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dc.contributor.authorStrøm, Ida Frugård
dc.contributor.authorSchultz, Jon-Håkon
dc.contributor.authorWentzel-Larsen, Tore
dc.contributor.authorDyb, Grete
dc.date.accessioned2017-03-11T10:14:10Z
dc.date.available2017-03-11T10:14:10Z
dc.date.issued2016-05-10
dc.description.abstractBackground:<br>The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking.<br> Objective:<br>This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway.<br> Method:<br>Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support.<br> Results:<br>The students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support.<br> Conclusion:<br> The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.en_US
dc.description.sponsorshipThis study was partly funded by the Norwegian Ministry of Education and Research and the Norwegian Directorate of Health.en_US
dc.descriptionSource: <a href=http://dx.doi.org/10.3402/ejpt.v7.31359>doi: 10.3402/ejpt.v7.31359</a>en_US
dc.identifier.citationIda Frugård Strøm, Jon-Håkon Schultz, Tore Wentzel-Larsen & Grete Dyb (2016) School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011, European Journal of Psychotraumatology, 7:1, 31359, DOI: 10.3402/ejpt.v7.31359en_US
dc.identifier.cristinIDFRIDAID 1355099
dc.identifier.doi10.3402/ejpt.v7.31359
dc.identifier.issn2000-8066
dc.identifier.urihttps://hdl.handle.net/10037/10575
dc.language.isoengen_US
dc.publisherTaylor & Francis Openen_US
dc.relation.journalEuropean Journal of Psychotraumatology
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectVDP::Medisinske Fag: 700::Klinisk medisinske fag: 750::Traumatologi: 783en_US
dc.subjectVDP::Medical disciplines: 700::Clinical medical disciplines: 750::Traumatology: 783en_US
dc.titleSchool performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011en_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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