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Numrering	Referens	Omslagsbild	Hitta
1.	Westling Allodi, Mara, 1959- (författare) Schooling and student well being : a review of qualitative studies 2011 Ingår i: EARLI 2011 Education for a global networked society. ; , s. 290-291 Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract A systematic literature review of qualitative studies on the experiences and perceptions of school of Swedish children and adolescents was performed after literature searches in international and national databases. A narrative synthesis of 38 studies is presented focusing on the relationship between schooling and students' well being and mental health. Four themes were identified: general experiences (emotions, self-concept, choices); protective experiences (activities, participation, supportive relationships), risk experiences ( tests, stress, school failure, negative evaluations, learning difficulties, lack of interest, negative relationships with teachers and peers); specific individual risks (disability, stigma, family problems, abuse, addiction, body image). The results are discussed in relation to developmental theories, special educational practices and current evaluation practices. The methodology of systematic review of qualitative studies applied in the field of educational research is discussed.

Westling Allodi, Mara, 1959- (författare)
Schooling and student well being : a review of qualitative studies
2011
Ingår i: EARLI 2011 Education for a global networked society. ; , s. 290-291
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A systematic literature review of qualitative studies on the experiences and perceptions of school of Swedish children and adolescents was performed after literature searches in international and national databases. A narrative synthesis of 38 studies is presented focusing on the relationship between schooling and students' well being and mental health. Four themes were identified: general experiences (emotions, self-concept, choices); protective experiences (activities, participation, supportive relationships), risk experiences ( tests, stress, school failure, negative evaluations, learning difficulties, lack of interest, negative relationships with teachers and peers); specific individual risks (disability, stigma, family problems, abuse, addiction, body image). The results are discussed in relation to developmental theories, special educational practices and current evaluation practices. The methodology of systematic review of qualitative studies applied in the field of educational research is discussed.

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