Teaching, subjects
(i) Quality of teaching
(ii) Fast pace of teaching
(iii) Individuality in teaching
(iv) Encouraging
(v) Workload
(vi) Possibilities to participate
Physical school premises/resources
(i) Cosiness and cleanliness
(ii) Lunch premises
(iii) Ventilation and heating
School schedules
(i) Length of school days
(ii) Free periods, lunch periods, and breaks
(iii) Time of starting school in the morning
Food
(i) Do pupils like the food?
(ii) Significance of the lunch break and lunch itself
(iii) Possibility to buy snacks and snack quality
School rules
(i) Fairness
(ii) Control
(iii) Safety
Resources
(i) Cooperation between authorities
(ii) Human resources and different professions at school
(iii) Tutoring
(iv) School nurse and pupil welfare group
(v) Time resources
(vi) Financial resources
Pupils’ situation in life
(i) Age, properties, and capabilities
(ii) Transition to the upper-level comprehensive school
(iii) Health
(iv) Learning difficulties
(v) Bullying | Teachers
(i) Teaching skills
(ii) Fairness
(iii) Demands set for pupils
(iv) Being nice/boring
(v) Subject teachers
(vi) Principal’s important role
Class teacher
(i) Will he/she remain distant if he/she does not teach the class?
(ii) Class teacher’s classes
(iii) Teachers’ mental strength and time resources
(iv) Considered important
(v) Will they intervene in problem situations?
Friends
(i) From the neighborhood
(ii) From hobbies
(ii) From school
(iv) Class spirit
(v) Nice, good, and relaxed
(vi) Class group and community
(vii) Enjoying being together
(viii) Can you be yourself?
(ix) Safety
(x) Breaking up classes when transferring to upper-level school is sad | General cooperation between home and school
(i) Communication
(ii) Open house events
(iii) Parents’ meetings
(iv) Bulletin on school matters
(v) Visitors, for example, from the police
Child-specific cooperation
(i) Discussions with class teacher
(ii) Reciprocity desirable
(iii) E-mail and telephone
(iv) Up-to-date information
(v) Things are sorted out as soon as they appear
(vi) In the most serious cases the school contacts the home
(vii) Could be more, free-form
(viii) Contact home when there are problems
(ix) Discussion face to face
Experiences of cooperation
(i) Insecurity about making the contact
(ii) Difficulty to reach
(iii) The school cannot contact parents with every issue
(iv) Being heard/getting opinions crashed
(v) Expectations do not always meet
(vi) Does the contact entail questioning the other’s activities?
Partnership in upbringing
(i) Mutual partnership
(ii) Cooperation in supporting and encouraging
(iii) Differences of opinion are sorted out
(iv) Do the teachers feel that too much responsibility falls on them?
Cooperation between parents
(i) The parents’ association is a channel to influence and gain information
(ii) Do the parents know each other?
(iii) Exchanging thoughts
(iv) Activeness of parents
(v) Fund-raising events | Pupils’ actions
(i) Influencing the circumstances through the pupils’ union
(ii) Hobbies
Parents’ association actions
(i) To enhance the cosiness of premises
(ii) Financial support
(iii) Social skills
(iv) Support for well-being
(v) Support for parenthood
Teachers’ actions
(i) Information about mental health; health information lessons and health education
(ii) Listening and taking individuality into account
(iii) Listening to pupils’ suggestions
(iv) Including the pupils in enhancing cosiness
(v) Including the pupils in decision making
(vi) Taking the school transition into account, getting to know each other, and “coaching”
(vii) Information to parents
(viii) Equality
Not much information on promoting mental health
(i) Especially scarce information of cases where there are no problems
Desired
Atmosphere surveys, equality | Noticing
(i) Can you see a pupil’s problems if you do not teach him/her?
(ii) Disruptive behavior is easy to detect during teaching
(iii) The quiet ones often go unnoticed
(iv) Youngsters do not tell their parents everything
(v) Home life is busy, hobbies, and so forth.
(vi) It may be that no one notices the problems
Seeking and getting help
(i) The threshold to seeking help
(ii) Prevent lessons
(iii) Help is available
(iv) Referral to further instances
(v) The school nurse is easy to approach
(vi) The pupil’s own initiative
(vii) Early intervention is important
(viii) Teacher notices when teaching is disturbed
(ix) Pupil seeks help him/herself
(x) Goes to talk
(xi) Help is offered
(xii) Slow intervention
Experiences
(i) Examination of symptoms was not available in time
(ii) Parents demand
(iii) Joint meetings
Improvement suggestions
(i) Addressing bullying
(ii) Help should be offered automatically in risk cases |
