Sammanfattning/Abstract

Ahlinder, Anna och Deltinger, Marianne (2026). Uppfattningar om specialpedagogisk handledning i förskolan. ”När spelreglerna ändras”. Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö universitet, 90 hp.

 Förväntat kunskapsbidrag

Studien förväntas bidra med en fördjupad förståelse för hur specialpedagogisk handledning erfars i förskolans kontext samt vilka villkor i verksamheten som bidrar till variationer i dessa erfaranden.

 Syfte och frågeställningar

Syftet med studien är att undersöka hur specialpedagogisk handledning i förskolan erfars och ges mening. Studien syftar vidare till att synliggöra hur olika sätt att erfara handledning relaterar till utvecklingsarbete i förskolans praktik samt till de villkor som präglar denna.

1. Hur beskrivs specialpedagogisk handledning i förskolan av specialpedagoger, pedagoger och rektorer, i termer av förekomst, former och innehåll?
2. Vilken betydelse tillskrivs specialpedagogisk handledning i relation till utvecklingsarbete i förskolans praktik av specialpedagoger, pedagoger och rektorer?
3.  Vilka villkor uppfattas möjliggöra respektive begränsa specialpedagogisk handledning i förskolans praktik?
4.  Hur kan studiens resultat förstås i relation till teorin om praktikarkitekturer (TPA)?

Teori

Studien utgår från en fenomenografisk ansats, där fokus ligger på att beskriva hur handledning i förskolan erfars på olika sätt av olika aktörer. För att förstå varför dessa olika sätt att erfara handledning framträder används teorin om praktikarkitekturer (TPA) som ett analytiskt stöd, med syfte att synliggöra de villkor som formar handledning som praktik.

Metod

För att besvara studiens syfte genomfördes semistrukturerade kvalitativa intervjuer med pedagoger, specialpedagoger och rektorer. Materialet analyserades fenomenografiskt och tolkades med stöd av TPA.

Resultat

Resultaten visar att handledning i förskolan erfars på olika, parallella sätt, bland annat som stöd, reflektion, kompetensutveckling och som en praktik i förändring. Vidare framträder handledning som en praktik vars genomförande och genomslag i hög grad formas av organisatoriska och relationella villkor. Särskilt tydlig är betydelsen av tid, kontinuitet, närvaro och professionella relationer för hur handledning möjliggörs i vardagen. Sammantaget visar resultaten att specialpedagogisk handledning kan förstås som ett professionellt samtal som i hög grad formas av förskolans organisatoriska och relationella villkor.

Specialpedagogiska implikationer

Studien pekar på att specialpedagogisk handledning i förskolan är beroende av organisatoriska förutsättningar för att kunna verka som verksamhetsutvecklande. Resultaten visar att tillgång till tid, kontinuitet och närvaro är avgörande för handledningens genomslag i pedagogisk praktik. Vidare synliggörs betydelsen av specialpedagogisk kompetens, både i form av fördjupad kunskap och förmåga att leda professionella samtal som stödjer reflektion och förändring. Sammantaget indikerar studien att specialpedagogisk handledning, för att fungera som ett stöd för långsiktig utveckling, behöver förstås och organiseras som en del av förskolans samlade kvalitetsarbete.

Nyckelord

Fenomenografi, förskola, organisatoriska och relationella villkor, praktikarkitekturer, specialpedagogisk handledning

This study aims to examine how AI-generated videos on the social media platform TikTok reproduce representations of gender stereotypes through a multimodal socialsemiotic analysis of the empirical materials’ inherent modes and semiotic resources like setting, characters, language and sound and modality. Through a theoretical framework consisting of feminist media theories of postfeminist sensibilities, male gaze and algorithmic gaze, the study aims to contextualise 10 AI-generated videos collected through a limited period, to the contemporary media landscape of TikTok.The study concludes that the empirical sample shows clear signs of postfeminist sensibilities like selfsurveillance and optimization of the female subject, use of irony to lighten harmful sentiments, and classification of gender, including a clear sign of a male gaze, revealing a reproduction and amplification of existing gender stereotypes and a disciplining of female characters by the generative AI.  

This study examines assisted homebirths from a sociological approach. Its purpose is to broaden the understanding of why some women choose to give birth at home by exploring their experiences through qualitative interviews and analyzing these using theories of modernity, feminist critiques of modernity, and gender studies.

The results show that women who choose assisted homebirths navigate several forms of risk in their decision-making process. These risks partly reflect the dominant, medically oriented risk discourse focused on the safety of the mother and child, but also include concerns about being treated poorly in hospital settings, receiving inadequate medical care and/or not being listened to during a highly stressful and vulnerable eventof their lives. The findings further indicate that choosing a homebirth entails social consequences and moral dilemmas, some of which are shaped by gendered expectations and norms. In conclusion, the choice to give birth at home can be understood as a way of asserting autonomy and securing a sense of safety and care perceived as lacking within institutional maternity care, while simultaneously navigating social risks and moral judgment.

By problematizing the dominant risk discourse, the study aims to highlight the individual experiences, social relations, and broader societal structures that shape these decisions, thereby contributing to a more nuanced public discussion on homebirths and a deeper understanding of the phenomenon.

Reading comprehension is a vital skill for students in grades 4–6, as it impacts their learningin all school subjects. The purpose of this research synthesis is to investigate how specificreading strategies can support and improve reading comprehension for students in thesegrades, both in traditional and digital contexts. The study is guided by a research questionfocusing on which strategies are most effective for improving students' understanding ofEnglish as a Foreign Language (EFL).The methodology used for this paper is a systematic literature review. Ten primary researchsources, including both meta-analyses and empirical studies, were selected from databasessuch as ERIC and Google Scholar to identify common patterns and trends in strategyinstruction.The results show that explicit instruction, where the teacher models the thinking process, ishighly effective for younger learners. Furthermore, the findings reveal that digital readingenvironments place higher cognitive demands on students, requiring specific focus strategiesto manage distractions. The discussion highlights that individual factors like motivation andself-efficacy are essential foundations for successful strategy use. These results imply thatSwedish EFL teachers should act as cognitive coaches, providing clear scaffolding and asupportive social environment to help students meet the goals of the national curriculum(Lgr22). This study concludes that teaching both language skills and strategic tools isnecessary for students to become confident and successful readers.

Om olika landsbygders olika litteraciteter

Studien grundar sig på att undersöka hur högstadielärare arbetar med språkutveckling i SO-ämnena. Syftet med denna uppsats är att undersöka samhällskunskapslärares undervisningsstrategier och metoder för att arbeta språkutvecklande i klassrummet. Mina frågeställningar är: Vilka strategier och metoder ser samhällskunskapslärare som viktiga för att integrera språkutvecklingen i undervisningen och främja språkutvecklingen? Hur tolkar samhällskunskapslärare sitt ansvar att främja språkutveckling i undervisningen? För att besvara frågeställningarna har studien använt sig av en kvalitativ metod genom semistrukturerade intervjuer, där fyra SO-lärare har deltagit i undersökningen. Resultatet visar att lärarna ser det som ett stort ansvar att integrera språkutvecklingen i undervisningen för att främja ett lärande hos eleverna. Lärarna ställs inför språkliga utmaningar i sin undervisning där lärarna behöver ge elever stöttning för att förstå och kunna använda begrepp, skriva texter eller läsa olika texter. För att stödja de språkliga utmaningarna som lärarna ställs inför använder de sig bland annat av bildstöd, skrivmallar eller stödmeningar.

Denna studie undersöker hur litteratur och litteraturläsning legitimeras i ämnesplanen för svenska (Lgy25) och i två gymnasieläromedel för Svenska, nivå 3: Svenska impulser 3 (2013) och Svenska 3 – Helt enkelt (2016). Utifrån ämneskonceptionsteori (färdighetsämne, litteraturhistoriskt bildningsämne, socialt, kritiskt ämne och individutvecklande ämne) genomförs en kvalitativ innehållsanalys med kvantifierande inslag. Materialet kodas i fem didaktiska kategorier: syfte, innehåll, didaktisk inriktning, utvärdering och fokus. Resultatet visar att styrdokumentet legitimerar skönlitteratur genom en kombination av bildning, analys och viss individutveckling, medan läromedlen i högre grad prioriterar mätbara färdigheter och metodstyrd textbearbetning. Skillnader framträder även mellan läromedlen, särskilt i hur personliga och samhällsorienterade aspekter ges utrymme.

Syftet med denna kunskapsöversikt är att, utifrån tidigare forskning, undersöka hur utomhusundervisning kan stödja naturvetenskapligt utforskande och delaktighet hos eleverna i årskurserna F-3. Översikten belyser även hur elevers delaktighet skiljer sig mellan utomhusundervisning, traditionell klassrumsundervisning och lärarens kompetens samt den organisatoriska förmågan. Vid genomförandet av litteratursökningarna användes databaserna ERIC och Scopus. Under arbetets gång framstod ERIC som den databas som innehöll mest relevant material, vilket innebar att majoriteten av de fortsatta sökningarna genomfördes där. Det slutliga urvalet består av både kvalitativa och kvantitativa studier som behandlar naturvetenskapligt lärande i utomhusmiljöer för yngre elever. Resultaten visar att utomhusundervisning skapar goda förutsättningar för naturvetenskapligt lärande genom att undervisningen kan kopplas till konkreta och autentiska situationer. Resultaten visar också att det inte bara är lärarens kompetens som är en central faktor för utomhusundervisning utan att det krävs även organisatoriska förutsättningar för en lyckad utomhusundervisning. Elever som deltagit i naturbaserade aktiviteter utvecklar en djupare förståelse för naturvetenskapliga fenomen och uppvisar högre motivation och engagemang jämfört med elever som enbart undervisas i klassrumsmiljö. Forskningen visar även att utomhusmiljöer erbjuder fler möjligheter till delaktighet och varierade uttrycksformer för förståelse. Sammantaget framträder utomhusundervisning som ett värdefullt pedagogiskt verktyg som kan bidra till mer flexibla, inkluderande och meningsfulla lärandesituationer i de yngre skolåren.

Att planera för undervisning är en av lärarprofessionens viktigaste delar. Hur denna planering sedan presenteras för sin mottagare – eleverna – undersöks i denna studie genom ett textanalytiskt perspektiv, med syftet att synliggöra hur olika språkliga drag skapar olika typ av funktion. Som teoretisk bakgrund ligger Hellspong och Ledins textmodell i kombination med systemisk funktionell grammatik. I sammanhanget spelar kontext, struktur och stil roll för hur en mottagare uppfattar sändarens meddelande, som i detta fall utgörs av tio lokala pedagogiska planeringar i svenskämnet med inriktning mot årskurs 7–9 hämtade från lärplattformen Unikum. 

Resultatet visar att alla de undersökta LPP:erna innehåller språkliga drag som skulle kunna påverka relationen mellan sändaren och mottagaren. Särskilt påtagligt är den höga graden av förpliktelse som syns i texterna genom användandet av verbformen ska, vilket förstärker asymmetrin mellan läraren och eleven.  Något som ytterligare påverkar relationen mellan sändaren och mottagaren och stärker textjagets auktoritet är avsaknaden av möjlighet till elevinflytande. I vissa fall kan en vilja att i stället skapa en dialog skönjas. Detta synliggörs exempelvis genom att användandet av ett vi-tilltal, vilket förekommer i flertalet av LPP:erna. Det kan också ge en upplevelse om ett delat ansvar när det gäller lärandet. 

De slutsatser som dras är att det i LPP:er går att finna språkliga drag på de strukturella, ideationella och interpersonella nivåerna av det skrivna språket. Dessa drag påverkar på olika vis relationen mellan lärare och elev och kan användas för att förstärka en viss didaktisk roll. Intertextuellt åskådliggörs en tydlig koppling till Lgr22, både genom språk och disposition vilket gör att en LPP kan uppfattas som mer formell.  Denna studie bidrar därför till att visa på vikten av att vara medveten om att hur man som svensklärare uttrycker sig i skriftlig kommunikation till sina elever spelar roll. Dock kan yttre ramfaktorer såsom, begränsad arbetstid och stor arbetsbörda också påverka hur lärare väljer att utforma sin LPP.

This article aims to explore how inclusion is done and experienced in everyday life, using contem-porary dance as an empirical example. Questions of functionality are relevant to all social work. However, critical social work theories and practices aimed at social justice and inclusion have rarely addressed functionality. Eleven semi-structured interviews were conducted with leaders and dancers with and without disabilities from four dance companies. For a deeper understan-ding of the context, eight dance performances and three dance conferences were attended.The analysis shows that inclusion is sometimes limited to a side project and that visiting profes-sionals may bring ableist approaches. In some cases, disabled dancers are only offered to fit into a normative choreography, with the result that their bodies are constructed as deficient and proble-matic. The disabled dancers are stopped by normative ideas and are thus required to make their own physical and emotional inclusion work. Consequently, they gain knowledge of how norms are reproduced in the organisation and a more reflexive approach, making them key persons in inclusion work. As allies, the able-bodied dancers also gain a critical view of bodies, functionality and their work. However, there are several instances in which the experiences of disabled dancers are employed as a starting point for exploring what happens in shared spaces. Thus, the work can be renewed and conviviality can be created. In close collaboration, mutual care is taken, com-munication increases, and the fear of one’s own incapacity is reduced. To conclude, the findings show that for inclusion to take place, the organisation needs to be committed to making a radical change, to see differences as a resource, and to draw on the experiences and subordinate know-ledge of disabled people and their allies. This involves risk-taking but can lead to reorientation, development and new ways of being together.

Schools are important settings for promoting health and fostering lifelong movement habits, particularly for children with limited access to physical activity outside school. This study explores how teachers in Swedish primary schools interpret, navigate, and organise the daily movement initiative within their institutional and professional context. Introduced in 2017, the initiative aims to address declining physical activity levels and growing health disparities among children, positioning schools as key actors in promoting movement and well-being. Drawing on new institutional theory, this study explores how institutional structures shape teachers’ experiences and practices at regulative, normative, and cultural-cognitive levels. Using a qualitative design, we conducted semi-structured interviews with 10 teachers from 10 different schools. Interview data were analysed using abductive content analysis. The analysis followed a structured process that included preparation, organisation, and reporting phases, where empirical material was iteratively interpreted in relation to theoretical concepts. Three main themes were identified: teachers’ positioning in the daily movement mission, strategies and methods for working with daily movement, and perceived values of daily movement. The findings reveal that while teachers recognise the value of daily movement for student well-being, learning, and social cohesion, they face challenges related to unclear policy directives, limited institutional support, and role ambiguity. Despite these constraints, teachers developed local strategies emphasising student involvement, collaboration and inclusive practices. The study highlights the need for stronger institutional alignment, clearer regulatory frameworks, and sustained leadership to embed daily movement as a legitimate and sustainable part of the school. These findings contribute to broader discussions on how educational policy and institutional culture influence pedagogical innovation in health-promoting school environments. To further strengthen its legitimacy and sustainability, the study proposes reframing the initiative as daily movement education, a term that positions movement as a meaningful and integrated part of the educational mission.

HCI researchers have a responsibility to design infrastructures and technologies that affect the participation of different members of society, especially vulnerable and marginalised communities. However, participation has been relegated to sporadic activities and workshops, rather than institutionalised structures that facilitate participation in tackling big, ’wicked’ problems. In this hands-on workshop we will examine existing structures for participation of residents in a municipal setting, drawing examples from our work with migrants. Together, we will imagine future participatory infrastructures and long-term technological impacts in order to foster durable, resilient communities. We use speculative design as a method to discuss current issues with HCI research and policy in tackling larger, societal issues. Through this workshop, we hope to  1) re-invigorate the field of participatory design and HCI in designing emancipatory technology, and 2) create a community of researchers and practitioners that share and publish an HCI agenda that enables more equitable participatory technologies.

Accurate segmentation of knee cartilage and meniscus in magnetic resonance imaging (MRI) is essential for the early detection and monitoring of complications such as cartilage erosion and osteoarthritis. Yet, manual annotation remains time-consuming, subjective, and inefficient for routine clinical use. In this study, we introduced KneeXNet-2.5D, a clinically oriented and explainable deep learning framework for accurate and efficient knee cartilage and meniscus segmentation in sagittal MRIs. Unlike traditional 3D segmentation methods, the proposed model employs a 2.5D architecture to capture inter-slice spatial context, achieving high segmentation accuracy while maintaining computational efficiency and optimal resource utilization. We further incorporated targeted image augmentation, including synthetic noise injection, to enhance the AI model robustness against medical imaging variability. The efficient design of the 2.5D model allows for reduced resource consumption, making it suitable for deployment in healthcare settings with limited computational infrastructure, particularly in low-resource hospitals and rural care environments. To enable open scientific research and ensure reproducibility, we constructed a gold-standard, manually segmented knee MRI dataset and publicly released it alongside the annotation guideline, source code, trained AI models, and a lightweight software application. An entropy-based AI explainability strategy was developed to highlight high-uncertainty regions that are most influential to model predictions, advancing transparency and interpretability. Clinical relevance and anatomical validity were further assessed through expert review by board-certified orthopedic surgeons. Together, these contributions demonstrate the AI model’s anatomical fidelity, interpretability, and readiness for integration into musculoskeletal imaging workflows.

This study examines the impact of achievement badges on volunteer engagement and response quality in online surveys conducted by non-profit organizations. While gamification is often proposed to increase participation, its effectiveness in intrinsically motivated populations remains unclear. Using a custom-built survey platform, 57 Swedish volunteers were randomly assigned to either a gamified survey featuring badges or a non-gamified control version. Behavioral data, including time spent, word counts, badge interactions, and completion rates were recorded, alongside open-ended reflections. Results showed no statistically significant difference between conditions. Participants in the gamified group completed surveys faster but provided shorter written responses and showed minimal interaction with the badge system. PCA analysis and qualitative feedback reinforced the finding that badges did not meaningfully alter behavior or improve user experience. These outcomes suggest that in settings where intrinsic motivation is already high, such as nonprofit volunteering, superficial gamification elements like badges may offer limited benefit. Instead, aligning survey design with volunteers’ intrinsic values, such as purpose, autonomy, and impact, may be more effective. This research contributes to gamification literature by emphasizing the limitations of single-element strategies and calling for more nuanced, context-sensitive approaches in digital feedback systems.

The negative effects of living in marginalized neighborhoods characterized by concentrated poverty and social exclusion on individuals' life chances have long been a concern for politicians, policymakers, practitioners, and academia. These neighborhoods are frequently targeted with investments as part of area-based initiatives (ABIs) to mitigate potential negative neighborhood effects. The safety perception of the built environment has become a fundamental driver of ABIs to improve urban safety in marginalized areas. Previous studies have mostly focused on evaluating area-based initiatives from sociodemographic changes using large units of analysis that may obscure low-level patterns. This study examines ABIs led by municipal housing companies in Gothenburg, Sweden, using property-level longitudinal data from 2015 to 2024. Synthetic control method was applied to estimate impacts on two perceived safety measures at both the property and DeSO (Demographic Statistical Area) levels, using untreated areas/properties as control. The results indicate that ABIs have limited short-term effects on safety perception, but among long-term residents (those living the area for more than five years), perceptions of safety in the basement improved. This suggests that the impact of ABIs depends on whether or not the residents have experienced the change. The analysis also reveals spatial variation, with more pronounced effects observed at the DeSO level than at the property level. These findings underscore the importance of spatial scale and residential time in evaluating the impact of ABIs.

Objective: To provide an overview on the effect of hyaluronic acid (HyA) on hard tissue healing in alveolar bone augmentation procedures in humans (PROSPERO registration: CRD42023464863). Methods: Three databases were searched until April 2025. Studies using HyA in any form and in any alveolar bone augmentation procedure were included, if a control group allowing to assess the effect of HyA was available; studies addressing periodontal regeneration or using HyA coated implants were not included. Primary outcome parameters, summarized descriptively, were histologic/radiographic new bone formation (NBF), alveolar ridge width (ARW) and height (ARH). The Cochrane Collaborations RoB 2.0 and ROBINS-I tool were used to assess the risk of bias. Results: Fourteen studies with a follow-up of 3–12 months were included, which contributed with 229 patients and 317 sites allowing to assess the effect of HyA. HyA was assessed as adjunct to maxillary sinus floor augmentation (MSFA), guided bone regeneration (GBR), and alveolar ridge preservation (ARP). The addition of HyA significantly improved NBF in 50 and 66% of the MSFA and ARP studies, respectively; however, a significant clinical improvement was not consistently observed. Advantages for NBF as well as ARW or ARH gain have been reported in GBR procedures, but the available data are limited and mostly descriptive. No differences were observed regarding reported post-operative complication rates. Due to the heterogeneity in treatments and outcome measures, as well as the limited number of studies, a meta-analysis was not feasible for any of the outcomes. Conclusions: In the original studies, positive and occasionally significant results have been reported for the adjunct use of HyA in alveolar bone augmentation; however, the effect size and clinical relevance is unclear, and further clinical research is needed. Clinical relevance: HyA in alveolar bone augmentation is safe, but it remains unclear in which indication and in which application form it may enhance quality and/or quantity of NBF and at what extent.

We present the design and implementation of a portable transfer system equipped with an integrated electrochemical cell that enables the controlled transfer of samples between an electrochemical environment and an ultrahigh vacuum (UHV) system without air exposure. This setup allows for the preparation of well-defined model surfaces, their electrochemical modification, and subsequent structural and chemical characterization using surface-sensitive UHV techniques. The system's performance was validated using Au(111) as a model electrode. Cyclic voltammetry performed in a hanging meniscus configuration reproduced the characteristic oxidation and reduction features of Au(111), while scanning tunneling microscopy, low-energy electron diffraction, and Auger electron spectroscopy confirmed the structural and chemical integrity of the surface after transfer. Progressive surface roughening with increasing numbers of oxidation-reduction cycles followed an approximately linear trend, consistent with previous studies. In addition, we investigated the stability of gold oxide under vacuum and demonstrated that the thin oxide formed during anodic polarization, prior to the onset of the oxygen evolution reaction, is partially reduced during UHV transfer. X-ray photoelectron spectroscopy and Auger spectroscopy data indicate that the oxidized phase is stable in vacuum only after polarization at sufficiently high potentials, when continuous oxygen evolution is achieved via water electrolysis. Finally, successful integration and testing of the system at the FlexPES beamline at MAX IV confirmed its compatibility with synchrotron-based spectroscopy.

INTRODUCTION: Stakeholder involvement in research processes is widely recommended to enhance the relevance, quality and uptake of research findings. However, existing studies highlight persistent challenges in engaging family caregivers in co-design research. This gap may result in research outcomes that fail to reflect family caregivers' needs and preferences, contradicting the core purpose of co-design. Therefore, the aim of this systematic review is to synthesise the available evidence on family caregivers' experiences of involvement in co-design research and to generate evidence-based strategies to support effective engagement.

METHODS AND ANALYSIS: This systematic review will be conducted using a meta-aggregative approach, following the Joanna Briggs Institute's (JBI's) Manual for Evidence Synthesis. Systematic searches will be conducted in PubMed, CINAHL, Scopus, Web of Science and PsycINFO, with no date restrictions. Preliminary searches were performed in EMBASE between September and October 2025. Qualitative primary studies that explore family caregivers' experiences of involvement in co-design research will be included. Study selection and quality appraisal will be performed independently by two researchers using predefined protocols, disagreements will be resolved through discussion with a third reviewer. After calibration, a single reviewer will extract the data using a customised data extraction template with the dataset distributed among the authors. The first author will then review all extractions. Data will be analysed following JBI's meta-aggregative method, and results will be presented in narrative summaries, tables and diagrams. The findings will inform strategies for stakeholder involvement in future co-design research. Family caregivers and co-design researchers will be involved in reviewing and revising generated recommendations to enhance their relevance and practical utility.

ETHICS AND DISSEMINATION: This protocol does not involve human participants. The findings of this review will be submitted for publication in a peer-reviewed journal and presented at relevant scientific conferences and meetings.

PROSPERO REGISTRATION NUMBER: CRD420251229190.

This study aimed to assess the degree of university students' awareness and use of artificial intelligence applications, specifically chat generative pre-trained transformer (ChatGPT), within the educational process in the United Arab Emirates (UAE). The descriptive-analytical method was employed, using a questionnaire distributed to a sample of 608 male and female students from Ajman University, representing a population of 6,072. The results revealed that university students have a high overall level of awareness (mean = 3.72, standard deviation = 0.83). A detailed analysis of the underlying dimensions of awareness identified four key factors: skills development, problem-solving, information exchange, and knowledge acquisition. While the overall awareness was high, the level of awareness regarding the use ofartificial intelligence (AI) for skills development, problem-solving, and information exchange was average, with only the dimension of knowledge acquisition scoring high. Furthermore, the results showed no statistically significant differences in awareness levels based on gender or academic level. However, significant differences were found based on college, with students in scientific colleges reporting higher awareness than those in humanitarian colleges in the dimensions of skills development and problem-solving. The study recommends developing differentiated training programs and integrating AI tools into the curriculum under educator guidance to bridge the gap between basic awareness and advanced application. It also emphasizes that the use of applications like ChatGPT should not be absolute but must be guided and controlled by educators, and it advises incorporating an educational and social aspect into these technologies to suit the nature of the society.

I denna litteraturstudie undersöks könsskillnader i barns läsande genom en tematisk analys av tidigare forskning. Mer precist syftar studien till att besvara frågan vari dessa könsskillnader består utifrån tre teman: läsmotivation, betydelsen av texttyper och effekten av insatser. Analysen bygger på en sammanställning av det aktuella forskningsläget på området. Resultaten visar att flickors övertag över pojkar inte enbart kan förklaras med skillnader i förmågor, utan framträder som en kombination av de faktorer som utgör teman för denna uppsats. Resultaten indikerar att omfattningen av könsskillnader kan påverkas genom pedagogiska insatser, val av texttyper och hur könsstereotyper reproduceras. 

International research provides increasing evidence that Montessori education can support children’s academic, social, and executive development. Despite the pedagogy’s longstanding presence in Sweden, systematic knowledge about how faithfully Montessori principles are implemented in Swedish preschools remains limited. This study addresses this gap by establishing a national baseline for implementation fidelity and by examining how organizational conditions are associated with variation in implementation.  

The study investigates two research questions: (1) to what extent Swedish preschools report implementing key Montessori principles, and (2) which organizational factors are associated with higher or lower levels of implementation. A quantitative survey was distributed to all identified Montessori and Montessori-inspired preschools in Sweden. Responses were obtained from 120 preschools (42 percent). The instrument included a self-assessed Fidelity_index based on validated international questionnaires and demonstrated high internal reliability (Cronbach’s α = .884). The analysis combined descriptive statistics, bivariate correlations, and regression modelling.

The theoretical framework integrates Fidelity of Implementation (FOI) with NeoInstitutional Theory (NIT) to examine how external pressures shape organizational practices. Non-Affirmative Theory of Education (NAT) provides a complementary perspective for interpreting teachers’ professional judgement in navigating tensions between pedagogical values and institutional demands. The results indicate a high overall level of perceived implementation (M = 3.95 on a five-point scale). Philosophical and process-oriented principles, such as children’s freedom of choice (M = 4.59–4.69) and observation-based planning (M = 4.26), were rated highest, while structurally demanding elements, notably the three-hour uninterrupted work cycle (M = 3.22) and peer presentations by older children (M = 2.79), received substantially lower ratings. Organizational identity emerged as the strongest predictor of implementation fidelity, with Montessori preschools reporting significantly higher fidelity than Montessoriinspired units (β = –.536, p < .001). Interpreted through NIT, the findings suggest loose coupling, whereby preschools maintain alignment with core Montessori ideals while adapting organizationally challenging structures.

From a NAT perspective, this pattern reflects professional judgement rather than simple non-compliance. The study provides the first systematic national mapping of Montessori implementation fidelity in Swedish preschools and demonstrates that structural and organizational conditions, rather than philosophical disagreement, constitute the primary constraints on full implementation. 

Syftet med studien är att, med en diskursanalytisk ansats, undersöka hur fostransuppdraget konstrueras i förskollärares beskrivningar av sitt arbete samt vilka spänningsfält som framträder. Data har samlats in genom kvalitativa semistrukturerade intervjuer med förskollärare och analyserats med tematisk analys, där materialet tematiskt bearbetas och tolkas diskursivt med inspiration från Foucault för att synliggöra hur maktrelationer, normer och disciplineringsprocesser påverkar fostran i förskolan. Resultaten visar att fostran konstrueras som en medveten och situationsanpassad process där förskollärarna vägleder barnen att förstå och förhålla sig till sociala och institutionella normer. Vägledning ses som både en form av maktutövning och ett pedagogiskt verktyg som balanserar disciplin och demokratiska värderingar. Spänningsfält uppstår främst mellan att ge barnen frihet och självständighet och att samtidigt upprätthålla regler och normer, samt mellan disciplinering och empati. Studien visar att fostran är en kontinuerlig interaktiv process där förskollärares personliga värderingar, erfarenheter och tolkningar påverkar deras handlingar. Resultaten belyser komplexiteten i fostran och de strategier som pedagoger använder för att navigera mellan olika roller och metoder. Studien bidrar med ökad förståelse för variationer i pedagogiskt arbete och kan stödja reflekterande och konsekvent praktik inom förskolan. 

This thesis examines how urban commons function as sites of community-based

social work and political mobilisation under conditions of welfare retrenchment,

using the theoretical frameworks of Social Reproduction Theory and “agonistic

social work”. Through ethnographic fieldwork at Ex-OPG Je So’ Pazzo and Villa

Medusa in Naples, it investigates how spatial and organisational forms shape

social work practices, how these practices foster political subjectivation and

mobilisation, and how this dynamic influences public–commons partnership with

the municipality. The findings show that the commons operate as relational

infrastructures of social reproduction: shared space and collective governance

enable locally expressed needs to be recognised as interconnected, also reshaping

the relationship between “helper” and “helped.” Participation in care practices can

foster political subjectivation by linking everyday experiences of precarity to

collective interpretation and action, though this process remains uneven and

mediated by material constraints. While the Ex-OPG more directly translates

social work into mobilisation, Villa Medusa relies on territorially embedded

assemblies and mediation. Under shifting municipal administrations, public–

commons partnership emerges as conflictual and contingent rather than stable or

co-opted. Engagement with the state is best understood as agonistic rather than

collaborative. The thesis contributes to social work scholarship by bridging

literature on urban commons and civil society-driven welfare practices, and by

extending theories of agonistic social work to the context of public–commons

partnership.

In December 2025, the European Commission presented its first-ever European Affordable Housing Plan (EAHP). The plan comes as a direct response to the ongoing European housing crisis—a crisis permeated by rising house prices and rents which has made housing increasingly unaffordable. Arguably, the announcement of the plan reflects an amplified presence of the EU in housing matter, a policy field which is not a formal EU competence.  

This report provides a snapshot of the development and announcement of EAHP by mapping perspectives from various EU institutions, political actors and other stakeholders. It examines how housing problems and solutions are framed at the European level and explores how emerging European housing policy can be understood in a Swedish context.  The findings show a multifaceted European effort, attempting to tackle the crisis in a broad manner. However, the EAHP lacks detail and remains rather ambiguous in many of its policy interventions; it often refers to initiatives already in play, or, to unfinished strategies and additional plans expected to come later. The changes to state aid rules are presented as one of the most concrete actions, nevertheless, their applicability in Sweden is questioned.  Ultimately, the report concludes that it is difficult to assess the outcomes of a strengthened European housing policy, as the presented plan is only an initial step of the Commission’s efforts. What is clear, however, is that housing policy at the EU level operates within a complex and sometimes contradictory landscape. Objectives such as market competitiveness, investment mobilisation, social rights, anti-speculation measures, and respect for national competence must be continuously balanced.

Energy institutions at different levels are central in just energy transitions as they develop and enact strategies. In recent years the United Nations Framework Convention on Climate Change (UNFCCC), with its related bodies, and the European Union (EU) havepaid more attention to justice issues across energy related policies. This is an important guidance for energy authorities at different levels, but there are still several challenges to just transformation, for example. path-dependent institutional practices, including astrong techno-economic focus in energy policymaking and policy outputs. This calls for acritical scrutiny of energy institutions and how they understand and work with issues of justice. In this article we explore two energy institutions, The Swedish Energy Agency (SEA), and Directorate-General for Energy (DG Energy) of the EU Commission and their work on long term energy scenarios. With the help of institutionalist scholarship and literature on energy justice, we investigate how justice issues are understood in the work on energy scenarios and how institutional practices, norms and values might affect this work. Our first findings reveal a certain institutional inertia despite an increased awareness of energy-related social differences among policymakers, resulting in a reproduction of existing techno-economic norms and knowledge.

Aims: In recent years, a grey market has emerged in Sweden where teenagers use social media to obtain alcohol. This market has not yet been explored qualitatively. The present study addresses this gap by examining how social media is used to illicitly trade alcohol.

Methods: First, a netnographic approach involved systematically searching for and documenting social media accounts offering alcohol. Second, 33 in-depth, app-based textual interviews were conducted with 16 sellers and 17 buyers who had engaged in illicit alcohol transactions. Responses were thematically analysed within a critical realist framework, capturing experiential (explicit), inferential (inductive) and dispositional (retroductive) themes.

Results: Snapchat is the preferred platform due to its popularity among youths, ephemeral messaging features and recommendation algorithms. Sellers typically source smuggled alcohol in bulk to maintain competitive prices. Underage buyers cite ease of access, speed and convenience as main motivations. Risk perceptions differ as sellers worry primarily about arrest offline and platform bans online, whereas buyers fear personal victimisation during face-to-face exchanges.

Conclusions: Restriction-generated markets and platformisation sustain illicit alcohol markets. Strict regulations inadvertently shape the market's demand by denying legal access to underage individuals’ desire for alcohol. Simultaneously, the design of Snapchat facilitates rapid, anonymous connections and exchanges. The findings underscore a need for policymakers and practitioners to consider how social media amplifies underage alcohol consumption risks.

The ambition of the present study is to open up further discussions about didactic teaching methods with the aim of deepening students’ subject knowledge and reasoning skills in social studies subjects. The study describes the work of two teachers in the subject of history based on a teaching model that aims to promote students’ knowledge and reasoning skills in the middle years of elementary school, grades 4–6. The implementation of the teaching model included a total of five classes, of which the teachers in three of the classes chose to be included in the study. Therefore, three class texts are included in the empirical data, as well as two of the teachers’ experiences and perceptions. Other than the two participating teachers, as well as the complementary perceptions and interpretations of four additional social studies teachers regarding the teaching model, are to be included in the empirical data. 

The study reveals, as previously known, the dilemma between teachers’ ambitions to develop students’ knowledge in relation to limited time. This aspect is also raised and discussed in the work. The experience of the time-consuming aspect differs between the two participating teachers in the present study, where the results of the experiences are discussed and the reasons for different experiences are analyzed. The final results of the study generate a modified teaching model that can contribute to a reduced experience of the time aspect for teachers when they implement teaching using the present model. In turn, the study also shows positive effects on students’ subject knowledge after working with the teaching model, and that the participating teachers see advantages in using it. 

Advantages and disadvantages of the teaching model are further discussed in a focus group of four social studies teachers, who only received a written and oral description of the teaching model without taking part in the results. Therefore, these teachers also became part of the final modification of the teaching model.

The study is of a qualitative nature and is based primarily on teachers’ perceptions and experiences. In addition to the participating teachers own statements, continuous development of the teaching model is made. The results indicates that the teaching model has been implemented successfully for the students learning.

This paper aims to research mechanisms in games that are particularly effective in reducing stress and anxiety. Games are already commonly used for coping, but for new players looking for calming games, the recommended games show a very narrow view of genres. This study will include games of all genres and base the data on players’ direct insights on the topic. To find the mechanics with the most therapeutic potential, a combination of a survey and interviews was conducted. Using an MDA framework, connections were made between the aesthetics that players reacted to and the corresponding game mechanics. The study found that games including themes of Productivity, Familiarity, Aesthetics, and Escapism were enjoyed the most in terms of relaxing and calming down with gaming. These themes corresponded to mechanics such as, but not limited to: access to an open world, free roaming, side quests, difficulty settings, achievements, character customization, managing and gathering resources. These findings are a direct communication from the players to the game designer with intel on what gives a game potential to calm stress and anxiety without taking away from the entertainment value. Keeping this information in mind when designing a game welcomes a more human way of designing games, with both the benefits of entertainment and self-care.

Det övergripande syftet med denna uppsats är att undersöka på vilket sätt specialpedagogisk kompetens uppfattas och används i tvärprofessionell samverkan mellan skola, socialtjänst och polis, med särskilt fokus på det brottsförebyggande arbetet med barn och unga i riskzon för kriminalitet. Den insamlade empirin består av arton semistruktuerade intervjuer. Tolv intervjuer har genomförts antingen fysiskt eller digitalt och resterande sex har skett skriftligt. Som ett teoretiskt ramverk för studien har systemteori och Bronfenbrenners utvecklingsekologiska modell använts för analys av resultatet.

Studiens resultat visar att professionerna uppfattar och definierar barn och unga i riskzon för kriminalitet som ett brett och komplext område. Flera riskfaktorer samspelar och påverkar varandra, och behöver därför förstås i relation till varandra. Skolmisslyckanden och hög skolfrånvaro lyfts fram som centrala riskfaktorer, samtidigt som skolan beskrivs som en betydande skyddsfaktor som kan balansera upp dessa risker. Skolan uttrycks som viktig för tidig upptäckt av ogynnsam utveckling och en möjlighet till en trygg relation med en vuxen. Samtliga informanter lyfter att tvärprofessionell samverkan fyller en viktig funktion i det brottsförebyggande arbetet. Samverkan behövs för att skapa en helhetsbild men försvåras av en bristande samordning mellan professionerna. Specialpedagogens roll och funktion framställs som något otydlig för informanterna.

This study focuses prerequisites for inclusion in mathematics education in Sweden and Norway in a comparative analysis of governing documents, with the aim to identify discursive differences and similarities. Following discourse analysis by Gee, four Discourses were construed – Participation in society, Participation in education, Participation in mathematics knowledge and Participation through perspective. The first three are overlapping between the countries. The fourth is only visible in the Norwegian governing documents. The results show that both curricula address inclusive mathematics education, though in different ways. The Norwegian curriculum frames inclusion as community-driven, whereas the Swedish curriculum prioritizes individual participation.

Background: Endometriosis is a chronic gynecological disease that affects approximately one in ten women of reproductive age. Although endometriosis is a common condition, the disease causes a long delay to diagnosis and significant suffering. In previous research, lack of knowledge and normalization of symptoms have been highlighted as a contributing factor in healthcare. Aim: To describe women's experiences of living with endometriosis. Method: A general literature study with a systematic approach to data collection, selection and analysis. Ten qualitative empirical studies were included with qualitative content analysis. Results: Two main categories emerged. The first, A life shaped by long-term pain and change, describes how chronic and disabling pain affects everyday life, as well as how the disease leads to existential impact and loss of identity. The second category, Struggling for recognition and diagnosis, highlights how normalization, mistrust, and lack of knowledge in healthcare contribute to healthcare-related suffering, and how women engage in active self-care and alternative treatment strategies to manage their condition. Conclusion: Endometriosis has significant consequences for women's lives. The results underline how holistic and person-centered care is central to reducing suffering and strengthening women's well-being.

Until recently, only certifications for new buildings were available, but over recent years, a growing interest in certifying buildings in operation has emerged. These certifications focus on aspects like the indoor environment, occupant well-being and climate impact and seek to enhance the environmental performance of buildings through effective operation and management. This study aimed to identify the benefits and challenges of certification of buildings in operation and to examine if this process can improve the operations and maintenance of the buildings. Fourteen semi-structured interviews were carried out with personnel from both private and public real estate companies in Sweden. Preliminary results indicate that there are financial, operational, environmental and societal benefits. The main driver for certification was enabling green financing, which would improve cash flow. There are both general and system specific certification process challenges. This study concludes that the certification process for buildings in operation has the potential to lead to improvements, especially regarding operational efficiency; even so, most companies do not take full advantage of the certification process, focusing mainly on the indicators that they can easily achieve. This paper provides insights that could help real estate companies approach the certification process for buildings in operation.

This study examines how municipal communication about youth centres is shaped and has impactin practice, with focus on youth coaches’s experiences of working with social media alongside theirprimary profession within the municipality of Halmstad. The empirical material consists of fivequalitative interviews with youth coaches, and the study’s theoretical framework drawing onorganizational communication, platformization and sensemaking is used to conduct a thematicanalysis of how different conditions influence the impact of the communication.The result shows that communication on social media is primarily characterized by a transmissionview of communication, which is interpreted as a fact that young people are often not reached bythe messages in a meaningful way. Furthermore, the study indicates that youth coaches find itdifficult to balance their work with communication with municipal requirements and the needs ofyoung people, while time constraints make it challenging to prioritize development and planningactivities. Overall, the finings demonstrate that the communicative impact is low and that socialmedia currently does not contribute to achieving all of the municipality’s goals for the youthcenters function.

Syftet med studien är att skapa förståelse för hur anonyma influencers (som inte visar sitt ansikte) skapar igenkännbara personliga varumärken och uttrycker identitet genom visuellt innehåll. Studien undersöker innehåll från anonyma influencers på Instagram under fyra månader inom år 2025. Detta uppnås genom en kvalitativ semiotisk analys. Med hjälp av Erving Goffmans dramaturgiska perspektiv på vardagslivet, Stuart Halls representationsteori och Alice E. Marwicks teorier om micro-celebrities och self-branding tolkar vi materialet för att förstå genom vilka strategier influencers framställer sig själva på Instagram och hur anonymitet påverkar deras strategier, identitet och varumärkesbyggande. Vår analys visade att frånvaron av ett ansikte inte begränsar identitetsuttryck utan möjliggör istället för andra sätt att skapa en identitet och igenkänning hos följarna samt att estetiska teman, värderingsbaserat innehåll och försköningar av vardagen används som strategier för att bygga varumärke, igenkänning och identitet utan ansikte.

Lindeberg, Maria. Svensson, Charlotte (2026). När språken talar olika: Professionell samverkan i bedömning och differentiering av DLD hos flerspråkiga elever. Specialpedagogprogrammet, Institutionen för skolutveckling och ledarskap, Lärande och samhälle, Malmö universitet, 90 hp.

Förväntat kunskapsbidragStudien bidrar med förståelse för hur differentieringen mellan DLD – Developmental Language Disorder (språkstörning) och andraspråksutveckling i hög grad är en strukturell utmaning. Ett centralt bidrag är identifieringen av ett organisatoriskt tomrum i förskoleklassen, då tidigare logopedinsatser avslutas samtidigt som specialpedagogiskt stöd ofta saknas. Genom att synliggöra hur brister i mesosystemets kopplingar påverkar kartläggning och differentiering, ger studien insikt i hur utmanande det kan vara att nå en likvärdighet i stöd. Genom att framhäva specialpedagogen som en systemagent visar studien hur samverkan kan överbrygga klyftan mellan olika professioner. På detta vis tillför studien kunskap om ett behov att frångå normativa, statiska bedömningar till mer dynamiska bedömningar med grund i ett tvärprofessionellt arbetssätt.

Syfte och frågeställningarSyftet med studien är att undersöka hur vissa lärare och specialpedagoger i grundskolan beskriver kartläggning, differentiering samt den tvärprofessionella samverkan kring flerspråkiga elever med misstänkt språkstörning. Studien innehåller följande frågeställningar:

- Hur beskrivs samverkan mellan olika professioner i arbetet med kartläggning av eventuell språkstörning bland flerspråkiga elever i grundskolan?

- Vilka kunskaper och utmaningar beskriver några lärare och specialpedagoger som centrala för att kunna skilja mellan andraspråksinlärning och språkstörning?

TeoriStudiens teoretiska ramverk utgår från Bronfenbrenners ekologiska systemteori, det sociokulturella perspektivet samt Cummins teori, Common Underlying Proficiency (CUP).

MetodStudien är kvalitativ och baseras på semistrukturerade intervjuer med två specialpedagoger med kombinerad speciallärartjänst i F-6 samt två lärare i förskoleklass. Empirin analyserades genom en tematisk analys.

ResultatResultatet visar att den största utmaningen i differentieringen ligger i en brist på tillräckliga, icke normativa kartläggningsverktyg samt en generell osäkerhet i kompetensen att skilja mellan BICS - Basic Interpersonal Communication Skills (vardagsspråket) och CALP -  Cognitive Academic Language Proficiency (det akademiska språket). Det identifierades också strukturella luckor som brister i mesosystemets kopplingar, vilket inkluderade en avsaknad av specialpedagogisk närvaro i förskoleklass samt utebliven logopedkontakt och en samverkan med modersmålslärare som var obefintlig eller bristfällig. I studiens resultat framträder specialpedagogerna i rollen som systemagenter, vars uppgift blir central för att överbrygga strukturella hinder och stärka det tvärprofessionella samarbetet genom handledning och drivande av kompetensutveckling av lärarnas språkliga medvetenhet. Slutsatsen är att differentieringsdilemmat i praktiken är mer kopplad till en strukturell lucka och en organisatorisk brist än en ovilja hos professionerna.

Specialpedagogiska implikationerSpecialpedagogens kritiska roll som systemagent och kunskapsbrygga i arbetet med flerspråkiga elever belyses i studiens specialpedagogiska implikationer. Genom att specialpedagogen leder det tvärprofessionella arbetet för att säkerställa en differentiering mellan språkstörning och andraspråksinlärning kan feldiagnostisering motverkas. 

SlutsatsEn central slutsats är de stora utmaningarna som ligger i det organisatoriska stödet och inte i en ovilja hos professionerna. Det uppstår ett systematiskt glapp av tidiga insatser i förskoleklass samt en utmaning framstår för lärarna i att differentiera elevers språkliga svårigheter.

Sammanfattning/Abstract

Berta Alisa, Danka och Wilhelmsson, Camilla (2026). I elevens värld – erfarenheter och

upplevelser av stödinsatser. Specialpedagogprogrammet, Institutionen för skolutveckling och

ledarskap, Lärande och samhälle, Malmö universitet, 90 hp.

Förväntat kunskapsbidrag

Elever i behov av särskilt stöd är en grupp som sällan kommer till tals. Denna studie förväntas

bidra med kunskaper om hur elever i behov av särskilt stöd upplever sin skolgång och de

stödinsatser de fått genom att lyssna och låta eleverna få göra sina röster hörda.

Syfte och frågeställningar

Syftet med denna studie är att bidra med kunskap om hur elever i behov av särskilt stöd upplevt

sin skolgång och på vilket sätt de beskriver att deras lärare har anpassat lärmiljön för att de ska

nå kunskapskraven.

• Hur beskriver elever i behov av särskilt stöd sin skolgång?

• Hur upplever eleverna att lärarna anpassat lärmiljön efter deras behov?

• I vilken utsträckning upplever eleverna att de varit delaktiga i beslut om stödinsatser?

Teori

Studien har en narrativ ansats och utgår från stigmateorin, som fokuserar på hur stigmatisering

påverkar individers identitet och sociala interaktioner. Genom ett konstruktivistiskt perspektiv

betonas att erfarenheter av stigma är socialt konstruerade och formas i samspel med

omgivningen (Goffman, 2020). Utifrån Antonovskys begrepp KASAM (Känsla av

sammanhang) är syftet att få en djupare förståelse för hur elever uppfattar skolan, klarar av

utmaningar och hanterar påfrestningar (Antonovsky, 2005).

Metod

Studien har en kvalitativ ansats med livsberättelseintervjuer som metod. Urvalsgruppen är

elever i åk 9 som är i behov av särskilt stöd. Att lära känna andra människor och få kunskap om

deras erfarenheter, känslor och attityder sker genom samtal (Kvale & Brinkman, 2021).

3Resultat

Resultatet bygger på sex elevers livsberättelser om deras erfarenheter och upplevelser av

särskilt stöd med fokus på stödinsatser, relationer och inkludering. Resultaten visar hur viktigt

det är att elevers röster blir hörda för att möjliggöra en likvärdig och rättvis skola för alla, samt

att stödinsatser sätts in utifrån varje enskild elevs behov.

Specialpedagogiska implikationer

Specialpedagogens arbete bygger på vetenskaplig grund och beprövad erfarenhet (SFS

2010:800) och syftar till elevens bästa i en inkluderande skola, i linje med FN:s konvention om

barns rättigheter (UNICEF Sverige, 2018) och Salamancadeklarationen (UNESCO, 1994).

Rollen innebär att vara en länk mellan lärare, ledning och elever, tydliggöra och samordna

elevens behov (Heimersson, 2009) samt främja samarbete mellan vårdnadshavare, lärare och

elev (Ahlberg, 2009).

Specialpedagogen deltar i förebyggande arbete, undanröjer hinder i lärmiljön, utformar

åtgärdsprogram och utvecklar pedagogiskt stöd (SFS 2017:1111). Genom god samverkan och

ett holistiskt perspektiv säkerställs att varje elevs behov blir tydliga och möts, vilket främjar

inkludering och lärande på individ-, grupp- och organisationsnivå.

Background: Post-stroke depression is a common complication affecting up to one third of stroke survivors, and can be associated with impaired rehabilitation, reduced quality of life and increased morality. Despite this, PSD tends to be overlooked in healthcare. Purpose: To analyze how people with stroke, depression, and depressive symptoms experience their situation during rehabilitation. Method: A literature review based on eleven qualitative studies where data was obtained through content analysis. Results: Five categories and nine subcategories emerged from the data. The five categories were: Insufficient support for mental health in healthcare concerns which concerns the experience that healthcare did not sufficiently address psychological needs and a lack of positive information, Need for copingstrategies, which described difficulties in coping with stroke at first, but that strategies developed over time, Changes in social life, which describes returning home in connection with role loss and other stresses and how communication difficulties and reduced social interaction contributed to isolation, Loss of function and identity, which concerns how loss of fundamental functions and independence affect self-image and contribute to negative feelings, Emotional difficulties in everyday life, which deals with uncertainty and fears about the future as well as meaninglessness, hopelessness and lack of direction in life despite progress in rehabilitation. Conclusion: The results indicate that rehabilitation after stroke entails extensive emotional and psychological complications. Depression and depressive symptoms are affected by isolation, inadequate information from healthcare professionals, as well as loss of functions and altered self-image. A lack of copingstrategies also had an impact on psychological well-being during rehabilitation. Returning home was a challenge where adaptation to everyday life reinforced negative feelings.  

Despite conventions, policies, and regulations highlighting the importance of accessibility in fulfilling human rights, numerous barriers exclude and discriminate against disabled individuals. This article focuses on the gap between promised and performed accessibility. The aim is to explore how inaccessibility is rationalised and transformed into an acceptable, excusable, or even justifiable aspect of contemporary society. The empirical material consists of professionals’ and disabled people’s moral and practical reasoning regarding accessibility, gathered through semi-structured interviews and ethnographic observations conducted in Sweden. Inaccessibility is excused by referring to a lack of knowledge and other circumstances that render accessibility impracticable. Additionally, inaccessibility is justified by emphasising temporal, security, or aesthetic aspects that make accessibility seem unreasonable. Presenting accessibility as impracticable and unreasonable appears crucial for the moral management of disabling barriers and violations of human rights in society.

Arbetsrelaterad stress är ett växande problem och innebär betydande kostnader för individer, organisationer och samhället. Mot denna bakgrund har olika former av mindfulnessbaserade interventioner (MBIs) blivit alltmer populära som verktyg för att hantera stress, stärka psykiskt välbefinnande och förebygga ohälsa i arbetslivet. Mindfulnessbaserade program (MBPs) bygger på en kombination av kontemplativ praktik och vetenskaplig metod. Lärarens kompetens, förståelse för målgruppen och kontexten är centrala för genomförandet. Forskningen visar att mindfulness i arbetslivet kan bidra till förbättrad psykisk hälsa, kognitiv funktion och organisatorisk effektivitet.

MBIs har tydliga positiva effekter på stress, psykiskt välbefinnande och kognitiv funktion hos anställda i olika sektorer. Störst effekt ses på så kallad hedoniskt välbefinnande och emotionell reglering. Mindfulness kan också stärka uppmärksamhet, motståndskraft och ledarskapsförmåga. För att interventionerna ska vara hållbara krävs dock organisatoriskt stöd, långsiktighet och anpassning till den specifika kontexten. Mindfulness kan vara en viktig komponent i ett modernt och hälsofrämjande arbetsliv, men ersätter inte organisatoriska förbättringar vid hög arbetsbelastning eller utmanande arbetsvillkor.

I den här rapporten redogör vi för ett samverkansprojekt där Hälsa-, vård och omsorgsförvaltningen. Enheten för Hälsofrämjande insatser i Malmö stad arbetat tillsammans med Malmö universitet för att undersöka hur mindfulnessbaserade interventioner (MBI) kan främja hälsa och välbefinnande bland seniorer. Tidigare studier har visat att mindfulnessträning har positiva effekter på stress, ångest, sömn, smärta och livskvalitet hos olika grupper, inklusive seniorer. Studier har även understrukit vikten av att förstå hur mindfulness upplevs i praktiken. 

I projektet ingick fyra åtta-veckors mindfulnesskurser, baserade på Mindfulness Based Stress Reduction (MBSR) och Ola Schenströms program ”Här & Nu” samt en forskningsstudie som syftade till att undersöka kursernas effekter. Kurserna leddes av en äldrepedagog på Malmö stads mötesplatser för seniorer. Sammanlagt deltog 12 seniorer per kurs. Effekterna undersöktes av forskare från Malmö universitet genom en enkät som besvarades före och efter kursen (FFMQ, n=43) samt 22 semistrukturerade intervjuer. 

Enkätresultaten visar förbättringar i deltagarnas medvetna närvaro, med statistiskt signifikanta förändringar för skalorna observerande förmåga, medveten handling och icke-reaktivitet. Intervjuerna visar att deltagarna sökte sig till kursen för att hantera oro, stress, sömnsvårigheter och livsomställningar, och bekräftar enkätresultaten genom att visa genomgående positiva effekter av mindfulnessträningen. Träningen upplevdes som ett bra verktyg för att skapa lugn, minska ältande, stärka självomsorg och förbättra vardagligt välbefinnande. De intervjuade menade vidare att gruppträningen fungerade väl och att gruppen bidrog till känslor av trygghet, samhörighet och socialt stöd. 

Slutsatsen är att mindfulnessprogram för seniorer kan fungera som en både uppskattad och verkningsfull hälsofrämjande insats, med potential att komplettera befintligt arbete inom äldreomsorg och förebyggande folkhälsa. 

Sustainability actions have the potential to exert a lasting impact on higher education didactics. Universities are often regarded as key actors in educating the next generation of decision-makers who are capable of making more informed choices from a sustainability perspective. However, significant challenges remain regarding the understanding about how sustainability can be integrated into higher education, and disciplines differ considerably in how they engage with the topic. To address these issues, we employ collaborative auto-ethnographic approach to examine how eight lecturers from different disciplinary backgrounds approached sustainability education, and what affordances and tensions they encountered during and after a joint international course on Higher Education Didactics for Sustainability organized by Karlstad University in Sweden. The findings indicate that substantial challenges persist, despite participants’ high levels of motivation and transdisciplinary mindsets. These challenges appear to be linked to disciplinary differences in approaches and emphasis regarding which aspects of sustainability education are considered applicable to the participants’ teaching practices.