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This study explored the view of a small-scale group of upper secondary school seniors on school-related stress during their last school year in comparison to previous years. A qualitative research method was used and five students partook in semi-structured interviews with open-end questions. The study derived from the perspectives of two theoretical models that were selected due to their relevance; firstly, the Demand-Control Support model, and secondly, the Transactional Model of Stress and Coping. The results show that these upper secondary school seniors describe themselves as less stress than they perceived themselves to be in their second year. Regarding the stress-related effects experienced by these students, it was found that sleep deprivation and anger were the most problematic ones along with their tendencies to compare themselves to others. It was also found that the five participants perceived the school health servieces' work as insufficient in many ways. One of the most recurring suggestions, by the students, on how to improve it was to discuss stress and the availability of the school health services more openly.

Syfte: Avhandlingens övergripande syfte var att öka kunskapen om perspektiv på ungdomars hälsa som utgångspunkt för att utveckla hälsofrämjande insatser i skolan. Metod: Studie I hade en kvantitativ beskrivande tvärsnittsdesign. Datamaterialet inhämtades från 948 ungdomar (11-15 år) som analyserades med multivariat logistik regressionsanalys. Studie II hade en kvalitativ utforskande design. Datamaterialet inhämtades från 117 ungdomar (14-17 år) och analyserades med grundad teori. Studie III hade en kvalitativ beskrivande design. Datamatmaterialet inhämtades från 42 ungdomar (14-15 år) och analyserades med kvalitativ innehållsanalys. Studie IV hade en kvalitativ beskrivande design. Datamaterialet inhämtades från 27 intressenter och analyserades med kvalitativ innehållsanalys. Resultat: Ungdomarna strävar mot att lyckas och att bli framgångsrika i nuet och i framtiden. En strävan som för ungdomarna upplevs som en kamp om sin tid, en kamp som de hanterar genom att använda sig av olika strategier för att balansera skolarbete och fritid. Flickors strävan handlar om att nå framgång i skolan för att bli självständig i framtiden. För pojkarna innebär framgång att bli framgångsrika inom någon av sina fritidsaktiviteter så som sport, som visar deras fysiska styrka. Framgång i nuet är av betydelse för pojkarna till skillnad från flickorna som ser på sin framgång i ett längre perspektiv. Det hälsofrämjande arbetet bör inrikta sig på att stödja ungdomars känsla av sammanhang och stärka optimism redan tidigt i tonåren samt synliggöra organisatoriska och kontextuella strukturer och normer som påverkar flickors och pojkars hälsa och livsstil. Konklusion:Sammanfattningsvis visar avhandlingen att perspektiv på ungdomars hälsa bör förstås på olika nivåer i samhället och också inkluderar perspektiv på kön. Vidare bör faktorer som är av betydelse för ungdomars livsstil diskuteras utifrån ett salutogent perspektiv och det hälsofrämjande arbetet i skolan bör utveckla insatser med kontextuella och könsspecifika utgångspunkter för att främja flickors och pojkars hälsa och livsstil. / Aim: The overall aim of the dissertation was to gain greater knowledge about perspectives on adolescent´s health as a basis for developing actions to promote health in schools. Methods: Study I had a quantitative, descriptive cross-sectional design, in which the data was collected from 948 adolescent (11-15 years old) and analyzed with multivariate logistic regression. Study II had a qualitative, investigative design, in which the data was collected from 117 adolescent (14-17 years old) and analyzed with Grounded Theory methodology. Study III had a qualitative, descriptive design, in which the data was collected from 42 adolescent (14-16 years old) and analyzed with qualitative content analysis. Study IV had a qualitative, descriptive design, in which the data was collected from 27 stakeholders and analyzed with qualitative content analysis. Results: The adolescent aspire to make out and be successful both in the present and the future. This aspiration is experienced by the adolescent as a struggle about time, a struggle that they cope with by using various strategies to balance schoolwork and leisure. The girls’ aspiration is to achieve success in school in order to be independent in the future. Success, for the boys, entails being successful in one of their leisure activities such as sport, which demonstrates their physical strength. Success is of importance for the boys in the present, while on the other hand the girls view their success in a longer time perspective. The focus in health promotion should be aimed at supporting the adolescent´s sense of coherence, at strengthening their optimism early in their teenage years as well as making more visible the organizational and contextual structures and norms that affect the health and lifestyles of girls and boys. Conclusions: In summary, the dissertation shows that perspectives on adolescent’s health should be understood at different levels in society and include a gender perspective. Furthermore, factors that are important for adolescent’s lifestyle should be discussed from a salutogenic perspective and the health promotion performed in schools should develop actions that have contextual and gender-specific points of departure in order to enhance the health and lifestyles of girls and boys.

Syftet med detta examensarbete är att undersöka elevers upplevda stress och deras tillvägagångssätt för att hantera denna stress med hjälp av copingstrategier, vilket sedan sätts i relation till biologiskt kön. Arbetet utgår ifrån ett elektroniskt frågeformulär som inkluderar både kvantitativa och kvalitativa aspekter. Resultaten av denna studie visar sig i några fall avvika från den tidigare forskningen, vilket leder till intressanta analyser och diskussioner. Ett av dessa resultat är pojkarnas användande av emotionsfokuserade copingmetoder, som annars är färre än flickornas. Ett annat intressant och avvikande resultat är stressnivåerna inom gruppen flickor, då det visar sig att de som går ett yrkesförberedande program procentuellt är mer stressade än högskoleförberedande programmets flickor. / The purpose of this study is to examine students experienced stress and their ways of coping with that stress using coping strategies, which is later also put in relation to biological sex. The study is using a mixed method in the form of an electronic questionnaire. The results of this study turned out to deviate from previous research, which leads to interesting analyzes and discussions. One of these results is the boys’ usage of emotion-focused coping methods, which otherwise is fewer than the girls. Another interesting and deviating result is the stress levels within the girls’ group, since it turns out that girls who attend a profession-based program are more stressed, percentage wise, than the girls who attend a college-based program.

I uppsatsen undersöktes faktorer som bidrar till skolstress och somatiska symtom hos ungdomar på studieförberedande- och yrkesförberedande gymnasium av båda könen. Deltagarna var 105, varav 59 från de studieförberedande programmen, 23 elever var killar och 36 var tjejer samt, 46 var från de yrkesförberedande programmen, varav 25 var killar och 21 var tjejer. Undersökningen var kvantitativ och enkäter skapades som innehöll 42 frågor varefter 10 variabler skapades av dessa och en fråga analyserades med kvalitativ ansats. Resultaten visade att studenterna på de studieförberedande programmen generellt upplevde mer skolstress. Tjejerna upplevde mer skolstress, externa krav, somatiska-, psykosomatiska besvär och de ansåg sig ha för höga krav på sig själva. Korrelationen mellan somatiska besvär och skolstress var positiv och resultatet var signifikant. Studien visade att elever led av både Skolstress, Somatiska- och Psykosomatiska besvär och dessa borde tas i åtanke av både vårdnadshavare och lärare i skolsituationer. Relibiliteten för alla variabler utom Somatiska besvär var god och eftersom reliabiliteten var låg fanns risk för att samband inte var signifiktanta . Det fanns även en risk att Skolstressen var högre på grund av att det var nära terminsavslut. Förslag till vidare studier var att undersöka varför killar inte upplever samma besvär som tjejer. / The essay investigated factors that could contribute to school-related stress and somatic complaints among adolescents at academic- and vocational programs in high school in both sexes. There were 105 participants, whereof 59 from the academic programs, 23 where boys and 36 were girls and 46 from the vocational programs, whereof 25 were boys and 21 were girls. The study was a quantitative one and questionnaires were created from which contained 42 questions after which 10 variables were created and one question was analyzed with a qualitative approach. The results showed that students at the academic programs generally experienced more school-related stress. Girls experienced more school-related stress, external demands, somatic- and psychosomatic complaints and they thought they had too much demands on themselves. The correlation between somatic complaints and school-related stress was positive and the result was significant. The study showed that students suffered from both school-related stress, somatic- and psychosomatic complaints and this should be taken into consideration from both caregivers and teachers in school situations. The reliability for all variables other than Somatic complaints was good. There was a risk that the school-related stress was high because of closeness to end of semester. A suggestion for further studies was to examine why boys does not experience the same difficulties as girls

Syftet med studien var att undersöka hur skolkuratorer beskriver skolrelaterad stress hos barn samt hur de i sin yrkesroll arbetar med frågor som rör skolrelaterad stress hos barn. Metoden i studien var kvalitativ och semistrukturerade intervjuer genomfördes med skolkuratorer arbetandes inom grundskolan. Studiens teoretiska tolkningsram var känsla av sammanhang (KASAM) och socialt stöd för att få en vidgad förståelse för barns skolrelaterade stress och skolkuratorns roll i det psykosociala arbetet med frågor som rör barns skolrelaterade stress. Studiens resultat visade att skolkuratorerna såg en hög förekomst av skolrelaterad stress hos barn och då främst relaterat till det sociala samspelet, prestationskrav och förväntningar i skolarbetet samt skolans organisatoriska struktur. Av studien framkom att skolkuratorerna ansåg att frågor gällande skolrelaterad stress är viktiga att arbeta med, på individ-, grupp- och organisationsnivå. / The purpose of the study was to investigate how school counsellors describe school-related stress in children and how they work in their profession with questions related to school-related stress in children. The method in the study was qualitative and semi-structured interviews were conducted with school counsellors working in elementary school. The theoretical frame of the study was a sense of context (KASAM) and social support in order to gain a broader understanding of children's school-related stress and the role of the school-counsellor in the psychosocial work on children's school-related stress. The results of the study showed that school counsellors saw a high incidence of school-related stress in children, mainly related to social interaction, achievements and expectations in school work and the organizational structure of the school. The study found that school counsellors felt that school-related stress issues are important to work with at individual group and organizational levels.

The purpose of this study is to examine high school students' attitudes toward the school's efforts to address mental health issues related to school stress and performance anxiety. The purpose of this study is also to explore how the educational institution addresses mental health issues that are connected to stress related to school and performance anxiety. This will be done to determine if there is a discrepancy between how the school works with mental health issues and how students perceive these efforts. The research methods selected for this study are a quantitative questionnaire survey of upper secondary school students and a qualitative interview study with student health professionals. The theory on which this study is based is Katz's Functional Theory of Attitudes, which explains how human attitudes manifest themselves in behavior. After analyzing the results of both research methods, it is possible to conclude that students have positive attitudes towards mental health, but negative attitudes towards the school's work on mental health, particularly in relation to school-related stress and performance anxiety. This is reflected in a lower level of trust in the counselor's ability to help with mental health issues, as well as the students' lack of knowledge about the counselor's and the school's work on mental health issues. In this case, there seems to be a contradiction between the students' attitudes and perceptions and the school's work on school-related stress and performance anxiety.

Im Rahmen einer über zwei Schuljahre andauernden quasi-experimentellen Interventionsstudie wurden Lehrkräfte dreier Berliner Oberschulen geschult, durch ein modifiziertes Unterrichtsverhalten und die Einführung von Förderstrategien in ihren Fachunterricht motivational relevante Ressourcen und Risikofaktoren ihrer Schülerinnen und Schüler positiv zu beeinflussen (schulische Selbstwirksamkeitserwartung, Prüfungsängstlichkeit, schulbezogenes Stresserleben und wahrgenommene Binnendifferenzierung im Unterricht). Ziele der vorliegenden Untersuchung sind die Evaluation der Wirksamkeit der Maßnahmen im Hinblick auf die genannten Zielkriterien sowie die Analyse der Effekte in Abhängigkeit von der durch die Schüler wahrgenommenen Umsetzung der Interventionen. Zu Beginn und am Ende des ersten sowie am Ende des zweiten Projektjahres wurden drei standardisierte Befragungen mit 570 Siebt- und Achtklässlern von drei Interventions- und drei Kontrollschulen durchgeführt. Die mehrebenenanalytische Untersuchung der Programmeffekte belegt am Ende des ersten Projektjahres bei den Interventionsschülern im Vergleich zur Kontrollgruppe erwartungskonform günstigere Entwicklungen in der Prüfungsängstlichkeit, der wahrgenommenen schulbezogenen Bedrohung – einer Unterkomponente des Stresserlebens – und der wahrgenommenen Binnendifferenzierung. Darüber hinaus zeigen sich positive Zusammenhänge zwischen dem Ausmaß der von den Schülern wahrgenommenen Umsetzung der Interventionen und weiteren untersuchten Variablen (z. B. der schulischen Selbstwirksamkeitserwartung). Die Ergebnisse weisen somit auf die motivationale Relevanz der Fördermaßnahmen speziell des ersten Projektjahres hin. Zudem verdeutlichen die Analysen, dass bei schulischen Interventionen durch Lehrkräfte als Multiplikatoren nicht von einer einheitlichen Umsetzung ausgegangen werden kann und Veränderungen in der Interventionsgruppe auch vom Ausmaß der wahrgenommenen Umsetzung abhängen. / In the context of a quasi-experimental research project, conducted over two years, teachers of three Berlin secondary schools were trained in new teaching strategies to positively influence students’ motivational resources and risk factors. The aim of this study is to evaluate the program’s effects on students’ academic self-efficacy, test anxiety, school-related stress as well as internal differentiation and to analyze these effects as a function of students’ perception of the program’s implementation. At the beginning of the first project year and at the end of the first and second project years standardized surveys were conducted in three experimental schools and three control schools with 570 students in the seventh and eighth grades. As expected, multilevel analysis showed significant effects in students’ test anxiety, perceived threat – a component of stress – as well as internal differentiation at the end of the first project year: Test anxiety and perceived threat were significantly lower in the experimental group than in the control group, whereas internal differentiation was higher in the experimental group. In addition correlations were found between student’s perception of the program’s implementation and several other variables under study (e.g. self-efficacy). The results therefore underline the program’s relevance for motivational resources and risk factors. This is particularly true for the first year interventions. Furthermore, the results indicate that program implementation varies between teachers and that implementation quantity considerably affects program effects.

Introduktion: Skolrelaterad stress är ett växande folkhälsoproblem som verkar som riskfaktor för unga personers psykiska ohälsa. Prestationer, relationer, krav samt tankar om framtiden beskrivs orsaka skolrelaterad stress. Socialt stöd är en resurs för hälsa och välbefinnande. Stressrelaterade sjukdomar kan leda till ökade samhällskostnader till följd av sjukskrivningar samt utebliven sysselsättning. Syfte: Syftet med studien är att studera det sociala stödets inverkan på skolrelaterad stress hos gymnasieelever i årskurs tre inom Västra Götalandsregionen samt om det skiljer sig åt mellan gymnasieprogram och kön. Metod: I en kvantitativ tvärsnittsstudie rekryterades 168 elever (>18 år) genom ett bekvämlighetsurval. Data samlades in via ett webbaserad enkätformulär och analyserades genom T-test och Chi-Square test samt korstabeller och deskriptiv statistik. Resultat:Den genomsnittliga stressnivån i studiepopulationen är 1.83 på en skala 0–3. Störst andel elever upplever medel stressnivå (48.8%) och det urskiljs skillnader mellan könen ochgymnasieprogrammen. Ledande orsak till skolrelaterad stress anges vara egnaprestationskrav (58%) och det finns en korrelation mellan prestationskrav och stressnivå. Vidare uppger 23.2% vara omedvetna om stöd i skolan och det finns skillnader mellan gymnasieprogrammen. Slutsats: Studien ger indikatorer på att skolrelaterad stress är ett växande problem och framtida forskning bör undersöka bakomliggande orsaker till elevers egna höga prestationskrav, detta i syfte att förebygga stress samt främja elevers hälsa och välbefinnande. / Introduction: School-related stress is a growing public health problem that acts a risk factor for mental illness in young people. Achievements, relationships, demands and thoughts about the future have been described as causes of school-related stress. Social support is a resource for health and wellbeing. Stress-related illness can increase the social costs because of sick leave and unemployment. Aim: The aim of the study is to investigate the impact of social support on school-related stress in third-year secondary school students in Västra Götalandsregionen and whether it differs between secondary school programs and gender. Methods: In a quantitative cross-sectional study, 168 students (>18 years) where recruited through a convenience sample. Data were collected through a web-based questionnaire and analyzed using T-test and Chi-Square tests as well as crosstabulations and descriptive statistics. Results: The average stress level in the study population is 1.83 on a scale 0-3. The largest percentage of students (48.8%) experience a medium level of stress and there are differences between the sexes and the secondaryschool programs. The leading cause of school-related stress is reported to be individual performance expectations (58%) and there is a correlation between performance expectations and stress level. Furthermore, 23.2% state that they are unaware of support at school and there are differences between the secondary school programs. Conclusion: The study provides indicators that school-related stress is a growing problem and future research should investigate underlaying reasons for the students’ individual highperformance expectations with the aim of preventing stress and promoting health and wellbeing.

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)