Teachers' Experience and Management of Young Children Treated Because of Home Conduct Problems: A qualitative study

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

“…Even though the prevalence of female anxiety and depression are higher in adolescence, it is found that the associations between symptoms of anxiety, depression and academic problems are stronger for boys than for girls (Derdikman-Eiron et al, 2011). In line with Drugli, Clifford, and Larsson (2008), we found that teachers requested more relief and guidance from other professions with a health-related background, such as child and youth psychiatry services in order to better understand and address the difficulties these students are struggling with. Consistent with earlier findings (Undheim & Sund, 2008;Whannell & William, 2011), some participants in our study had experienced that confidential conversations with introvert students had made them more confident such that they felt more included in the class community.…”

Do demographic factors, school functioning, and quality of student–teacher relationships as rated by teachers predict internalising and externalising problems among Norwegian schoolchildren?

“…This was also found in a qualitative study focusing on teachers' perceptions of child conduct problems. The teachers reported that they dedicated a significant amount of time to these students, but struggled with the best approach to support them in an appropriate way (Drugli, Clifford, & Larsson, 2008). However, both our study and previous studies (Birch & Ladd, 1998;Murray & Murray, 2004) show that the highest association is between child conduct problems and conflict in studentÁteacher relationships.…”

Inclusive ideals and special educational tools in and out of tact: didactical voices on teaching in language and communication in Swedish early childhood education

“…Recent Nordic research has analysed dilemmas and challenges related to this right, the results of which indicate that there are no simple solutions or answers to complex processes (Åmot 2012;Palla 2011;Warming 2011). How educational staff act is more often related to their immediate assessments in the moment (Åmot 2012), or their immediate pedagogy in difficult situations (Gjermestad 2009;Wetso 2006) than to evidence-based strategies (Drugli, Clifford, and Larsson 2008). For example, Gjermestad (2009, 240) claims that 'the educational challenge means that interactions and teaching activities may be created and caught in the moment here and now' (my translation).…”