This study investigates Internet use among Finnish adolescents (n = 475) combining qualitative and quantitative research. Internet use was evaluated using the Internet Addiction Test (Young, 1998a, 1998b). The data was divided into three parts according to the test scores: normal users (14.3%), mild over‐users (61.5%), and moderate or serious over‐users (24.2%). The most common reason for use was having fun. While half the students reported disadvantages associated with their use, further qualitative analysis revealed that students with serious overuse did not report any harm caused by using the Internet. As disadvantages of using the Internet, students reported that it is time‐consuming and causes mental, social, and physical harm and poor school attendance. Four factors of Internet addiction were found, and for two of them, a statistical difference between females and males was found.

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Compared with many European countries, Finland has a shorter history of immigration. During the last 20 years, Finland has become a more multicultural society. Together with rising levels of immigration, teachers' concerns regarding how to manage an increasingly diverse school population have arisen. There are an increasing number of students with different cultural and native language backgrounds in Finnish schools. However, the school system is far from being an all-encompassing multicultural environment for all. Notwithstanding, there are already many practices that do work. In this study, we aimed to find existing practices that, from the point of view of teachers, make immigrant education work. The data consists of interviews with nine teachers who work with immigrant children in schools where the educational language is Finnish. The interviews have been analysed to classify good practices in Finnish immigrant education. Our results show that in addition to adequate lingual support, fluent co-teaching and co-planning in schools, utilising school assistants' working time and skills in various and creative ways have turned out to be effective for the learning and social integration of multicultural students. Carefully and individually planned transitions from preparatory classes to general education also seem to be important. Most of the good practices that teachers mentioned were associated with transplanting the Finnish language and culture onto the 'others'. Scrutinising the thoughts and attitudes behind these good practices would help to create even better, more multicultural ways of arranging education for cultural diversity, which is inclusive of native Finnish students.

This study focuses on the degree, nature and consequences of bullying or inappropriate behaviour among faculty personnel (n ¼ 303) in a Finnish university. A total of 114 (38%) faculty members answered the email questionnaire. According to the results, 15% of the respondents had experienced bullying; in addition, 45% had experienced inappropriate behaviour. The person behind the bullying or inappropriate behaviour was a member of the teaching personnel (f ¼ 26), a member of the administration staff (f ¼ 23), a student (f ¼ 13) or a member of the research personnel (f ¼ 8). Bullying or inappropriate behaviour occurred during research work (f ¼ 21), personnel meetings (f ¼ 19), interaction situations (10), teaching (f ¼ 7), counselling (f ¼ 7) or during leisure time (f ¼ 1). Factor analysis revealed three dimensions of bullying: exclusion and discrimination, person-related belittlement and professional undermining. These dimensions were consistent with the categories of the consequences of bullying or inappropriate behaviour based on open-ended answers. The consequences of bullying or inappropriate behaviour primarily have an influence at the individual level as affective disorders and as a decrease in professional self-confidence and work performance. These consequences are also temporally and communally linked to a declining working environment and further to a reduction in the profitability of the faculty.