<i>Objectives</i>: We wanted to explore how unemployed youth, between 18 and 25 years of age, who had dropped out of school and were registered at the Norwegian Labour and Welfare Administration (NLWA), would describe and explain critical aspects of their school dropout processes (Study 1). Second, we wanted to investigate critically present knowledge on the role of parent-child attachment in school ...

Introduction: Prior studies have suggested that adults with intellectual disabilities who are in employment in general report a high level of well-being and life satisfaction. Less is known about which experiences and outcomes that are most important for the experiences of those who are employed.<p> <p>Methods: We interviewed six persons with intellectual disabilities that worked as lecturers at ...

The study followed the re-enrolment processes of six young people in Northern Norway who had dropped out of high school. Early in the re-enrolment process, the participants focused on their experiences with lack of inner motivation, lack of endurance, and confusion concerning what they wanted to do with their lives. Later in the process, participants described positive changes in their inner motivation ...

School dropout may have important negative consequences for the individual as well as for society. It is therefore important to help students stay in school. Group interventions have been developed to reduce dropout, but the theoretical underpinnings of such programs are not always obvious. This study focuses on the Norwegian dropout-prevention program named ‘Guttas Campus’ (The Boys’ Camp). We draw ...