Abstract In this study, we analyse the sharp rise in poverty among working-age singles and single parents in Sweden. In a dual-earner society like Sweden, we show that the return of mass unemployment in combination with the retreat of a generous and inclusive welfare state have substantially increased the poverty risks of single-adult households, who cannot rely on the income buffering effect of the family. Whereas cutbacks to unemployment benefits have been detrimental for the relative income position of single-adult households, the poverty risks of couples with and without children are much less affected. Individual-level characteristics of the poor persons themselves provide little explanatory leverage for why trends in poverty diverge by family form. Our results raise a number of issues of relevance for the wider academic debate about the capacity of the welfare state to adequately respond to both old and new social risk groups.

Introduction: Future orientation (FO) refers to individuals' beliefs and feelings about their future. Earlier research has primarily investigated correlates of FO at the individual and family level, but it seems likely that FO is also shaped by other central agents or institutions, such as the school. Earlier studies have found positive associations between "school efectiveness" and student performance, and negative associations in relation to e.g., bullying, delinquency, and health risk behaviors. The current study investigated three teacher-reported features of school efectiveness -school leadership, teacher cooperation and consensus, and school ethos -and their links with student-reported FO. Methods: Survey data were collected in 2016 among 5131 students (aged 17-18 years) and 1061 teachers in 46 upper secondary schools in Stockholm, Sweden, and merged with school-level register data. Two-level binary logistic regression analyses were performed. Results: The analyses showed that higher teacher ratings of school leadership and school ethos were associated with a greater likelihood of reporting an optimistic FO among students. Teacher cooperation and consensus was however not associated with students' FO. Conclusion:The indings indicate that the school environment contributes to shaping students' beliefs about their future. Thus, enhancing features of school efectiveness may be a way of promoting a positive development and brighter objective future prospects for the young, via pathways such as good student-teacher relations and academic motivation and achievement.Future orientation can be understood as individuals' thoughts, plans, motivations, hopes and feelings about their future (Stoddard, Zimmerman, & Bauermeister, 2011). Even though people orient themselves towards the future throughout their lives, thoughts and plans about the future are especially signiicant during adolescence and young adulthood, since this is when choices about education, occupation, and other central aspects of life are formed (Chua, Milfont & Jose, 2015;Nurmi, 1991). Earlier studies have demonstrated that adolescents' future orientation difers by socioeconomic background (

Future orientation can be defined as an individual’s thoughts, beliefs, plans, and hopes for the future. Earlier research has shown adolescents’ future orientation to predict outcomes later in life, which makes it relevant to analyze differences in future orientation among youth. The aim of the present study was to analyze if bullying victimization was associated with an increased likelihood of reporting a pessimistic future orientation among school youth. To be able to distinguish between victims and bully-victims (i.e., students who are both bullies and victims), we also took perpetration into account. The data were derived from the Stockholm School Survey performed in 2016 among ninth grade students (ages 15–16 years) (n = 5144). Future orientation and involvement in school bullying and in cyberbullying were based on self-reports. The statistical method used was binary logistic regression. The results demonstrated that victims and bully-victims of school bullying and of cyberbullying were more likely to report a pessimistic future orientation compared with students not involved in bullying. These associations were shown also when involvement in school bullying and cyberbullying were mutually adjusted. The findings underline the importance of anti-bullying measures that target both school bullying and cyberbullying.