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08 SES 07 B: Research on Students' Attendance Problems, Victimisation & Social Emotional Competence
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08. Health and Wellbeing Education
Paper Students’ Perceptions of the Spatial Distribution of Safety and Victimization 1: University of Gävle, Sweden; 2: University of Linköping, Sweden; 3: University of Göteborg, Sweden Presenting Author:Research aims and questions Earlier research studies (Francis et al. 2022; Horton, Forsberg & Thornberg 2023; Migliaccio et al., 2017) shows the need to pay attention on the spatial location of student’s safety and victimization across the schools to develop strategies to combat and prevent bullying, harassment and discrimination. With reference to these previous findings, the present study aims to examine longitudinal changes in students’ perceptions of safety and peer victimization within school environments. Specifically, this study maps and analyses temporal developments in how particular school locations function as either protective or detrimental factors for the safety of children and young people in school environments over the period 2016–2024. This research starts from the following research questions:
The present study constitutes part of a broader research programme focused on students’ perceptions of safety and victimization and their spatial distribution across school environments.
Theoretical framework Marc Augé’s anthropological space perspective as theoretical lens for the analysis of the interrelation of spaces and social relations in formal school contexts. Augé (1995) relates the concept of space to physical and temporal area and to a distance between to physical points and/or temporal moments. At the same time Augé distinguishes between two different kinds of spaces. The first one are spaces that are “… relational, historical and concerned with identity” named by Augé as places. The second one named as no places are spaces that, “…cannot be defined as relational, or historical or concerned identity”. (Augé 1995:77:78). For Augé (1995:94) the phenomenon of not places designated both “spaces formed in relation to certain ends” and “… the relations that individuals have with these spaces”. Even the term “not places” was used by Augé in anthropological studies, to refers to contemporary no relational topographies of the supermodernity, this term has got rapidly relevance in other humanistic research fields (O' Bernie, 2006). In the field of education, the research of Zahid Naz and Christian Beighton (2024) use Augé’s concept of no place to analyse from a spatial perspective how teacher identity is shaped by mechanisms of professional standardisation and regulation in lifelong education contexts. Using a spatial approach to teacher identity, this research shows how standardisation and accountability mechanisms has negative implication for teaching. These mechanisms transform educational contexts to Not places, namely spaces lacking individual professional identity and personal relations. In addition, the research of Thompson (2024) uses Augés concept of no place in the study of the current spatial constitution of the university relation to Bildung. Using Marc Augé’s (1992) concept of places and no places as theoretical lens for understanding children’s experiences on security places this contribution will to contribute to deeper knowledge on the interrelation of spaces and social relations in formal school contexts. Following Augé’s (1995:77-78) naming of relational spaces as places and not relational spaces as no places this study names safe spaces characterized by perceptions of belonging and moral engagement as places. On the contrary this study names as no places as no relational spaces lacking these kinds of students’ perceptions. Methodology, Methods, Research Instruments or Sources Used The study adopts an accelerated longitudinal (cohort-sequential) design. This enables the project to distinguish changes associated with specific periods (e.g., policy shifts or environmental changes) from broader developmental trends in student well-being. Data Source and Sample • The study draws on a large-scale longitudinal dataset collected through biannual student surveys administered between 2016 and 2024. • The sample includes students in Grades 4 to 9, yielding approximately 10,000 unique participants and more than 90,000 individual observations. • The survey was administered, offering a comprehensive representation across different educational stages. Quantitative Component: Statistical Trajectories Quantitative analyses are conducted using SPSS and include: • Descriptive Statistics: Used to map the frequency and distribution of victimization and perceived safety across specific school locations. • Independent-Samples T-tests: Employed to examine gender-based differences in spatial safety perceptions. • Analysis of Variance (ANOVA): Used to assess variations across different grade levels and distinct time periods. • Time-Series Analysis: Models changes in perceived safety and victimization across the nine-year window to identify periods of significant shift. Conclusions, Expected Outcomes or Findings Analysis of longitudinal data (2016–2025) involving more than 10,000 students reveals a radical structural shift in the geography of bullying within Swedish schools. This transformation is characterized by a pronounced digital migration of peer aggression, reflecting a reconfiguration of where and how victimization occurs. The preliminary results show a clear longitudinal shift in students' vulnerability. While traditional bullying in physical school environments (such as the schoolyard) shows a downward trend during the period 2016–2025, separate measurements of vulnerability via digital media indicate a dramatic increase in cyberbullying. The analysis also highlights a change in the spatial distribution of insecurity, with traditional bullying concentrated in specific “hidden” physical locations, while the internet emerges as a dominant arena for abuse. This research illustrates how the interrelated factors as physical and digital spaces and social relations in formal school contexts contributes to create students’ experiences of safety in educational learning environments. References *Augé, M. (1995) Non Places. lntroduction ot an Antropology of supermodemity. Versa. *Augé, M. (1993) Espace el Alterite. Entre tradition el universalisme. Recueil d'articles suite au Colloque Entre tradition el universalisme tenu ä Rimouski par l'ACSALF du 18 au 20 mai 1993. Retrieved the October 2024 from whttp://classiques.uqac.ca/contemporains/ACSALF /colloque _ACSALF _ 1993/entre tradition_ el_ universalisme _intro.html *Francis, J., N. Strobel, G. Trapp, N. Pearce, S. Vaz, H. Christian, K. Runions, K. Martin, and D. Cross. 2022. “How Does the School Built Environment Impact Students’ Bullying Behaviour? A Scoping Review.” Social Science & Medicine 314:115451. https://doi.org/10. 1016/j.socscimed.2022.115451. *Horton, P. , Forsberg, C. & Thornberg, R. (2023) Places and spaces: exploring interconnections between schoolenvironment, resources and social relations, Educational Research, 65:4, 462-477, DOI: 10.1080/00131881.2023.2252829 Naz, Z., & Beighton, C. (2024). Dis/placing teacher identity: performing the ‘brutal forms of formalities’ in English Further Education. International Journal of Lifelong Education, 43(5), 553–567. https://doi.org/10.1080/02601370.2024.2368720 *Migliaccio, T., Raskauskas, J., & Schmidtlein, M. (2017). Mapping the landscapes of bullying. Learning Environments Research, 20, 365-382. https://doi.org/10.1007/s10984-017-9229-x *O’Beirne, E. (2006). Mapping the Non-Lieu in Marc Augé’s Writings. Forum for Modern Language Studies, 42(1), 38–50. *Thompson, C. A different sense of place: care and curation in the university Journal of Philosophy of Education 58 (5):728-741 (2024) 08. Health and Wellbeing Education
Paper A Systematic Review of the Associations Between Teacher and Student Social-emotional Competence The University of Queensland - Saint Lucia Campus, Australia Presenting Author:Social-emotional competence (SEC) was defined using the framework developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2020), which comprises five interrelated domains: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Extending this perspective, Collie (2020) describes SEC as the ability to effectively navigate and regulate one’s internal emotional experiences and interpersonal interactions, thereby promoting personal and collective thriving. A substantial body of evidence positions SEC as central to young people’s academic achievement and long-term life outcomes (OECD, 2019), with demonstrated associations with learning, behaviour, and wellbeing among both students and teachers (Durlak et al., 2022; Xu et al., 2024). Consequently, enhancing SEC in educational settings has emerged as a key international policy and practice priority (Close et al., 2023). Although theoretical accounts posit a meaningful connection between teacher and student SEC (e.g., CASEL, 2020; Collie, 2020; Jennings & Greenberg, 2009), empirical findings remain mixed, ranging from strong associations to negligible effects. Moreover, existing reviews have typically concentrated on individual SEC domains (Aldrup et al., 2022) or specific student groups (Xu et al., 2024). The overall aim of the present qualitative synthesis of the global literature was to examine the nuanced relationship between teacher and student SEC. To control for limitations noted in the literature we employed a multidimensional definition of SEC and examined findings across all schooling levels. Our review was guided by the following research questions: RQ1. Is there an empirical relationship between teacher SEC and student SEC? RQ2. What factors moderate and/or mediate the relationship between teacher SEC and student SEC? Methodology, Methods, Research Instruments or Sources Used We conducted a systematic review following PRISMA guidelines and registered the plan with PROSPERO (CRD42024521305). Searches were completed between 8-9 March 2024 across four databases: PsycINFO, ERIC, Scopus, Web of Science. The Boolean operators “AND”, “OR”, and “NEAR” were used to combine terms systematically, and truncation (e.g., soci* emotional competence) was employed to capture variations in terminology. We employed the SPIDER framework (Sample, Phenomenon of Interest, Design, Evaluation, Research type; Cooke et al., 2012) to frame inclusion criteria. Eligible studies evaluate the relationship between teacher SEC and student SEC in K-12 school samples, are empirical research, and is quantitative, qualitative, or mixed methods by design. SEC was operationalised as encompassing self-awareness, social awareness, self-management, relationship skills, and responsible decision-making (CASEL, 2020). Screening was conducted in Covidence, using a blinded, multi-reviewer approach. Quality appraisal was conducted during data extraction using the Mixed Methods Appraisal Tool Version 18 (MMAT; Hong et al., 2018). Study findings were classified into either positive association, negative association, causal relationship, qualitative association, or non-significant effect. We identified specific SEC components in included studies and extracted their results regarding the relationship between teacher and student SEC. We qualitatively integrated findings across a range of different studies to provide nuanced insights into how teacher SEC is empirically linked to student SEC. Qualitative moderator/mediator perceptions were synthesised, helping to highlight factors impacting and linking teacher-student SEC. A separate meta-analysis was conducted with 38 eligible homogenous studies; results are reported elsewhere. We identified 65 studies (Nteachers = 23,409; Nstudents = 241,233) for examination of the relationship between teacher SEC and student SEC. A majority of the studies were conducted in the Global North (k = 60; including 18 studies from European countries) and comparatively fewer studies were from the Global South (k = 27; including 3 studies from European countries). Teacher and student relationship skills were the most explored domain pairing (k = 31), followed by teacher and student self-awareness pairing (k = 27). There was a mix of study designs, namely cross-sectional (k = 47), longitudinal (k = 5), randomised control trials (k = 5), quasi-experimental (k = 1), qualitative (k = 3), and mix-methods (k = 3) Conclusions, Expected Outcomes or Findings Experimental studies largely found that training teachers in SEC subsequently promoted student SEC. A total of 45 cross-sectional studies (68%) found positive links between teacher SEC and student SEC domains. Qualitative investigations suggest teachers consistently perceived themselves as emotional socialisers in students’ daily lives, modelling desirable SEC behaviours. Studies suggested that factors such as teaching practices, classroom organisation, student perceived value for learning tasks, fulfilment of basic needs, teacher self-efficacy, and teacher-student relationship help explain the teacher-student SEC association. How teacher SEC and student SEC interacted was conditioned on teacher characteristics such as baseline mindfulness, belief in social justice, supportive practices, and professional role. Additionally, student factors like temperament, SES, language background, and self-efficacy were shown to also buffer the teacher-student SEC relationship. This is the first systematic review to have examined the relations between teacher–student SEC at the domain-specific level using CASEL’s five separate domains. Taken together, the findings provide compelling evidence that teacher and student SEC are meaningfully interconnected and should be conceptualised as part of a shared relational system rather than as isolated individual attributes. These findings reinforce the need for contextually responsive SEC interventions that attend to both educator and student capacities across schooling levels. In a European and international context, where education systems vary considerably in how SEC is conceptualised, operationalised, and embedded within curriculum and professional standards (Cefai et al., 2018), this review offers timely, domain-specific evidence to inform policy, teacher education, and whole-school wellbeing initiatives. Future research should prioritise examining the bidirectionality of teacher-student SEC processes and to identify the conditions under which SEC initiatives most effectively promote equitable and sustainable wellbeing outcomes. References Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review, 34(3), 1177-1216. https://doi.org/10.1007/s10648-021-09649-y CASEL. (2020). CASEL’S SEL framework: What are the core competence areas and where are they promoted? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/casel-sel-framework-11-2020/?view=1 Cefai, C., Bartolo, P. A., Cavioni, V., & Downes, P. (2018). Strengthening social and emotional education as a core curricular area across the EU: a review of the international evidence : analytical report. Publications Office. Close, M., Killingly, C., Gaumer-Erickson, A. S., & Noonan, P. M. (2023). What is Social and Emotional Learning (SEL) and why is it important? In L. J. Graham (Ed.), Inclusive Education for the 21st Century: Theory, Policy and Practice (2 ed., pp. 275-301). Routledge. https://doi.org/10.4324/9781003350897-17 Collie, R. J. (2020). The development of social and emotional competence at school: An integrated model. International Journal of Behavioral Development, 44(1), 76-87. https://doi.org/10.1177/0165025419851864 Cooke, A., Smith, D., & Booth, A. (2012). Beyond PICO: the SPIDER tool for qualitative evidence synthesis. Qualitative health research, 22(10), 1435–1443. https://doi.org/10.1177/1049732312452938 Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11–12), 765–782. https://doi.org/10.1037/bul0000383 Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., & O’Cathain, A. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285-291. https://doi.org/10.3233/EFI-180221 Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693 OECD. (2019). OECD future of education and skills 2030: Conceptual learning framework; transformative competencies for 2030. https://www.oecd.org/content/dam/oecd/en/about/projects/edu/education-2040/concept-notes/Transformative_Competencies_for_2030_concept_note.pdf Xu, Y., Wang, I. Y., Chen, J., Sun, J., & Li, J.-B. (2024). The associations between early childhood educators' social-emotional competence and a wide range of outcomes: A three-level meta-analysis. Learning and Individual Differences, 114, 102521. https://doi.org/https://doi.org/10.1016/j.lindif.2024.102521 08. Health and Wellbeing Education
Paper Follow-up of School Attendance-problems in Norwegian Compulsory School Inland Norway University, Norway Presenting Author:In recent years, concerns about attendance problems in Norwegian compulsory education have intensified, despite the lack of statistics in Norway to substantiate an upward trend (Kjeøy & Lysvik, 2023). The Educational Psychological Service (EPS) functions as the primary advisory body for schools and represents a key partner when pupils encounter difficulties related to school attendance. Its mandate encompasses both preventive measures and early intervention, as well as serving as an expert authority for special education (Norwegian Directorate for Education and Training, 2024). Accordingly, EDS occupies a pivotal position in supporting schools’ efforts to prevent absenteeism and mitigate the escalation of attendance problems, as well as to support schools in promoting inclusive learning environments and ensuring adapted instruction. Moreover, the service may be tasked with assisting schools in evaluating whether pupils need special Education. Addressing school sttendance problems requires systematic and sustained collaboration with school staff and leadership, alongside coordinated involvement from the student, their parents or caregivers, and any relevant support services. Achieving such collaboration can be challenging when pupils, parents, and professionals in both schools and the EPS hold divergent interpretations of the student’s difficulties and the types of interventions needed. International research has highlighted these challenges. A British study by Malcolm et al. (2003) demonstrated that teachers and parents often ascribe absenteeism to different underlying causes. Teachers tended to emphasise factors located within the home environment, while parents more frequently attributed absenteeism to bullying, strained relationships with teachers, or peer-related pressures. Similar dynamics are evident in the Norwegian public debate, where differing interpretations among stakeholders continue to shape discussions about responsibility and appropriate responses to school absenteeism (Frydenlund & Strand, 2024). Diverging perceptions of pupils’ resources and needs may likewise complicate collaboration between school staff and EPS. For instance, Kolnes and Midthassel (2021) found that cooperation between educational psychological advisers and teachers frequently lacks a shared understanding of pupils’ needs and of the resources available within the school context and within the pupils themselves. Another Norwegian study reported that pupils, parents, and teachers were generally unaware of one another’s interpretations of the pupil’s difficulties and their expectations regarding collaboration (Festøy & Haug, 2019). Both studies highlight how differing understandings of the pupil’s challenges among those responsible for supporting the pupil render collaboration difficult. Empirical knowledge about professionals’ experiences with cases involving school attendance problems remains limited (Hamadi et al., 2024). A qualitative study, involving staff from the Educational Psychological Service (PPT), are addressing this gap. The study is guided by the following research question: How do PPT professionals perceive their collaboration with pupils, parents, and practitioners in schools and other services in efforts to improve the situation of compulsory school pupils with school attendance problems? The study examines EDS professionals’ self-reported experiences of working with cases in which school absenteeism is a central concern, their perceptions of collaboration with pupils, parents, school staff, and other services, and their views on what is essential for improving pupils’ situations. Data from the study revealed four themes:
Methodology, Methods, Research Instruments or Sources Used This qualitative study draws on responses from 29 advisers working in EDS and explores how advisers collaborate with pupils, parents, schools, and other services to reduce school attendance problems in primary and lower secondary school. Data were collected via an electronic questionnaire with open-ended questions. The questionnaire was distributed to leaders of EDS in four geographically diverse counties. In total, 62 services were contacted, and a total of 29 individuals responded to the questionnaire. Eight reported holding leadership positions, while the remaining respondents were employed as educational-psychological advisers. Seventeen respondents had worked in the service for six years or more, whereas only four had between one and two years of experience. Just over 80 percent of the participants had been in contact with four or more pupils with school attendance problems, and most were engaged in such cases at the time of the survey. In most of the cases, PPT was contacted by schools or families when pupils attended 7th to 10th grade. Malterud’s method of systematic text condensation was employed to analyse the data (Malterud, 2012). The process began by extracting meaningful units of text that could contribute to illuminating the research question, followed by sorting and labelling, or coding, the meaning content of these units. The codes were then organised, merged, and divided into new codes through a flexible and creative process that allowed the material to be viewed from new angles (Malterud, 2012). During this phase, eight distinct codes were developed collectively capturing the meaning content of the data material. In the next phase of the analysis, new descriptions or reformulations of the themes represented by the text units were generated, and in the fourth and final phase these themes were refined to ensure that they accurately reflected the meaning content of the overall dataset and contributed to addressing the study’s research question. Conclusions, Expected Outcomes or Findings The four themes identified in this article highlight challenges that necessitate coordinated action among pupils, parents, school personnel, educational psychology services, and other support agencies. Such collaboration must be supported by access to appropriate expertise, effective interprofessional coordination, and sufficient resources. At the same time, the findings reveal more systemic structural concerns, including limited flexibility within support arrangements, a lack of sufficiently holistic approaches, and service configurations that, in some cases, constrain rather than enable each other’s capacity to respond effectively. EDS often becomes involved at a late stage and by this point, situations tend to be entrenched, and stakeholders may experience a sense of resignation. They likewise lack the capacity to provide follow up over a sufficiently sustained period, despite recognising the necessity of perseverance in such cases. Identifying how the service can be organised to facilitate early intervention and to ensure that preventive measures are prioritised therefore represents a crucial avenue for further inquiry. References Festøy, A. R. F., & Haug, P. (2019). Coherence in conditions for learning in special education. European Journal of Special Needs Education, 34(4), 469-484. https://doi.org/10.1080/08856257.2018.1542227 Frydenlund, J. H., & Strand, A. H. (2024). Kampen om skolefraværet: En felles opplevelse av avmakt. Norsk sosiologisk tidsskrift, 8(2-3), 1-6. https://doi.org/10.18261/nost.8.2-3.1 Hamadi, S. E., Furenes, M. I., & Havik, T. (2024). A Systematic Scoping Review on Research Focusing on Professionals’ Attitudes toward School Attendance Problems. Education sciences, 14(1), 66. https://doi.org/10.3390/educsci14010066 Kjeøy, I., & Lysvik, R. R. (2023). Kunnskapsstatus om bekymringsfullt fravær i skolen [Current state of knowledge on concerning school absenteeism]. Fafo-report 2023.13. retrieved from: www.fafo.no. Kolnes, J., & Midthassel, U. V. (2021). Capturing students’ needs through collaboration - exploring challenges experienced by Norwegian educational-psychological advisers. European Journal of Special Needs Education, 1-16. https://doi.org/10.1080/08856257.2021.1885175 Malcolm, H., Wilson, V., Davidson, J., & Kirk, S. (2003). Absence from School: A study of its causes and effects in seven LEAs, department for education and skills, Research report 424. Retrieved from: https://dera.ioe.ac.uk/id/eprint/8655/1/RR424.pdf Malterud, K. (2012). Systematic text condensation: A strategy for qualitative analysis. Scandinavian Journal of Public Health, 40(8), 795-805. https://doi.org/10.1177/1403494812465030 Directorate for Education and Training. (2024, 01.08). Kvalitetskriterium i PP-tenesta [criterion for quality in Educational Psychological Service]. Retrieved from: https://www.udir.no/laring-og-trivsel/spesialpedagogikk/pp-tjenesten/kvalitetskriterium-i-pp-tenesta/ | ||