‘Days of Frustration’: A Qualitative Study of Adolescents’ Thoughts and Experiences of Schooling after Early Dropout

School dropout increases the risk of unemployment, health problems, and disability benefits. Employing an ecological-developmental perspective, we analyzed the interviews of thirteen students from a peripheral Norwegian county, aiming to explore the possible influence of upbringing and schooling on dropout. The analysis revealed that dropout was associated with an unstable family situation, lack of structure in everyday life, unresolved complex learning difficulties, bullying, and a tough existence in a rented room. The participants conveyed a sense of defeat, frustration, and an absence of meaningful alternatives. However, two participants had actively chosen to discontinue their education; this was because they preferred work practice to allow them time to mature and re-orientate in relation to future educational and career choices. Their families and social networks contributed actively to the implementation of their future plans. The findings point to the importance of studying interventions that may prevent school dropout, and that address central factors in the process of school dropout, such as social support, academic achievement, and parental involvement.publishedVersio

Poorer self-reported mental health and general health among first year upper secondary school students do not predict school dropout: a five-year prospective study

IntroductionEducation is important for socioeconomic, work and health status; thus, dropping out of secondary school is of major concern. In Norway, 1 out of 5 is dropping out from upper secondary education. Academic performance is a known predictor for dropout, but the role of mental and general health status is studied less.MethodsBy use of student data collected during the first school year we examined the accumulated risk of school dropout over 5 years. Students entering upper secondary school in a North-Norwegian region (Troms County) completed a comprehensive questionnaire during August 2010 (N = 1,676, 69% response rate). The contribution of mental and general health problems in predicting five-year dropout was of primary interest, adjusted for demographics and academic performance.ResultsOne-third of the students had dropped out after 5 years. A logistic regression analysis showed no significant effect of mental and general health problems on dropout. Among the covariates, higher grades from lower secondary education reduced the chance of dropping out (OR = 0.31; p < 0.001). Subgroup analyses showed that students in the vocational track reported poorer mental and general health, compared to students in the general track, but this difference was not related to dropout. General track students were also less likely to drop out than vocational track students (OR for dropout 0.66; p < 0.05).DiscussionIn conclusion, lower grades from lower secondary education represented a warning flag for school dropout during upper secondary education whereas mental health issues were not

Betydning av uførepensjon for livskvalitet hos personer som hadde søkt hjelp for psykiske plager i Tromsøundersøkelse – IV

Over 330.000 mennesker er uføretrygdet i Norge, og antallet nye tilfeller forventes å øke de kommende år. Samtidig stiger andelen uføretrygdede grunnet psykiske plager og lidelser – særlig blant de yngre. Man har lite kunnskap om hvordan uførepensjon påvirker livskvalitet. Det empiriske materialet er Tromsøundersøkelse-IV, som ble gjennomført i 1994/95. I alt 22.943 deltakere mellom 25 og 67 år ble inkludert i studien. Både det å ha søkt hjelp for psykiske plager og det å motta uførepensjon samvarierte med redusert verdi på alle livskvalitetsindikatorene. Reduksjonen i selvopplevd helse ved uføretrygd, var signifikant mindre hos de med mer uttalte psykiske plager. Dette gjaldt i størst grad mellom kvinner, enn menn. Studien taler for at hvor stor betydning uførepensjon har for livskvalitet, kan variere med diagnosegruppe

The Multifaceted Challenges in Teacher-Student Relationships: A Qualitative Study of Teachers' and Principals' Experiences and Views Regarding the Dropout Rate in Norwegian Upper-Secondary Education

The purpose of our study was to enhance understanding of teachers' and principals' experiences and views regarding the high dropout rate in Norwegian upper secondary schools. Qualitative analysis showed that the teacher-student relationships over years had become more complicated since the implementation of a new educational reform, making the syllabus increasingly theoretical and thus reducing the practical value for many students. Limitations in students' knowledge, skills and academic interest, contributed to the creation of huge differences in academic levels within the class and thus reduced the quality of teaching. Societal changes were identified as possible factors underlying the high dropout rate. Better guidance regarding educational choices, study programs adapted to the students' interests, and actively nurturing involvement may prevent dropout

Poorer self-reported mental health and general health among first year upper secondary school students do not predict school dropout: a five-year prospective study

Introduction: Education is important for socioeconomic, work and health status; thus, dropping out of secondary school is of major concern. In Norway, 1 out of 5 is dropping out from upper secondary education. Academic performance is a known predictor for dropout, but the role of mental and general health status is studied less. Methods: By use of student data collected during the first school year we examined the accumulated risk of school dropout over 5 years. Students entering upper secondary school in a North-Norwegian region (Troms County) completed a comprehensive questionnaire during August 2010 (N = 1,676, 69% response rate). The contribution of mental and general health problems in predicting five-year dropout was of primary interest, adjusted for demographics and academic performance. Results: One-third of the students had dropped out after 5 years. A logistic regression analysis showed no significant effect of mental and general health problems on dropout. Among the covariates, higher grades from lower secondary education reduced the chance of dropping out (OR = 0.31; p  Discussion: In conclusion, lower grades from lower secondary education represented a warning flag for school dropout during upper secondary education whereas mental health issues were not

Demographic and psychological predictors of Grade Point Average (GPA) in North-Norway: A particular analysis of cognitive/school-related and literacy problems

Approximately 30 % of students drop out from Norwegian upper secondary schools. Academic achievement, as indexed by Grade Point Average (GPA) is one of the strongest predictors of dropout. The present study aimed to examine the role of cognitive, school-related and affective/psychological predictors of GPA. In addition, we examined the psychometric properties of a new scale for literacy problems (LP), as well as its role for GPA. Analyses showed that the scale had favourable psychometric properties. Multivariable regression analyses showed that study track choice, task solving skills, gender, lack of educational plans and literacy problems predicted GPA in descending order. The major implication of the study was that GPA is related to a multiple number of demographic, cognitive, and psychosocial factors, and that any interventions addressing GPA will be less effective if not addressing psychosocial in addition to cognitively/school-related factors