Background: Recent research indicates that understanding how children and youth perceive mental health, how it is manifests, and where the line between mental health issues and everyday challenges should be drawn, is complex and varied. Consequently, it is important to investigate how children and youth perceive and communicate about mental health. With this in mind, our goal is to synthesize the literature on how children and youth (ages 10-25) perceive and conceptualize mental health.

Methods: We conducted a preliminary search to identify the keywords, employing a search strategy across electronic databases including Medline, Scopus, CINAHL, PsychInfo, Sociological abstracts and Google Scholar. The search encompassed the period from September 20, 2021, to September 30, 2021. This effort yielded 11 eligible studies. Our scoping review was conducted in accordance with the PRISMA-ScR Checklist.

Results: As various aspects of uncertainty in understanding of mental health have emerged, the results indicate the importance of establishing a shared language concerning mental health. This is essential for clarifying the distinctions between everyday challenges and issues that require treatment.

Conclusion: We require a language that can direct children, parents, school personnel and professionals toward appropriate support and aid in formulating health interventions. Additionally, it holds significance to promote an understanding of the positive aspects of mental health. This emphasis should extend to the competence development of school personnel, enabling them to integrate insights about mental well-being into routine interactions with young individuals. This approach could empower children and youth to acquire the understanding that mental health is not a static condition but rather something that can be enhanced or, at the very least, maintained.

Hälsa och hälsovanor skapas i tidig ålder vilket understryker vikten av tidiga insatser där hem, barnhälsovård, förskola och skola är viktiga aktörer. Enligt Artikel 6 i FN:s konvention om barnets rättigheter (1) har varje barn rätt att överleva, leva och utvecklas fysiskt, psykiskt, andligt, moraliskt och socialt. Då barnkonventionen sedan 2020 är en del av svensk lag väcks frågor om hur vi gemensamt kan sträva efter att göra det bästa för barnen. Trots en generellt god framtidstro uppger dagens unga generation att de upplever sömnbesvär, huvudvärk, nedstämdhet och andra psykiska besvär i större utsträckning än tidigare och de konsumerar mer sjukvård och psykofarmaka för dessa symtom jämfört med tidigare generationer. Därutöver rör de sig mindre och andelen barn och unga med fetma och övervikt ökar. I linje med denna problematik har antalet nya fall av depression, ångestsyndrom, självskador och ätstörningar bland barn och unga vuxna ökat under en lång tid. Förklaringar och orsaker bakom denna ökning är många och bilden kring barns hälsa är komplex. 

Resultaten i denna kunskapsöversikt visar att det är av yttersta vikt att frågor kopplat till både psykisk hälsa och fysisk hälsa måste prioriteras från det att våra barn föds och kontinuerligt under hela deras förskole- och skolgång. Skolan är den enda institution som möter alla barn och därför är det av stor vikt att det i skolan måste finnas förutsättningar i form av kunskap och kompetens för att arbeta hälsofrämjande och se till att barnen ges möjlighet att utvecklas fysiskt, psykiskt, andligt, moraliskt och socialt. Syftet med denna kunskaps-sammanställning är att ge förskole- och skolverksamheter en bättre och mer solid bild av det aktuella kunskaps- och forskningsläget kring barn och ungas hälsa med avsikt att bidra till ökat kunnande och fördjupade diskussioner. Ökade kunskaper om långsiktiga och övergripande behov hos barn och unga behövs för att kunna fördela resurser och genomföra träffsäkra insatser. Utgångspunkten är således att sammanställa befintliga data och forskning inom området utifrån tre områden. 1) belysa trender i barn och ungas hälsa under den senaste 10-årsperioden, 2) belysa faktorer som bidrar till barn och ungas hälsa, samt 3) belysa insatser som visat sig vara verksamma i syfte att främja barns och elevers hälsa. 

Några av de mest framträdande resultaten i sammanställningen är:

• Det finns stora kunskapsluckor när det gäller förskolebarns hälsa. Detta kan bero på att det både saknas systematiska metoder för att samla in och sammanställa hälsodata, att det råder oklarheter i hur man mäter de yngsta barnens psykiska välbefinnande och att det saknas forskning om detta. Sammanställningen visar dock att det finns initiativ på gång när det gäller att systematisera och förstå hälsa bland våra yngsta barn.
• Sedan början på 1990-talet har andelen skolbarn i åldern 11–15 år med övervikt eller fetma mer än dubblerats. Bland 4-åringar ökade andelen med fetma och övervikt under COVID-19 pandemin efter att legat relativt oförändrat sedan en tid tillbaka. I en nationell jämförelse redovisar skånska barn i fyraårsåldern lägst andel fetma och övervikt, vilket förändras med åldern då skånska barn i åldrarna 6–9 har seglat upp som en av de regioner med störst andel barn med övervikt och fetma. Flickor dominerar statistiken upp till 8 års ålder, därefter är det fler pojkar än flickor som lider av fetma och övervikt. 
• Skolungdomar rapporterar att de äter mindre godis, dricker mindre läsk, äter mer grönsaker, röker mindre cigaretter och dricker mindre alkohol. Samtidigt har användningen av snus och e-cigaretter ökat och det är färre skolbarn som äter frukost dagligen. Vidare visar statistiken att den inaktiva tiden under dagen har ökat och att äldre ungdomar är stillasittande största delen av sin skoldag, även om vi kan se en viss ökning av fysisk aktivitet utanför skoltid. Inaktiviteten är lika hög på helgerna, vilket sammantaget gör att färre ungdomar når upp till rekommendationerna om fysisk aktivitet. Insatser för att främja fysisk aktivitet i skolan verkar oftare leda till ökad rörelse, jämfört med om insatserna pågår utanför skoltiden, vilket betyder att skolan har en viktig roll i detta arbete.
• Andelen barn (4–12 år) som dagligen vistas i grönområden har minskat betydligt över en 10-årsperiod. Jämfört med för tio år sedan vistas barn idag mer sporadiskt i grönområden. 
• Den övergripande majoriteten av barn och unga uppger ett gott psykiskt välbefinnande och det har inte varit några större förändringar över tid. Samtidigt ökar självrapporteringen av psykiska besvär och skolstress. En oroväckande tendens är att andelen barn med nedstämdhet eller sömnbesvär i Sverige nu är bland de högsta i Europa. 
• Det råder stora könsskillnader när det gäller hälsa. Flickor rapporterar genomgående fler hälsobesvär än pojkar, större krav i skolan och lägre skoltrivsel. De äter frukost mer sällan och rör på sig mindre.
• Rapporteringen av psykiska besvär och skolstress/krav i skolan har ökat i jämförbar takt sedan 2010. En högre upplevelse av krav i skolklassen bidrar till fler hälsobesvär bland elever som grupp. Stress till följd av skolrelaterade krav tenderar således att spridas bland klasskamrater och framför allt flickor upplever en ökad stress genom att de pratar med varandra om pressen att lyckas i skolan. Skolkrav har ett negativt samband med livstillfredsställelse, vilket innebär att ju högre skolkrav, desto lägre livstillfredsställelse. Samtidigt har forskning också visat att studiemotivation bland klasskamrater är kopplat till färre hälsobesvär på elevnivå, även om man själv inte upplever studiemotivation. Detta tyder på att lärmiljön och skolkamraternas påverkan på hälsan är viktig. 
• Enligt stora internationella studier har förekomsten av psykiatriska tillstånd i form av neuropsykiatriska funktionsnedsättningar så som ADHD och autism varit relativt oförändrad över tid. Samtidigt ser man att andelen barn och unga som diagnostiseras med ADHD och autism i vården ökar. Denna diskrepans återstår att förklara. 
• Barn vars vårdnadshavare är födda i Sverige rapporterar ett bättre hälsotillstånd än barn med utrikes födda vårdnadshavare. Däremot rapporterar barn med svensk bakgrund högre förekomst av psykiska besvär jämfört med barn med utländsk bakgrund. Det finns också tendenser som visar att elever med utländsk bakgrund rapporter ännu färre psykiska besvär när andelen elever med utländsk bakgrund i klassen är högre. Denna diskrepans behöver undersökas närmare. 

Denna text utgör en sammanfattande bild av forskning om mindfulness i skolan som arena. Efter kliniska framgångar av mindfulnessterapi världen över har mindfulness på senare tid utvecklats för att införlivas och anpassas för barn, elever, och till viss del även lärare, i skolmiljö. Detta kan ses som ett svar på den ökade psykiska ohälsan bland unga grundat i ökade akademiska och sociala krav. Den svenska skollagen uttrycker att ett hälsofrämjande perspektiv ska genomsyra utbildningens alla delar och detta understryks av forskning som visar starka samband mellan hälsa och lärande. I denna text lyfts inledningsvis bilden av en ökad ohälsa bland barn och unga samt skolans ansvar för barn och ungas hälsa, för att sedan med hjälp av tidigare forskning, utforska hur mindfulness skulle kunna vara en hälsofrämjande skolinsats för ett ökat välbefinnande. Resultaten utgör en sammanställning av tidigare genomförda forskningsöversikter om mindfulness insatser i förskole- och skolmiljö för både barn, elever och lärare.

De viktigaste resultaten pekar på att

Majoriteten av forskningen och användningen i skolor använder sig av MBSR-liknande program (Mindfulness Based Stress Reduction). Skolan som arena har även gett upphov till en ny form av mindfulness-baserade interventioner som kombinerar MBSR-liknande metoder med innehåll och tekniker som hämtats från mer traditionella insatser för socialt och emotionellt lärande (SEL).

- Det är svårt att dra några generella slutsatser om mindfulness och dess effekter i en skolkontext. Dels för att det är ett relativt ungt forskningsfält, dels för att det finns stora brister och variationer i metod och design, vilket gör det svårt att jämföra [1]resultat mellan studier. Exempel på sådana brister är användandet av aktiva kontrollgrupper, användandet av självskattningsformulär och avsaknad av långtidsuppföljningar.

• De senaste årens forskning har fokuserat på att studera hur kvaliteten i forskningsdesign och rapportering av forskningsresultat kan stärkas gällande mindfulness-baserade interventioner i en skolmiljö.
• Begränsad forskning inom området gör att det är svårt att uttala sig om effekter av mindfulness i olika grupper (kön, ålder, behov av stöd, etcetera).
• För skolelever verkar mindfulness ha större effekt (mental hälsa, välbefinnande) på barn i övre tonåren, samt om interventionen sker över minst 4 veckor.
• Det finns få studier som studerat mindfulness och dess effekter i en förskolekontext. I detta fält dominerar studier från USA och de tenderar att ha ett patogent förhållningssätt (mindfulness som ett botemedel för ohälsa).
• Resultaten kan bero på vem som tillfrågas. Lärare i förskolan ser större förändringar än föräldrar och/eller barnen själva.
• Mindfulness-baserade interventioner i skolan kan utföras av externa instruktörer, eller av lärare i skolan. Den sammanlagda bilden visar att för en del utfall är effekterna större direkt efter interventionens slut när externa instruktörer utfört det sig att effekterna håller sig kvar längre när lärare utbildade i mindfulness utfört interventionerna.
• För att utvärdera effekterna av en intervention är det nödvändigt att detaljer såsom teoretisk bas, väldefinierade mål, tydliga riktlinjer, kompetensutveckling/utbildning och kvalitetskontroll samt tydliga steg för implementering är väl beskrivna.
• Det finns få empiriska studier som riktar sig till lärare. I de studier som finns har stress, ångest, utbrändhet, depression, upplevelse av mindfulness, psykiskt välbefinnande, känsloreglering, skolklimat, undervisningsmetoder och arbetsprestation varit i fokus. Effekter av mindfulness-baserade interventioner för lärare i relation till elevutfall (prestation, resultat) är underbeforskat.
• Interventioner för lärare visar positiva resultat och speciellt när det gäller känslomässig reglering. Kvalitativ forskning visar även att efter genomgången mindfulnessträning upplever många lärare att deras förmåga att hantera stress och konflikter ökar, samt att inkorporera mindfulness i undervisning ger en lugnare och mer fokuserad klassrumsmiljö.
• Det är oerhört viktigt att användningen av mindfulness för lärare inte tar bort fokus från andra faktorer i systemet (såsom arbetsmiljö, ledning och resurser) som påverkar lärare och elevers välbefinnande negativt.

Although children’s engagement in preschool is vital for executive functioning (EF) and learning, children with a neurodevelopmental disorder (NDD) have difficulty maintaining their engagement, which negatively influences learning. Lack of engagement is partly explained by delay in EF and partly by contextual factors. The present systematic review provides the preliminary result of how early interventions in preschool settings improve engagement and EF for children with NDD. The interventions include naturalistic teaching strategies. The educators set up the environment to increase learning opportunities, take advantage of naturally occurring events and activities, and use naturally occurring antecedents in early childhood education. We present the outcomes of this review and its effectiveness of interventions in maintaining child engagement. 

Background: To achieve the requisites for a child’s healthy development and to reducehealth inequalities, it is important to promote health initiatives at an early stage in a child’slife and to include the parents. Home visits by healthcare professionals have been foundto have positive health effects for both the baby and the parents. From an extended homevisit programme in Sweden, our aim was to illuminate first-time parents’ experience of ahome visit conducted by a midwife and a child health care nurse 1–2 weeks postnatal.Methods: Data was collected by interviews (n = 13) with first-time parents. Thetranscribed texts were analyzed using inductive content analysis.Results: The participants’ experiences could be understood from the two themes, Atrust in the professionals and Feeling safe as a new parent. The participants experiencedthat the midwives and the child health care nurses complemented each other andappreciated to get knowledge and information from both professions. In their own home,they felt secured and relaxed, and the professionals could help them provide a safe homeenvironment for the child.Conclusion: By meeting both professionals at the same time and in their own home,the participants experienced that the needs of the baby and their needs and concernsas new parents were included and supported.

The feld of bullying research deals with methodological issues and concerns afecting the comprehension of bullying andhow it should be defned. For the purpose of designing relevant and powerful bullying prevention strategies, this articleargues that instead of pursuing a universal defnition of what constitutes bullying, it may be of greater importance to investigate culturally and contextually bound understandings and defnitions of bullying. Inherent to that shift is the transition to amore qualitative research approach in the feld and a stronger focus on participants’ subjective views and voices. Challengesin qualitative methods are closely connected to individual barriers of hard-to-reach populations and the lack of a necessarywillingness to share on the one hand and the required ability to share subjective viewpoints on the other hand. By reviewingand discussing Q methodology, this paper contributes to bullying researchers’ methodological repertoire of less-intrusivemethodologies. Q methodology ofers an approach whereby cultural contexts and local defnitions of bullying can be putin the front. Furthermore, developmentally appropriate intervention and prevention programs might be created based onexploratory Q research and could later be validated through large-scale investigations. Generally, research results based onQ methodology are expected to be useful for educators and policymakers aiming to create a safe learning environment forall children. With regard to contemporary bullying researchers, Q methodology may open up novel possibilities through itsstatus as an innovative addition to more mainstream approaches.

Background: The Swedish Child Healthcare (CHC) system aims to provide equal and fair health care for all children and families in Sweden. Currently in Sweden, the CHC offers every family two home visits during the child's 1st year of life. During 2019, an extended home visit programme, called Grow Safely, was started in the region of Scania for first-time parents. The aim of the extended home visit programme was to provide support for first-time parents in order to improve the overall health of the child and family and contribute to better conditions for equal health. Instead of two home visits during the 1st year, a subsample of first-time parents would receive six visits during the child's first 15 months. These six visits would be conducted by CHC nurses and social workers, midwives, and dental assistants. In the present paper, we describe a research project related to the regional extended home visit programme; the project aims to illuminate the experiences of the participants and to investigate the perceived benefits of the programme in relation to improved health, social and emotional interaction between parent and child, and attitudes toward authorities and surrounding society.

Method/Analysis: In order to evaluate the introduction of the intervention, three qualitative interview studies and one quantitative study with follow-up questionnaires will be conducted. Since the research project also comprises studies focusing on the implementation and expectations of politicians, civil servants, organizational managers, and professionals working within the programme, interviews within these fields will be conducted.

Discussion: Sweden has a well-established CHC programme, but improvements are always possible. Previous research has shown that home visits are an effective tool to improve both the child's physical and mental health as well as the parents' well-being. However, this kind of intervention involves a significant investment from all organizations involved in the home visits; hence, it is important that the intervention is evaluated. The research project described in the present paper intends to examine the impact of the intervention, and its findings will aid decisionmakers in determining the future of the home visit programme.

The two-volume Wiley-Blackwell Handbook of Bullying delivers a comprehensive exploration of a wide range of research on bullying, broadly defined. School bullying is dealt with at length, but there is also coverage of college and workplace bullying and bullying within sports settings, prisons, families, and elder care residential homes.

Containing contributions from leading scholars on five continents, the book summarizes the latest theories, findings, developmental aspects, and interventions relevant to bullying in a variety of settings. With up-to-date information on rapidly developing topics like sibling bullying, cyberbullying, bias-based bullying, migration and bullying, dating violence, and economic evaluation of bullying prevention programs, The Wiley-Blackwell Handbook of Bullying offers readers a complete view of a wide array of bullying behaviors.

The insightful and up-to-date information contained within the two volumes is destined to become the standard reference for bullying-related research and theory. Readers will benefit from:

Fulsome material covering research and practice conventions in countries and regions including Europe, North America, South America, Australasia, Japan, South Korea, India, Mainland China and Hong Kong, the Arab countries, and sub-Saharan AfricaA comprehensive discussion on the correlates and outcomes of taking part in bullying, as well as being a victim of bullyingAn exploration of a variety of strategies to deal with bullying incidents, including proactive, reactive, and peer support approachesAn analysis of different kinds of bullying, faith-based bullying, and disablist bullying, including racist and ethnic bullying, sexist and sexual bullying, and homophobic and transphobic bullyingPerfect for postgraduate students in programs dealing with bullying in virtually any conceivable context, The Wiley-Blackwell Handbook of Bullying will also earn a place in the libraries of researchers and practitioners in fields as diverse as psychology, sociology, social work, medicine, criminology, child care, and elder studies.

Denna rapport ingår i forskningsprojektet Att skapa goda livsfärdigheter bland unga. Den första delrapporten var en nationell och internationell kartläggning över initiativ och insatser för att främja psykisk hälsa bland unga. Bland insatser som verkar mer lovande – och till synes har goda möjligheter att göra skillnad för ungas psykiska hälsa - framträder insatser vars syfte är att höja kunskapen om psykisk hälsa bland unga och vuxna. Ökad kunskap om psykisk hälsa har visat sig vara ett viktigt verktyg för att utveckla färdigheter i hur man tolkar och förstår sina egna känslor och sin kropp och när man behöver kontakta vården. Dessutom är dessa insat-ser ofta samhällsekonomiskt kostnadseffektiva, eftersom de ger unga bättre livsfärdigheter och på sikt leder till minskat vårdsökande och bättre förutsättningar att klara skolan och i förlängningen arbetslivet. Sådana satsningar går även i linje med Barnkonventionen 24§ om alla barns rätt till bästa möjliga hälsa, som sedan 2020 är lag i Sverige. Rekommendat-ioner från den första delrapporten innefattar att rusta unga med färdigheter för att möta livets svårigheter och höja kunskapen om psykisk ohälsa. Det handlar också om att bistå vuxna med kunskap om psykisk hälsa och verk-tyg som främjar hälsa för att kunna stödja unga. Insatser för att främja unga personers hälsa bör följas upp under en längre tid.I denna rapport presenteras röster från unga och yrkesverksamma vuxna i ungas närhet om ungas livssituation kopplat till livsfärdigheter, psykisk hälsa och behov av stöd. Genom att lyssna in unga kan vi bättre hitta framgångsfaktorer för att främja ungas psykiska hälsa och välbefinnande.

Listening to the voices of adolescents and young adults regarding their lived experiencescould be a way to identify important skills and abilities for adaptive and positive behaviour that willenable youth to deal effectively with the demands and challenges of everyday life. Hence, the aimwith the current study is to explore the experiences and understandings of the life situation amongadolescents and young adults of today, by making their voices heard in regards to mental healthand help-seeking behaviour. A total of 6 group interviews were conducted with 22 adolescents andyoung adults (13 girls and 9 boys) ages 17–25 (M = 18.6 years). Data analysis was conducted usingqualitative content analysis and resulted in two categories and five subcategories. The first category,Life challenges, included views on the sources of mental health, how to manage different typesof relationships, and thoughts on accepted ways to express mental health problems. The secondcategory, The need of present adults, highlighted important aspects for seeking help, such as anexpressed need to be seen and heard by adults including parents, school staff, and other professionalsas well as a need for adults’ increased availability. The challenges to students’ well-being and mentalhealth are many, and there are no simple solutions. Based on the results in this study, life skillstraining should include elements to enhance the development of individual coping strategies, tobe applied when life feels tough and when the body is experiencing stress reactions. Further, tominimize the risk of self-stigma and the internalization of negative stereotypes and self-blame, lifeskills training should include elements to increase knowledge of structural factors that have effectson the life situation as well as parents, school personnel, and other important adults.

Improving school effectiveness is a priority for many countries. The Swedish instrument Pedagogical and Social Climate in School (PESOC) has been widely used for measurement of school improvement. Since pedagogical leadership is an important component of school effectiveness, this study aimed to describe the psychometric properties of the PESOC subscale of pedagogical leadership (PESOC-PLP). Participants were 344 teachers from 30 schools in Karlstad, Sweden. Rasch analysis indicated two subdimensions of the scale, corresponding to academic and social objectives. Analysis showed that the instrument worked invariantly across different sub groups and that the response categories functioned as intended. Small, if any, within-school response dependence was noted. PESOC-PLP may be a useful tool for school leaders when evaluating their success in fulfilling academic and social objectives. Given the global demand for measurement of school leadership, also researchers and educators outside Sweden may have interest in translating and adapting the PESOC-PLP scale.

Professionals who meet and work with adolescents hold important information and perspectives on adolescents’ mental health that, in addition to the adolescents’ voices, can shed light on complex issues. The aim was to explore professionals’ views on what challenges they face and how they can strengthen today’s adolescents’ mental health. This study involves four group interviews, conducted in March and October of 2020, including professionals with different working backgrounds. Data were analyzed with a qualitative content analysis. Two categories emerged: navigating life arenas and support for mental health. The first category included the demanding aspects of school, the challenges of social media, and the professionals’ thoughts on which pieces of mental health knowledge adolescents are lacking. The second category included what the professionals thought today’s parents need to develop and do to best support their children. Moreover, self-critical views were expressed on which aspects the professionals could do better to improve adolescents’ mental health. In conclusion, listening to professionals working with adolescents talk about adolescents’ mental health gives important insights. According to the professionals, both adolescents and their parents need improved life skills, including a strengthened and empowered self-esteem as well as improved mental health literacy.

Gender norms are normative societal expectations regarding the behaviors of girls and boys that can guide bullying behavior. As early adolescence is a time when peer relations become increasingly important, it is critical to understand the peer relationships of adolescents and what is considered gender non-confirming behavior. Therefore, the aim of this study is to analyze Swedish girls' and boys' perception of gender differences in bullying. Twenty-one Swedish adolescents (8 girls and 13 boys) took part in four focus group discussions separated by boys and girls. Data analysis was conducted using qualitative content analysis. "Expectations and needs to fit the norm" emerged as the main category as all categories emerging from the analysis related to boys' and girls' understandings of how expectations, strategies, expressions relating to bullying and the need to belong vary depending on gender. Further, girls and boys expressed admiration for each other's ways of coping with bullying indicating that also coping strategies are associated with expectations based on gender. For schools and adults to be better equipped to meet the needs of girls and boys and understand how these needs are expressed, adolescents voices regarding gender related bullying can be seen as helpful tools to develop strategies to work with gender norms and gender expectations. In light of the results of our study, schools may have work to do when it comes to the awareness of norms and attitudes and how they are expressed as these may be a foundation for bullying, among both staff and students.

Med denna rapport vill vi förmedla hopp till unga, öka kunskapen, med-vetenheten och minska skammen kring psykisk ohälsa. Unga uttrycker själva att de vill ha mer kunskap om psykisk hälsa och skolan lyfts ofta som en bra plattform. Många unga vet inte vart de ska vända sig för att få hjälp med psykiska besvär och de har behov av att bli lyssnade på. När-varande vuxna som lyssnar behövs, dock saknar många vuxna kunskap om psykiska besvär och diagnoser kopplat till psykisk ohälsa.Psykisk hälsa bland unga är en viktig samhällsfråga som de senaste åren har fått mer uppmärksamhet i samhällsdebatten. Flera satsningar har gjorts av civilsamhällesaktörer och offentliga aktörer. Samtidigt visar den internationella kartläggningen att det är svårt att påvisa långsiktiga effek-ter av alla de satsningar som görs. Det kan finnas flera orsaker till detta. Det finns dock insatser som verkar mer lovande och här finns en möjlighet för beslutsfattare att göra skillnad för ungas psykiska hälsa. Förutom att bespara unga onödigt lidande är dessa insatser ofta samhällsekonomisktkostnadseffektiva, eftersom de på sikt leder till minskat vårdsökande och bättre förutsättningar för unga att klara skolan och i förlängningen arbets-livet. Sådana satsningar går även i linje med Barnkonventionen artikel 24 om alla barns rätt till bästa möjliga hälsa, som sedan 2020 är lag i Sverige.

Utifrån kartläggningen har vi följande rekommendationer

1. Rusta unga med färdigheter om psykisk ohälsaUnga bör få tillgång till de kunskaper och färdigheter som enligt forsk-ning visat sig lovande för att främja psykisk hälsa och förebygga ohälsa. Internationellt ges flera av dessa insatser inom ramen för sko-lan. De behöver utveckla sina färdigheter i hur man tolkar och förstår sina egna känslor och sin kropp och vad som är vanlig livssmärta, hur man kan hantera den och när man behöver kontakta vården. Därför bör ett nationellt initiativ som når alla barn tas för att främja barn och ungas kunskap och färdigheter om psykisk hälsa för att rusta dem för livet. Det bör även inkludera information om vart man kan vända sig om man behöver ytterligare stöd eller vård. Unga ska vara delaktiga i utformningen av ett sådant initiativ.

2. Ge vuxna kunskap och verktyg om psykisk hälsa – för att underlätta stöd till ungaBarn och unga behöver närvarande vuxna som har förmågan att lyssna, fånga upp och vägleda dem. Det är inte ovanligt att vuxna i barns och ungas närhet upplever osäkerhet och saknar kunskap om psykiska besvär och diagnoser. Därför behöver vuxna, framförallt föräldrar och yrkes-verksamma som jobbar nära unga, få bättre kunskap och verktyg för hur de ska möta unga på ett bättre sätt. Satsningar på att höja föräldrars kun-skap om psykisk hälsa bör göras, exempelvis i form av föräldrastödspro-gram och folkbildning. Lärare bör även ges grundläggande kunskaper om psykisk hälsa inom ramen för lärarutbildningen.

3. Insatser bör följas upp under en längre tidInsatser för att främja psykisk hälsa bör planeras, implementeras och ut-värderas med långtidsuppföljningar (>12 månader). Detta för att bättre kunna bedöma de långsiktiga effekterna och för att kunna utveckla och anpassa insatserna efterhand.

Children and young adults with neurodevelopmental disorders (ND) are at increased risk of bullying compared to typically developing peers. It is still unclear to what extent they are involved in cyber bullying. This systematic review aimed at studying the prevalence of cyber bullying as perpetrators, victims, or both ("bully-victims") among students with ND in a school setting and in need of special education. The Web of Science, Scopus, ERIC, PsycINFO, PubMED, and Cochrane databases were searched including a manual search of reference lists, until February 24, 2018. Eight studies conducted in Europe, North America, the Middle East, and Australia were included reporting a prevalence of cyber-victimization among students with ND of 0%-41%, a prevalence of cyber-perpetration of 0%-16.7%, and a prevalence of bully-victims of 6.7%. Three out of five studies using control groups showed that students with ND might be more involved in cyber bullying overall compared to typically developing students. Students in segregated school settings report slightly higher prevalence rates of cyber bullying compared to students with ND in inclusive school settings, especially among girls. When comparing prevalence rates among studies using the same definition, we found similar prevalence rates. There was a tendency towards students with ND being more involved in cyber bullying compared to typically developing students, but this needs to be confirmed in future studies that should include control groups with typically developing students as well as validated and standardized measurements of cyber bullying and ND diagnoses.

Background Common definitions of bullying, employed in research and public policy alike, are generally based on adult-imposed categories. To account for students' needs in school, research should aim to include their voices more often. However, a major challenge for educational research in general, and bullying research in particular, is finding methods that enable students to participate in the discussion. Purpose The aim of this small, exploratory and in-depth study was to further the understanding of bullying and provide insights by examining students' subjective viewpoints about bullying. Method Using Q methodology, a total of 29 Swedish 11- and 13-year-olds from one school were given a Q set, comprising 23 items to rank order. Aspects such as the characteristics, modes and types, as well as the context of bullying, were taken into account in the construction of the Q set. Through analysis it was possible to identify two distinct viewpoints, which were then qualitatively interpreted and described. Findings The viewpoints which emerged within this small, exploratory analysis suggested some interesting distinctions and age-related emphases. Specifically, the older students tended to rank items taking place offline as more severe, compared with items describing bullying taking place online. Further, bullying in private settings was perceived as more severe amongst the younger students, while items describing repetitive bullying in public settings appeared to be of greatest importance when defining bullying behaviour amongst the older students. The relational types of bullying were not ranked as highly characteristic for bullying by younger or older students. Conclusions Further research with larger data sets is necessary to investigate these emerging findings. The study draws attention to the need for adults to maintain a focus on students' behaviours offline, as well as online: in this highly digital age, it is easy for the offline context to be inadvertently overlooked. When it comes to younger students, anti-bullying efforts targeting bullying in private settings and acknowledging potential harm may be more suitable than anti-bullying efforts targeting stigma and shame, which may, in turn, better support the needs of older students. The study also shines a light on the importance of using participatory methodologies that allow students to express their own perspectives.

Children with Autism Spectrum Disorder (ASD) or Attention Deficit Hyperactivity Disorder (ADHD) have shown an increased risk for violence and victimization. However, research on exposure to multiple forms of victimization in different contexts are scarce. Hence, the current aim is to review the evidence about polyvictimization among children with ASD or ADHD. PsycInfo, ERIC, ERC, Scopus, and PubMed databases were systematically searched until 12 March 2019 to identify empirical studies with reported prevalence rates of at least four forms of victimization among children with ASD or ADHD. A total of 6/1300 articles were included in the review, ranging in sample sizes from 92 to 4114. The reported prevalence rates for polyvictimization were 1.8% and 23.1% for children with ASD and 7.3% for children with ADHD. The results emphasize the high prevalence of violence and victimization, including polyvictimization, among children with ASD or ADHD. Polyvictimization among children with ASD or ADHD is a highly under researched area. Significant knowledge gaps and important methodological considerations that provide important implications for future research include lack of information on cyber bullying, frequency or intensity of victimization, and the failure to include children as informants and to report health outcomes associated with polyvictimization.

This research explores teacher educators' self-reported preparedness to teach students with special educational needs. Teacher educators are concerned with preparing the next generation of teachers who will, in turn, be addressing the needs of students with special educational needs within schools. Being able to address this important task also in their own teaching at the teacher education program is important for their own credibility. In total, 104 teacher educators at two university faculties completed an online questionnaire with questions about teaching students with special education needs. The results showed a significant difference between the educators' self-reported professional development needs. At University B, educators rated their own competence as well as the organizational ability to meet students with special educational needs higher than educators at University A, regardless of disability One explanation for the differences in self-rated competence might be due to the mandatory courses about how to teach students with special educational needs, shaping a community of practice with a shared knowledge among the teacher educators at University B. However, the experienced challenge lies in difficulties to transform the knowledge of what is required and expected into practical solutions for teaching students with special educational needs.

Based on a study at two Swedish universities, this article aimed to identify teacher educators’ use of digital tools and subsequent need for digital competence in higher education. Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two universities; in total, 105 teacher educators responded. The survey included 16 questions, with closed- and open-ended varieties. Two theoreticalfoundations were used: the TPACK model and, as a complement, computer self-efficacy. Through analysis of self-reported use, competence, and need for professional training in digitalization in teaching, results show that teacher educators do not use digital tools primarily for pedagogical purposes. Thus, they need extensive pedagogical support in creating digital teaching. Further, teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools to increase motivation for concrete, effective, and subject-oriented successful examples as presented by experienced teachers.

The aim of this study is to investigate if lecturers’ preparedness to include students with special educational needs (SEN) is enhanced by professional development courses offered at their universities. The Convention on the Rights of Persons with Disabilities (Committee on the Rights of Persons with Disabilities, 2011) states that people with disabilities should be given the necessary support within the public education system to facilitate their education, which also applies to higher education. Disability reduces the likelihood to complete secondary education and increases the likelihood of experiencing harassment and discrimination during education (Pijl, Frostad & Mjavatn, 2014). In turn, this may cause unemployment. Different kinds of disabilities are differently treated; an inclusive approach is stronger towards students with visible disabilities, while students with invisible disabilities are less inclusively treated (Moriña Díez, López, & Molina, 2015). This point at a lack of understanding of the needs SEN students have, with unequal learning possibilities for SEN students with invisible disabilities. Results also unveils the lack of basic training for lecturers to support SEN students (Naik, 2017). One of the SEN student group with invisible disabilities are students with autism spectrum disorders (ASD). The challenges of higher education are prominent for this group, more than 50% of young adults in this group are neither being in employment nor included in higher education, and the lecturer’s knowledge of ASD is limited (Cai, & Richdale, 2016). As previous research has pointed out teachers’ expressed lack of readiness to teach SEN students in higher education, this study aims to answer the following research questions; 1. How do higher education teachers consider their own and their university’s competence to educate SEN students?, 2. How do higher education teachers rate their work with SEN students in higher education?, and 3. What competence do higher education teachers find necessary to teach SEN students? Lecturers from two university faculties managing teacher and special education programs answered a questionnaire about their skills to teach students with SEN. At university A (UA), SEN at higher education was not included in the mandatory courses for lecturers at the faculty, while at university B (UB) the courses included content about teaching SEN students. In total, the questionnaire was answered by 104 lecturers (65 at university A, and 39 at university B). The results show a significant (p=0.012) difference between the teachers’ needs of professional development. At UB, lecturers rate their own competence as well as the organizational ability to meet SEN students igher than lecturers at UA. Lecturers at UB are rating higher competence regardless of disability. Lecturers at UB rate higher competence regarding visual impairment (p=0.085), hearing impairment (p=0.076) and neuropsychiatric disorders (p=0.082) compared to lecturers at UA. The result show the need and importance of mandatory courses about SEN in higher education to foster an inclusive learning environment.

The aim of this study was to identify teacher educators' use of digital tools and needs of digital competence in higher education. The research questions were: a) How do teacher educators use digital tools and evaluate their competence to effectively practice ICT in teaching situations? b) What training do teacher educators need to make students functional online? The findings of the study are intended to help teacher educators to better meet the needs and challenges students encounter in their education and to influence and design online-based learning activities supported with different digital tools in higher education programs. Research shows that digital tools for pedagogical purposes is still poorly integrated in teacher education programs and there is a need for innovative solutions as an important part of teachers professional competence of using ICT for students learning (Tømte et al., 2015). Moreover, teacher educators have a fundamental role in training teachers for teaching and serve as role models for ICT-based teaching (Ungar & Baruch, 2016). According to Koehler et al. (2013) digital technologies, by contrast to traditional pedagogical technologies, are protean (i.e. usable in many different ways), unstable (rapidly changing) and opaque (the inner workings are hidden from users). The use of technology also needs to be developed professionally by tutoring and underlying educational pedagogy (Lakkala & Ilomäki, 2015) as well as to enhance understanding of the skills, dispositions, and knowledge for teaching-learning contexts where information and communication technologies are increasingly pivotal (Forbes & Khoo, 2015). The current study includes both quantitate and qualitative data from a digital survey with closed-ended questions, and open-ended questions from two faculties including teacher educaters at two different universities in Sweden. 105 respondents participated (26%). Two theoretical foundations are applied to analyse different aspects of the teachers’ use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: pedagogical knowledge, technical knowledge and content knowledge (Koehler, Mishra & Cain, 2013), and 2) three dimensions of Computer Self-Efficacy (CSE); magnitude, strength and generalizability (Compeau & Higgins, 1995). Results show that all teacher educators in our study use digital tools in planning and executing teaching. However, teacher educators do not use digital tools primarily for pedagogical purposes, and thus need extensive pedagogical support in creating digital teaching and learning environments, as well as to identify the pedagogical surplus value in their own teaching and learning context, in order to increase motivation for training of concrete, effective and subject-oriented successful examples presented by peers. The main conclusions that ought to be relevant and applicable for teacher educators worldwide are that; a) since the teacher educators do not use digital tools primarily for pedagogical purposes, extensive and continuing pedagogical support is needed in the field of creating digital teaching and learning environments; b) teacher educators need to identify the pedagogical surplus value in their own teaching and learning context with digital tools, in order to increase motivation for concrete, effective and subject-oriented successful examples presented by experienced teachers. References Compeau, D. R. & Higgins, C. A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quartely, Vol. 19, No. 2, pp. 189-211. Forbes, D. & Khoo, E. (2015). Voice over distance: a case of podcasting for learning in online teacher education. Distance Education, 36(3), 335-350. Koehler, M. J., Mishra, P. & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 13-19. Lakkala, M., & Ilomäki, L. (2015). A case study of developing ICT-supported pedagogy through a collegial practice transfer process. Computers & Education, 90, 1-12. Tømte, C., Enochsson, A. B., Buskqvist, U. & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. Ungar, O. A. & Baruch, A. F. (2016). Perceptions of teacher educators regarding ICT implementation. Interdisciplinary Journal of e-Skills and Life Long Learning, 12, 279-296.

The paper is based on a study at two universities in Sweden with the aim to identify and analyse teacher educators' expressed use and needs of digital competence in higher education. The research questions are: a) How do teacher educators use digital tools? b) How do teacher educators evaluate their competence to effectively use ICT? c) What training do teacher educators need to make students functional online? Methodically, a digital survey was distributed via e-mail to 405 teacher educators representing two faculties at the two different universities, 105 respondents answered (26%). The survey included 28 questions with both closed-ended questions (Likert six-point scale), as well as open-ended questions. Two theoretical foundations are applied to analyse different aspects of the teacher’s use and need of ICT knowledge and competence: 1) The TPACK model and the interaction between the three knowledge domains: Pedagogical knowledge (PK), Technical knowledge (TK) and Content knowledge (CK), and 2) three dimensions of Computer Self-Efficacy (CSE), magnitude, strength and generalizability. Results show that 92.3% of respondents use a laptop and 18.3% use interactive boards in their work. Further, respondents who report a low competence regarding digitalization of teaching (16.3%) report a significantly higher need of training (p<0.05) compared to respondents reporting a high competence (27.9%). Also, respondents who report a high competence regarding digitalization of teaching, report creating digital learning environments as something unproblematic to a significantly higher extent (p<0.001) compared to respondents reporting a low competence. 26.3% of the teacher educators (n=15) want trainings in content knowledge and 17.5% (n=10) in technical knowledge, as well as interactions between them. The findings show that all teacher educators use digital tools in planning and executing teaching. However, few teacher educators rate their ICT competence as high and want more training regrading subject didactic knowledge in the students teaching practice.

The Swedish Pedagogical and Social Climate in School (PESOC) instrument is intended for studies on school effectiveness. Based on the theoretical framework from the early stages of international school effectiveness research, the instrument has been widely used for school improvement efforts using teachers as respondents. Rasch analysis was used to examine whether the PESOC-PLP scale shows sound psychometric properties for measuring pedagogical leadership. The study included 344 teachers. The Rasch analysis indicated two subdimensions and qualitative analysis of the content of the items in these subdimensions revealed two types of leadership: direct pedagogical leadership and indirect pedagogical leadership. Additional Rasch analysis of these subdimensions showed sound psychometric properties for measuring pedagogical leadership. Considering the global need for new measurement instruments that assess effective and successful leadership, researchers and educators outside Sweden may have interest in adapting this scale.

I konventionen om rättigheter för personer med funktionsnedsättning (2008/09:8) fastslås att personer med funktionsnedsättning ges nödvändigt stöd inom det allmänna utbildningssystemet för att underlätta deras ändamålsenliga utbildning. Även i Malmö högskolas policy dokument (2016-2018) inkluderas ett förhållningssätt som ska byggas på mångfald. I studenters rättigheter och skyldigheter (Mah, 2011) eftersträvas en arbetsmiljö som stödjer studenters lärande och främjar deras fysiska och psykiska hälsa. I studenthälsans undersökning ”Hur mår våra studenter” (Mah, 2015) pekar resultaten på att en eller flera funktionsnedsättningar skulle kunna vara en riskfaktor i vissa avseenden. Vidare att funktionsnedsättning minskar sannolikheten för att uppleva sig klara av sina studier och ökar sannolikheten för att uppleva sig trakasserad och diskriminerad. Larsdotter Frid och Krantz (2012) visar att det är problematiskt att tillgängliggöra den konkreta undervisningssituationen för studenter med funktionsnedsättning. Syfte: Med detta som bakgrund finns det ett behov av att kartlägga och identifiera universitetsutbildares upplevda och uttryckta behov av kompetens avseende t.ex pedagogiska anpassningar av studenters studiesituation. Metod: En webenkät skickades ut till 2 fakulteter vid ett lärosäte (A) och en vid en fakultet vid ett annat lärosäte (B). Totalt svarade 131 (svarsfrekvens). Pågående analyser kvalitativa såväl som kvantitativa (SPSS). Resultat: Det finns tendenser som uppvisar en skillnad i upplevd kompetens mellan lärosäten där en större andel anställda vid lärosäte B uppger både högre och lägre kompetens jämfört med anställda vid lärosäte A. Anställda vid lärosäte A tenderar att uppge ett större kompetensutvecklingsbehov när det gäller studenter i behov av anpassningar av studiesituationen. När den egna kompetensen skattas högt tenderar behovet av kompetensutveckling också skattas högt (73%) bland anställda vid lärosäte A medan anställda vid lärosäte B skattar lågt kompetensutvecklingsbehov (39 %). Anställda vid båda lärosätena uppger god kännedom om styrdokumenten. När det gäller kompetens om olika funktionsnedsättningar skattar anställda vid lärosäte B högre kompetens än anställda vid lärosäte A oavsett funktionsnedsättning. Störst skillnader ses i kompetens gällande neuropsykiatriska funktionsnedsättningar samt hörsel-, och synnedsättningar. Diskussion/implikationer: Tolkning av materialet pågår.