Poor mental health among children and teenagers in Sweden has been recognized and been described as increasing (Folkhälsomyndigheten, 2018). Folkhälsomyndigheten (2018) suggests that there has been a twofold increase of psychosomatic symptoms within the age group of 13-to 15-year-olds in Sweden. This study enlightens the importance of the health promotions within the school system where all the professions within the school should work together to improve the mental health of the students. The purpose with this study is to produce a qualitative study where our intention is to increase the knowledge regarding lesson structures as a success factor from the perspective of the student where the sense coherence-component’s comprehensibility, management and meaningfulness describe the psychological health of the students. Our study has a qualitative approach as we wish to understand how students perceive distinct lesson structures as opposed to vague lesson structures. The collection of data used for this study consists of semi-structured interviews conducted with six informants from two separate junior high schools, that have been analyzed using both a deductive as well as an inductive hypothesis. The inductive coding gave us the subcategories: stress, security, interests, and boredom. The sense coherence-theory has helped us analyze our collection of data, the results of which indicate that of previous research; lesson structure, clarified pedagogy, and participation are the success factors when it comes to the students' sense of coherence. The study also indicates that the informant’s psychological health is affected negatively by vague lessons. The study recognizes the important work being done regarding a Special education methodology and technology approach and the preventively and health promotion within our schools which only benefit from a salutarily perspective. Keywords: clarification pedagogy, lesson structure, poor mental health and sense of coherence.

This study is a study of literature which focused on the research question How can cooperative learning reduced perceived mathematics anxiety. This was conducted via a literature search in a variety of databases, such as ERC, ERIC, and finally libsearch. The searchwords that were used were connected to the reasearch question, for instance cooperative learning in mathematics and anxiety. The studies that were chosen based on relevance were then analyzed and summarized. Based on the summarization subcategories such as shared responsibility, complement each other, helping, not competing, active learning, and setbacks were established based on recurring concepts. The results were then presented based on these subcategories’ effect on perceived mathematics anxiety. The conclusion that was made was that cooperative learning can reduce mathematics anxiety by giving students an improved sense of responsibility, cooperation, and support by their peers as well as creating a less competitive environment with more focus on active learning

”Pedagogiska kvarten” is a project at Örebro University. It is a study that deals with the teachers’ perspective of pedagogics. When I came in touch with “Pedagogiska kvarten” I found it interesting to find out more about pupils’ perspective of pedagogics, since the teachers’ perspective already had been noticed. This study is inspired of “Pedagogiska kvarten”, hence the perspective of the pupils are what this essay will inquire into. However, unlike “Pedagogiska kvarten” this study uses an ethnographic approach. What create the base for this essay are materials found at a Swedish high school with a class of nearly 30 pupils. More specifically, observations and notes followed by interviews and recordings of pupils’ descriptions of “pedagogics”. The aim was to examine and investigate what the pupils’ perspective of pedagogics is and what meanings emerge in their descriptions. The research question therefore became “What meanings of the phenomena pedagogics appear in pupils’ descriptions of “pedagogics”?” This essay shows that the pupils’ descriptions of pedagogics can be divided into three categories. These categories are: Pedagogics is an encounter with the teacher, lessons structure and pupils’ participation. The conclusion is that the pupils’ meanings of pedagogics are associated with the teacher. Hence the role of the teachers becomes important. / Pedagogiska kvarten