Browsing by Author "Mickos, Viivi"

From an ecological perspective, school can be seen as a protective factor for students with adverse home conditions. Although previous theory and research show that the school has potential for supporting students with adverse home conditions, research shows that there are challenges in how this works in practice. The aim of this research is to examine what methods school staff use to identify students with adverse home conditions, find out how school staff experience their role when meeting these students and how the multi-professional collaboration is implemented in schools when supporting students with adverse home conditions. This is a qualitative research. Semi-structured interview was used as a method. 1 principal, 1 special class teacher, 4 class teachers and 1 school counselor shared their experiences. The informants worked in Swedish-language schools in Southern Finland. Data from the interviews were analyzed through thematic analysis. Being observant was perceived as a prerequisite for identifying students with adverse home conditions. According to the informants, it is easier to identify these students when students show changes in behavior, they become anxious and are acting out. It is more difficult to identify adverse home conditions in students who are quiet, calm, and independent. Respectful approach was experienced as important with both students and parents of students with adverse home conditions. Creating trust in students and parents was perceived as a prerequisite for successful collaboration and something the school should put effort into. There was a lot of local variation regarding how the informants experienced the multi-professional collaboration. The results of this study emphasize that the role of the teacher is significant for a student with adverse home conditions. The results of the study also show that a good contact with the home, which is based on mutual respect and trust, is significant when it comes to supporting students with adverse home conditions.