Employing a salutogenic perspective, we designed a qualitative study to explore experiences related to Norwegian students’ decision to leave school and their future life expectations. We identified a range of attitudes: pessimistic, discouraged participants found school to be equally lacking in care and support as their home background, whereas optimistic, proactive participants emphasized that supportive interactions with important others had made them believe in themselves and in alternative career tracks. The implications of our findings are discussed, focusing on social work that can empower marginalized young people to find new opportunities to succeed in school and employment.

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.

The purpose of this study was to enhance our understanding of teachers' and principals' experiences and views regarding the high dropout rate in Norwegian upper secondary schools.Our qualitative analysis, based on interviews with 28 teachers and 6 principals, showed that the teacher-student relationships over years had become more complicated since the implementation of a new educational reform in 1994, making the syllabus increasingly 2 theoretical and thus reducing the practical value for many students, especially those attending vocational programs. Limitations in students' knowledge and skills, engagement and academic interest, contributed to the creation of huge differences in academic levels within the class and thus reduced the quality of teaching. Also various other societal changes were identified as possible factors underlying the high dropout rate. Our findings suggest that better guidance regarding educational and careers choices, study program adapted to the student's own interests, and actively nurturing involvement may prevent dropout.