View in EDS HTML Full Text PDF Full Text

A qualitative study of Swedish pupils' perspectives on supportive school climates and help-seeking.

Saved in:
Bibliographic Details
Title: A qualitative study of Swedish pupils' perspectives on supportive school climates and help-seeking.
Authors: Forsberg, Camilla1 (AUTHOR) camilla.forsberg@liu.se, Hammar Chiriac, Eva1 (AUTHOR), Thornberg, Robert1 (AUTHOR)
Source: Pastoral Care in Education. Mar2025, Vol. 43 Issue 1, p5-24. 20p.
Subject Terms: *Teacher-student relationships, *School environment, *Organizational structure, *Help-seeking behavior, Relationship quality, Grounded theory
Abstract: The aim of this study is to explore pupils' perspectives on school climate, with a focus on help-seeking from teachers when experiencing unsafe incidents. Fifty-nine focus group interviews were conducted with pupils from two public schools in grades 1–9 (i.e. ages 7–15 years) in Sweden and analyzed with constructivist grounded theory. The findings address how the organizational support structure was crucial and three main categories were conceptualized from pupils' perspectives: (1) teachers as sources of support; (2) availability of support; and (3) consistent and responsive support. The way in which pupils perceived these three dimensions, and thus the organizational support structure, were crucial to whether they considered help-seeking from teachers when they experienced unsafe incidents such as violence, bullying or conflicts. To conceptualize the pupils' perspectives on the organizational support structure and help-seeking we adopted a social-ecological perspective as a theoretical framework. Social-ecological factors such as scheduling, and information provided (exosystem) and the pupil-teacher relationships (microsystem) were found to be especially important in relation to the organizational support structure and pupils' help-seeking. Our findings suggests that it is imperative for schools to pay attention to the organizational support structure and especially consider the teacher-pupil relationship quality and how scheduling, information about support sources, and a consistent and responsive approach from all teachers affects pupils' help-seeking and the building of a supportive school climate and safety for all pupils at school. [ABSTRACT FROM AUTHOR]
Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 183128556
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A qualitative study of Swedish pupils' perspectives on supportive school climates and help-seeking.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Forsberg%2C+Camilla%22">Forsberg, Camilla</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> camilla.forsberg@liu.se</i><br /><searchLink fieldCode="AR" term="%22Hammar+Chiriac%2C+Eva%22">Hammar Chiriac, Eva</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Thornberg%2C+Robert%22">Thornberg, Robert</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Pastoral+Care+in+Education%22">Pastoral Care in Education</searchLink>. Mar2025, Vol. 43 Issue 1, p5-24. 20p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Organizational+structure%22">Organizational structure</searchLink><br />*<searchLink fieldCode="DE" term="%22Help-seeking+behavior%22">Help-seeking behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Relationship+quality%22">Relationship quality</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The aim of this study is to explore pupils' perspectives on school climate, with a focus on help-seeking from teachers when experiencing unsafe incidents. Fifty-nine focus group interviews were conducted with pupils from two public schools in grades 1–9 (i.e. ages 7–15 years) in Sweden and analyzed with constructivist grounded theory. The findings address how the organizational support structure was crucial and three main categories were conceptualized from pupils' perspectives: (1) teachers as sources of support; (2) availability of support; and (3) consistent and responsive support. The way in which pupils perceived these three dimensions, and thus the organizational support structure, were crucial to whether they considered help-seeking from teachers when they experienced unsafe incidents such as violence, bullying or conflicts. To conceptualize the pupils' perspectives on the organizational support structure and help-seeking we adopted a social-ecological perspective as a theoretical framework. Social-ecological factors such as scheduling, and information provided (exosystem) and the pupil-teacher relationships (microsystem) were found to be especially important in relation to the organizational support structure and pupils' help-seeking. Our findings suggests that it is imperative for schools to pay attention to the organizational support structure and especially consider the teacher-pupil relationship quality and how scheduling, information about support sources, and a consistent and responsive approach from all teachers affects pupils' help-seeking and the building of a supportive school climate and safety for all pupils at school. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Pastoral Care in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183128556
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02643944.2023.2265388
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 5
    Subjects:
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Organizational structure
        Type: general
      – SubjectFull: Help-seeking behavior
        Type: general
      – SubjectFull: Relationship quality
        Type: general
      – SubjectFull: Grounded theory
        Type: general
    Titles:
      – TitleFull: A qualitative study of Swedish pupils' perspectives on supportive school climates and help-seeking.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Forsberg, Camilla
      – PersonEntity:
          Name:
            NameFull: Hammar Chiriac, Eva
      – PersonEntity:
          Name:
            NameFull: Thornberg, Robert
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 02643944
          Numbering:
            – Type: volume
              Value: 43
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Pastoral Care in Education
              Type: main
ResultId 1