‘Listen to me when I have something to say’: students’ participation in research for sustainable school improvement

Bergmark, Ulrika; Kostenius, Catrine

doi:10.1177/1365480209342665

Cited by 34 publications

(24 citation statements)

References 30 publications

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“…fun and enjoyment associated with regular participation in physical activity for youth). In addition, asking and listening to youths when they talk about what is fun for them is important for their wellbeing [28]. With this issue in mind, making physical activity more enjoyable might start by listening to the opinions of adolescents.…”

Section: Discussionmentioning

confidence: 99%

Physically inactive adolescents’ experiences of engaging in physical activity

Mikaelsson

Rutberg

Lindqvist

et al. 2019

European Journal of Physiotherapy

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Purpose: This study aimed to describe physically inactive adolescents' experiences and reflections about engaging in physical activity. Methods: Nine graduate students from the third year of upper secondary school (six women and three men) participated in this study. Narrative interviews were used for data collection and qualitative content analysis was used to analyse the interviews. Results: The analysis revealed three themes 'Acknowledging resistance and barriers to performing physical activity', 'Knowing that it is good is not enough', and 'Feeling included and accepted is fun and motivating'. These themes show that the adolescent's experienced barriers, acknowledged pros and cons and identified possibilities to be physically active. Conclusions: Identifying experiences that impact on inactive adolescents' attitude and willingness to perform physical activity can be useful to understand the needs of the individual. By relating these experiences to the different stages of the transtheoretical model, this study could provide valuable knowledge for designing future interventions to enhance physical activity in this target group.

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Section: Discussionmentioning

confidence: 99%

Physically inactive adolescents’ experiences of engaging in physical activity

Mikaelsson

Rutberg

Lindqvist

et al. 2019

European Journal of Physiotherapy

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“…According to van Manen (van Manen, 1997), the aim of phenomenological research is to gain a deeper understanding of the nature or meaning of everyday experiences. As the students can be considered to be experts on their own environmental experiences and preferences, it seems vital to listen to the students' voices and involve them in research concerning questions about their health and well-being (Bergmark and Kostenius, 2009).…”

Section: Methodsmentioning

confidence: 99%

Health promoting interactive technology: Finnish, Norwegian, Russian and Swedish students' reflections

Kostenius

Hertting

2015

Health Promot. Int.

Self Cite

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The aim of this study was to elucidate Finnish, Norwegian, Russian and Swedish students' reflections and ideas on how interactive technology can be used to promote health in school. The data were collected in the northern part of these four countries, and 630 students aged 13-15 filled out the World Health Organization's 'Health Behavior in School-Aged Children' self-completion questionnaire with one additional open question, which is analyzed in this article (n = 419). The phenomenological analysis resulted in four themes: A sense of control, Balancing enjoyable options, Sharing with others and Learning made easier. The students point out that interactive technology promotes empowerment and independence, reduces stress and makes learning easier. They argue for a healthy balance of Internet use for it to be health promoting. According to the students, good relationships increase well-being; and interactive technology can offer a way to socialize, provide a tool for meeting and making new friends, help when not feeling well and give support when encouraging classmates. We argue, based on the findings of the present study and previous research, that students need a combination of freedom and meaningful relationships with adults who have an empowered child perspective, to fully take advantage of the empowering effects of interactive technology. We suggest, as implications for practice, that teachers, school leaders and health care professionals find ways to act as partners using an appreciative process, asking questions on what works well, to make interactive technology an enabling technology to increase health literacy, thus improving health and well-being in students.

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“…One opportunity to do so could have been during the meeting the parents were invited to. Additionally, we found in our own earlier studies that when students are included in a social context and able to feel part of the 'we', they thrive in school (Bergmark & Kostenius, 2009). Bushe (2011) explains that the participatory aspect is common in conventional organisation development but generally involves a small group of stakeholders speaking and acting on behalf of those not included.…”

Section: Definementioning

confidence: 87%

Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes

Bergmark

Kostenius

2018

Reflective Practice

Self Cite

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The aim of this paper is to describe and discuss Appreciative Inquiry (AI) as a research method to facilitate student voice in school research. The paper sets out a model for conducting AI in schools. The research questions identified are: What are the researcher's reflections when using Appreciative Inquiry in school research? What challenges and opportunities can be found when using Appreciative Inquiry in research processes with students? An application of the model will be presented and problematised. The conclusions indicate the importance of inviting students to participate in the process of defining research topics, and of using multimodal methods for facilitating students' exploration of school experiences. It is also vital that adults support students in imagining and articulating visions on how to improve the school, as well as plans designing for enacting visions. Finally, a 'whole school approach' is emphasised for contributing to sustainable appreciative student voice work in schools.

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‘Listen to me when I have something to say’: students’ participation in research for sustainable school improvement

Cited by 34 publications

References 30 publications

Physically inactive adolescents’ experiences of engaging in physical activity

Physically inactive adolescents’ experiences of engaging in physical activity

Health promoting interactive technology: Finnish, Norwegian, Russian and Swedish students' reflections

Appreciative student voice model – reflecting on an appreciative inquiry research method for facilitating student voice processes

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