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The diversity of pupils and their different difficulties challenge teachers' skills and methods in teaching. Some behavioral challenges require rapid intervention and a multidisciplinary and interdisciplinary approach from the teachers. An internationally recognized tool, TCM (Teacher Classroom Management), aims to support pupils' socio-emotional development, improve teacher-pupil interaction, and strengthen school-home cooperation. This pilot study examines teachers' experiences of TCM in Finnish primary school context. The study is qualitative, and the data (N=16) was collected through focus group interviews. According to the results, the teacher's strengthened group management skills were positively reflected in the classroom. Teachers´ positive communication with the class strengthened interaction and made it easier to deal with difficult issues. However, implementing TCM in the school community requires ongoing support. Collegial experiences and renewed group management skills strengthened the teachers' own experience of coping at work. The TCM method provided appropriate group management tools.

This longitudinal study examined how two externalising behaviour problems, attention-deficit hyperactivity disorder (ADHD) and conduct disorder (CDs), are associated over time with low motivation (MAS), and how these problems effect academic performance. In our cross-lagged analysis, we found reciprocal effects between ADHD symptoms and MAS between Grades 5 and 6. Both domains also negatively predicted later academic performance. With CDs and MAS, no cross-lagged effects were found, although both were correlated and very stable over time, and negatively predicted later academic performance. These different kinds of externalising problem behaviours seem to differ in the way in which they interact with students’ MAS and academic performance in the long term. Students with ADHD symptoms are likely to be more vulnerable to negative learning experiences and the development of MAS than students with CDs. peerReviewed

Check in–check out (CICO) is a widely used and studied behavioural intervention. Although CICO is an effective way to support pupils’ behaviour in a school context, not all pupils benefit from basic CICO. A single-case experimental study was designed to evaluate the effects of CICO Plus support (CICO Plus) for participants whose behaviour was determined to be non-responsive to basic CICO. CICO Plus was planned and implemented with four pupils identified by school CICO teams as needing additional behavioural support. Individual CICO Plus support was planned by multiprofessional teams working on each pupil’s case. The CICO Plus support was based on teaching social skills and behaviour at least three times a week in collaboration with families, schools and social and health care services. A concurrent multiple baseline design revealed increases in pupils’ appropriate behaviour in their targeted behavioural goals and decreases on pupils’ disruptive behaviour in school situations. Fidelity of the CICO Plus intervention and social validity among school personnel were also assessed. Results indicated that practical multiprofessional co-operation is essential to lay the groundwork for inclusive support for pupils at risk of severe problem behaviour. peerReviewed

Our purpose was to study the frequency of behavioral-emotional problems among children identified with a learning disability (LD). The data were obtained for 579 Finnish children (8–15 years) with reading disability (RD-only), math disability (MD-only), or both (RDMD) assessed at a specialized clinic between 1985 and 2017. We analyzed percentages of children with behavioral-emotional symptoms reaching clinical range (i.e., z score ≥1.5 SDs) and the effects of the LD type, gender, and context (home vs. school) on them. Furthermore, we analyzed the effect of the severity of LD and gender on the amount of behavioral-emotional symptoms reported by teachers and parents. Alarmingly high percentages of children, irrespective of LD type, demonstrated behavioral-emotional problems: more than 37% in Affective, Anxiety, and Attention-Deficit/Hyperactivity Disorder (ADHD) problems. Contextual variation was large, as more problems were reported by teachers than by mothers. The unique effects of gender and LD type were rare, but the results raised concern for those with MD-only, especially boys. The results underscore the need to draw attention to the importance of assessing children with LD for behavioral-emotional problems and emphasize the importance of teachers’ awareness of behavioral-emotional problems among students with LD and cooperation among child, teacher, and parents in assessment and support planning.

• Kun ryhmässä on esimerkiksi käyttäytymisellään reagoivia oppilaita, tarvitaan nopeaa puuttumista sekä moniammatillisen ja monitieteisen näkökulman hyödyntämistä. • TCM-ryhmänhallintamenetelmän tavoitteena on tukea oppilaan sosioemotionaalista kehitystä, parantaa opettajan ja oppilaan vuorovaikutusta sekä vahvistaa koulun ja kodin yhteistyötä. • Opettajan ryhmänhallintataidot heijastuvat myönteisesti kaikkiin luokan oppilaisiin. • Opettajan myönteinen viestintä koteihin voi edistää vuorovaikutusta ja helpottaa hankalien asioiden hoitoa. • TCM-menetelmän implementointi kouluyhteisöön vaatii tukea. • Kollegiaaliset kokemukset ja uudistuneet ryhmänhallintataidot vahvistavat opettajan työssä jaksamista. peerReviewed

The present study examined the academic antecedents of declining peer social status. Participants included 545 (311 boys, 234 girls) Finnish students followed from the 1st through the 4th grade (ages 6–8 at outset). Each year, teachers completed assessments of academic task avoidance and students completed standardized measures of reading and math achievement. Acceptance was assayed through peer nominations. Supporting the hypothesized model, the results indicated that a lack of interest and motivation at the outset of primary school leads to a downward spiral of academic difficulties and diminished peer acceptance. Specifically, academic task avoidance in 1st and 2nd grade anticipated declining math and reading achievement one year later, which in turn, anticipated decreases in peer acceptance the following year. The findings held after controlling for factors known to contribute to school and peer difficulties, such as friendlessness, school readiness, and emotional and behavioural problems. peerReviewed

This study examined relationships between teachers’ perceptions of verbal and non-verbal sexual harassment and physical violence against teachers and among students in physical education (PE). Participants were 175 (females 122, males 53) Finnish PE teachers between 27 and 62 years (M = 44.8 ± 9.2 years). The cross-sectional data were collected by an anonymous online survey in the fall semester 2018. The findings showed that (a) higher levels of verbal sexual harassment and physical violence among students were associated with higher levels of equivalent types of violence against PE teachers, (b) higher levels of verbal and non-verbal sexual harassment among students were associated with higher levels of physical assaults among students, whereas only non-verbal sexual harassment was associated with physical violence against teachers, and (c) verbal sexual harassment and physical violence among students occurred more frequently in PE classes instructed by less experienced teachers. The results indicated that to prevent both teacher- and student-directed verbal sexual harassment and physical violence in school PE, special attention could be given to the positive development of student–student relationships. peerReviewed

Aggressive behavior in school is an ongoing concern. The current focus is on specific manifestations such as bullying, but the behavior is broad and heterogenous. Children spend a substantial amount of time in school, but their behaviors in the school setting tend to be less well characterized than at home. Because aggression may index multiple behavioral problems, we used three validated instruments to assess means, correlations and gender differences of teacher-rated aggressive behavior with co-occurring externalizing/internalizing problems and social behavior in 39,936 schoolchildren aged 7-14 from 4 population-based cohorts from Finland, the Netherlands, and the UK. Correlations of aggressive behavior were high with all other externalizing problems (r: 0.47-0.80) and lower with internalizing problems (r: 0.02-0.39). A negative association was observed with prosocial behavior (r: -0.33 to -0.54). Mean levels of aggressive behavior differed significantly by gender. Despite the higher mean levels of aggressive behavior in boys, the correlations were notably similar for boys and girls (e.g., aggressive-hyperactivity correlations: 0.51-0.75 boys, 0.47-0.70 girls) and did not vary greatly with respect to age, instrument or cohort. Thus, teacher-rated aggressive behavior rarely occurs in isolation; boys and girls with problems of aggressive behavior likely require help with other behavioral and emotional problems. Important to note, higher aggressive behavior is not only associated with higher amounts of other externalizing and internalizing problems but also with lower levels of prosocial behavior.

This study examined trust in educational partnership in the context of early childhood education and care (ECEC) in Finland, from the viewpoint of parents of a child with challenging behaviour. Typically, such children have difficulties in regulating their behaviour and emotions. Semi-structured interviews with 23 parents were content-analysed in a narrative framework. The analysis revealed two critical elements of trust in educational partnership: (1) Child well-being in the day care centre, and (2) a supportive parent–educator relationship and collaboration. Critical factors in the first element of trust were educators’ respectful and good-quality relationships with the child and fair and meaningful pedagogical practices. The second element of trust included educators’ support of parents as capable mothers and fathers, and encouragement of parents as active partners in the educational partnership. These findings enrich understanding of the development of trust in educational partnership when working with the parents of a child with challenging behaviour peerReviewed

Background and Aims As our previous study indicated, almost half of juvenile delinquents continued offending in adulthood, while the rest ceased to do so. We compared these groups with each other and with non‐offenders in the life‐course use of alcohol, identity development and life situation. Methods Based on the Jyväskylä Longitudinal Study of Personality and Social Development, four groups were formed at age 42 for men and women: persistent, adolescence‐limited and adult‐onset offenders and non‐offenders. Longitudinal data (N = 369; 53% males) have been collected at ages 8, 14, 20, 27, 36, 42 and 50. Results Persistent offending, but not adolescence‐limited offending, was associated with the accumulation of problems in adulthood and an elevated risk of death before age 54. For males, persistent offending was associated with heavy drinking from adolescence to middle age, diffuse identity, high divorce rates and poverty. For females, persistent offending was associated with heavy drinking in adulthood and a higher rate of being outside the workforce in middle age. In males, adolescence‐limited offending was associated with more controlled drinking in adulthood, and in females, with early divorce from the partner and advanced identity. Conclusions Detecting the risks of the accumulation of problems and potential for positive transitions of juvenile delinquents until middle age will be important for prevention and treatment. peerReviewed

This study investigated the cross‐national adaptation and implementation of Papilio, a German social–emotional learning programme, in Finnish early childhood education and care (ECEC) centres. Papilio is a developmentally focused, scientifically based intervention programme focused on preventing behavioural problems and fostering social–emotional competence in children aged 3–7. The aim of this study was to investigate and evaluate the cross‐national adaptation and cross‐cultural adaptation and implementation of Papilio in the Finnish ECEC context. Results from qualitative interviews with one Finnish Papilio trainer, 11 early childhood education (ECE) teachers, two ECE special education teachers and two nursery nurses are supplemented with teachers' and nursery nurses' (N = 75) questionnaire data. Qualitative thematic analysis revealed that cultural adaptations were necessary on four levels: accommodation of materials, adaptation of the contents of the materials, structure and delivery. The materials and training contents were culturally adapted, whereas the delivery of the intervention was adapted according to Finnish ECEC practices. The structural adaptation included discarding timeout, due to opposition by some educators. The educators were committed to implementing the programme as instructed and resolving the practical difficulties they encountered. Their motivation to implement Papilio increased as they observed improvements in the children's social–emotional competence during intervention. peerReviewed

Many behavioural and emotional characteristics are associated with children’s peer relationships. The purpose of this study is to examine behavioural and emotional strengths of sociometrically popular, rejected, controversial, neglected, and average children. 773 third-grade children (51% girls) are assessed with a sociometric questionnaire and self-evaluations of their behavioural and emotional strengths and difficulties. Teacher evaluations are also used to assess the children’s academic competencies and behaviour. Univariate analysis of variance (ANOVA) is used to analyse the data. Results indicate that children in the popular status group assess their behavioural and emotional strengths as being better than children in the rejected status group. The behavioural profile of the controversial status group is similar to that of the rejected status group. Children in the neglected status group differ from other sociometric status groups in some behavioural and emotional strengths. Issues pertaining to gender differences are also discussed. peerReviewed

Background Children who are not accepted in their peer group are at risk of developing internalizing problem behaviors. It is possible, however, that supportive parenting can provide a buffer against the detrimental effects of low peer acceptance. Objective This study examined maternal and paternal affection and psychological control as moderators of the association between children’s peer acceptance during the critical transition to primary school and level and subsequent development of internalizing problem behaviors from first to sixth grade. Method A total of 608 children (264 girls, 344 boys) were rated by their teachers on their internalizing problems in grades 1, 2, 3, 4 and 6. Children’s peer acceptance was measured in the first grade using a sociometric nomination procedure. At the same time point, mothers (n = 432) and fathers (n = 281) completed questionnaires measuring their levels of affection and psychological control. Results The results of latent growth curve modelling showed, first, that on average children’s internalizing problems decreased over the school years. Second, peer acceptance was associated with the development of internalizing problems: the higher the peer acceptance, the bigger the decrease—and the lower the peer acceptance, the smaller the decrease—in the level of internalizing problems across time. However, high maternal affection provided a buffer against this impact of low peer acceptance. Among boys, low levels of maternal psychological control also provided a buffer against the effects of low peer acceptance. No significant results were found on the moderating role of fathers’ parenting styles. Conclusion Overall, the results suggested that mothers’ emotionally sensitive and supporting caregiving may protect children from the harmful long-term effects of low peer acceptance. peerReviewed

Background: During the adolescent period, risktaking behaviour increases. These behaviours can compromise the successful transition from adolescence to adulthood. The purpose of this study was to examine social support as a mediator of the relation between problem behaviour and gambling frequency among Finnish adolescents. Methods: Data were obtained from the national School Health Promotion Study (SHPS) from the years 2010 and 2011 (N=102 545). Adolescents were classified in the most homogeneous groups based on their problem behaviour via latent class analysis.Results: Path analysis indicated that social support was negatively associated with problem behaviour, and problem behaviour and social support were negatively related (except for social support from friends among boys) to gambling. Social support from parents and school mediated, albeit weakly, the relations between problem behaviour and gambling among girls and boys. Conclusions: Problem behaviour may affect gambling through social support from school and parents. Thus prevention and intervention strategies should focus on strengthening adolescents’ social support. In addition,because of the clustering of different problem behaviours instead of concentrating on a single form of problem behaviour multiple-behaviour interventions may have a much greater impact on public health. peerReviewed

This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self‐reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated prospective associations between peer and adjustment variables. Among friended children, there were no prospective associations between social isolation and either internalizing or externalizing problems. Among unfriended children, initial social isolation was positively linked to subsequent increases in internalizing and externalizing problems, and initial internalizing and externalizing problems predicted subsequent increases in social isolation. The findings suggest that friendship buffers against the adverse consequences associated with being isolated and presenting adjustment difficulties. peerReviewed

Tutkimuksessa selvitettiin äitien antaman tuen yhteyttä nuorten sisään- ja ulospäinsuuntautuvaan ongelmakäyttäytymiseen alakoulusta yläkouluun siirryttäessä. Äitien antaman tuen osa-alueina tarkasteltiin äitien nuorelleen osoittamaa lämpimyyttä, tietämystä nuoren tekemisistä, nuoren kanssa keskustelemista sekä kotitehtävissä auttamista, ohjaamista ja nuoren autonomian tukemista. Tutkimus on osa laajempaa Alkuportaat-seurantatutkimusta, jossa oppilaita on tutkittu esiopetuksesta yhdeksännelle luokalle. Aineisto kerättiin keväällä 2013 oppilaiden ollessa kuudennella luokalla (922 oppilasta ja 508 äitiä) ja keväällä 2014 oppilaiden ollessa seitsemännellä luokalla (860 oppilasta ja 428 äitiä). Äidit arvioivat nuorelle antamaansa tukea ja nuoret omaa sisään- ja ulospäinsuuntautuvaa ongelmakäyttäytymistään itsearviointilomakkeilla. Tulokset osoittivat äitien antaman tuen keskimäärin vähenevän ja nuorten ongelmakäyttäytymisen lisääntyvän alakoulusta yläkouluun siirryttäessä. Äitien seitsemännellä luokalla antama tuki suojasi kuitenkin ongelmakäyttäytymisen lisääntymiseltä. Tyttöjen kohdalla nuoren ohjaaminen ja autonomian tukeminen kotitehtävätilanteissa olivat yhteydessä vähäisempään sisäänpäinsuuntautuvaan ongelmakäyttäytymiseen. Poikien kohdalla nuoren auttaminen ja autonomian tukeminen kotitehtävätilanteissa olivat yhteydessä vähäisempään ulospäinsuuntautuvaan ongelmakäyttäytymiseen. Tulokset viittaavat siihen, että äitien antamalla tuella on tärkeä merkitys lasten siirtyessä alakoulusta yläkouluun. Erityisesti nuoren autonomian tukeminen voi olla hyödyllistä tässä siirtymävaiheessa. peerReviewed