobias is now relatively common among students in secondary school. The results of this survey show that the school's resources to respond to students with mental illness have not increased after COVID-19. In addition, the school compensates for inadequate care services (child welfare, child psychiatry, social services) outside the school that do not seem to reach students in need of support services. However, according to the results of this survey, schools do not have staff who have knowledge of these services (child welfare, child psychiatry, social services) and need to get students further in order for them to get the right help and for student welfare to have time for other than just emergency falls. The results also show that the care team that participated in the interviews does not continuously use prevention strategies to promote mental health due to lack of resources. Furthermore, the results show that the covid-19 pandemic and the doctors' strike have affected the health-promoting work with students in the academic year 2021-2022. The Covid-19 pandemic has also had a negative impact on student’s well-being elsewhere in the world (Gogoi et.al, 2022, (Shanbehzadeh et.al, 2021).

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