Perceptions of school and future adjustment to life: A longitudinal study between the ages of 18 and 25

Abstract

A group of Senior high school students, 18 years old, answered a questionnaire about their perceptions of their school situation. Around one-third of the group seemed to like school very much and another third seemed to hate or dislike school very much. This group was followed up until they were 25 years old. Of the original sample 82%, 462 persons, answered a new questionnaire about how they had succeeded in life, what kind of further education they had got, what kind of job they had, how they looked upon their future job and life careers, etc.They were also asked about their memories and feelings about their former school experiences. In the analyses we relate the students' school perceptions at age 18 to their memories of school when 25. A substantial number of the respondents remembered school in the same way as they perceived school when in school. Those who hated school seemed to be more vulnerable when they were adult. We also discuss what could be done to change school so that it does not loose one-third of its students. We introduce the concept of the 'learning centre', the aim of which is to teach the joy of learning and stimulate the students' thirst for knowledge.

Effects of an outdoor education intervention on the mental health of schoolchildren

“…The school also influences children through the peer network (Farmer & Farmer, 1999), which constitutes a microsystem for school children that considerably overlaps with the school microsystem. These mediating and moderating roles of the school environment may be a partial explanation as to why early problems in school (Kellam, Ling, Merisca, Brown, & Ialongo, 1998;Masten, 2003;Rutter, 1980) or negative perceptions about the school (Andersson & Strander, 2004) may predict later maladjustment. This importance of the school for child development stresses the need for a school environment that is supportive for the child and promotes mental health and well-being.…”

Body, Caring and Power in Teacher–Pupil Relationships: Encounters in former pupils' memories

“…Some studies have focused on both students' reflections of school while they are still at school and their memories of school (Andersson & Strander, 2004;Lahelma, 2002). There has been interest in school memories, but memories concerning teachers seem to have remained out of the main scope of interest (with the exception of, for example, Salo, 2004).…”

Schools Through the Perspective of Students from Different Countries: The Case of Spain, Italy, Poland, Portugal, Romania, and Turkey

“…In addition to the authors who envision a life without school (Illich, 2018), there are those who define school by concepts such as "mind murder" (Key, 1909), "weapon of mass destruction" (Gatto, 2019), "free education prison" (Inbar, 1996). For example, according to Andersson & Strander (2004), school is a place where students attend and spend more and more time not because they really want to, but because society has nothing else to offer them.…”

“…Individuals' perceptions of school affect many variables in their student and adult lives. Studies show that when students' perceptions of the school are positive, their psychological well-being is also positive (Donmez & Tayli, 2018), they look at the future more positively, and they can effectively solve the problems they encounter (Andersson & Strander, 2004). In addition, there are also studies showing that positive perception towards school reduces students' burnout (Ozdemir, 2015), increases self-confidence (Kpolovie, Joe & Okoto, 2014), school engagement, attendance levels (Adiguzel & Karadas, 2013;Christle, Jolivette & Nelson, 2007 academic achievement (Donmez & Taylı, 2018;Kpolovie et al, 2014).…”