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In my interviews I find that friendship and social well being has saved four out of four people from dropping out of school entirerly. They finished school but lack a grade in a subject or two.

All of them have been bullied at some time or another.

They describe teachers pressuring them, parents pressuring them,.

One of the boys were medicated every day in youth school because of child epilepsi. When he started in high school, he had no foundation for math. He is now lacking a grade in math and german.
He is worried about is future and is thinking about taking up academic studies, but does not believe he can ever make it past the post in german.

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My findings are six boys who make meaning in life through music and art. The aesthetic expressions comfort them and make their everyday a little brighter. The experience are first of all connected to their sparetime and the aesthetic subjects in school seem to be a little to strickted and formal for them.

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2 out of 3 interviewees said their teachers very important in their progress. BUT if they were ineffective it affected them nega

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Sarah
I found that my young people were perceived on their behaviours rather than their academic abilities.

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In my interview I find it hard cause of the indirect approach method. The language was not there, and the youth have lived her for a very short time. That got me wonder about how they manage to integrate in our country, and whenever they're feeling lonely. Some of them told me: "I don't understand my teacher". Im excited to fint out more in my transcripts.

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& Maria
Through the coding of our interviews, we have become more aware of the work with the method, and to what extent we have used the method. This puts demands on the human competences, by both the interviewer and by the informant. We experienced that the human relations response was quickly interrupted when we saw that we asked the informant a question, but they closed our questions before we had asked. Thus, we saw that the informant had some preconceptions for what we would ask about. Also in relation to the informant's own habitus.

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One of the young people that i interviewed told me that the school was killing her creativity and felt like the pupils were controlled puppets.

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All young people had either experienced bullying or had bullied, saw their behavior as pressure to be part of the culture. No support from teachers or school in following bullying procedure.

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One interviewee experienced bullying and felt teachers' response was inadequate

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I'm going to write about experiences of how diagnoses/labels can help young people get the support they need in order to manage the expectations of the schooling system.

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Girl, 15, said teachers treated her like an 'item'
Both her and another interviewee said their school (coincidentally the same one) was only interested in exam results

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In my findings, my informant told me about how it was for him to go to school in his country and his experiences with the school in Norway. But he talked very little about it, so i have had to borrow others interviews to find more to get the bigger picture.

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One of my informants talk about how the relationship With the teacher has an effect on what they think of the subject, even when they get a new teacher in that subject.

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17 yo male, going back to college to do his exams at 18. Should have done them at 16. He feels a mixture of pride, determination and embarrassment

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Relationships with teachers stood out above all else - facilities, politics, curriculum played very little part in the ups and downs of school.

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In the interviews it emerged how important a teacher had been to their education. And what challenges they had faced in school

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Students expressed concern that teachers disliked them, through the way they spoke to the student and their body language.

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In the interview I discovered that the informant had bad experiences with the school, but also the experience of a good relationship with the teacher. I discovered the same in three other interviews.

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All my interviewees, except one, identified really strongly with another activity that carried them through school - football, rugby, performing arts. This activity featured within their school day and their social life and their extra curricular. One candidate clearly remembers wanting to be alot naughtier but knowing that it would jeopardise his position as rugby captain if he got in trouble in class. They attribute their best learning and happiet times to taking part in these activities with other parts of school being secondary.

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All four of the young people I interviewed had experienced bullying at school. Its hard to know if this is what led to them leaving school, or was one contributing element.

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My findings are that some pupils learn more from doing things practical than theoretic. And they feel like their theachers has not understood that and they have not recieed the help were they are at.

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My interviews highlighted the concept that pupils make better progress when the teachers understand their learning needs and focus on understanding causes of challenging behaviours, putting startghies in place to help them self-regulate behaviour.

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Young people had variable relationships with teachers which meant that they then internalised issues as their own fault.

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In the interviews, I discovered young people who have experienced bullying and exclusion, where teachers did not intervene. This led to the young people getting a lot of absence.

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Interviews showed that the majority of young people felt that teachers did not care and labelled them as trouble makers or failures leading to further lack of care / punishment.

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Challenges of double interviews where one character is much stronger than the other - as I type up the transcripts I can hear multiple times where one interviewee was cut off by the other, or the subject changed by the other just as it seemed something as about to be revealed. On the plus side they bounced off eachother as they reminisced about school life, friends, teachers etc.

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We are going to write about the methodology - mainly the ethicals: The ethical dilemmas that appears during the interview which you cannot prepare. The ethical thoughts about how to start and end the interview. How much you reveal about the project and the clarity in the indtroduction. The ethical thoughts about "diggin" in another persons life to whom you have no relation (we are not therapists).
We are also going to look at the pros and cons about using the indirect approach - mainly about the reciprocity in the relation and what skills the approach demands from both parts.
We are going to use emperical examples from our interviews and fieldnotes.

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am going to write about the challenges of using the indorect approach with young people with severe learning disabilities. I believe that their voice should be included but if they have limited langauge skills, how can they be involved ? I found it very difficult to get their views without asking direct questions

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I'm going to write about young people with depression or similar, and which are struggling with staying in school. Trouble with motivation and relationships.

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I found similarities in some of the informants stories. They told stories about challenging relationships with their parents, experience of abuse and/or neglect and lack of support fr

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I am going to write about the technicalities surrounding the indirect approach. What is a good start? What are good follow up questions? Where did we go wrong? I picture an article with a heavy emphasis examples from our empirical data...

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All four young people said that school treated them like 'products' to be 'educated'. They wished they had relationships, engagement and a flexible curriculum so they could be themselves in school.

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Three of the four young people I interviewed still had strong aspirations for what they want to do in life, but had fallen off the easy path to those jobs. One wanted to do something with his life but was unsure what.

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All four of the young people I interviewed had experienced a lack of support at the very least, and abuse at the very worst from parents and care givers in their lives.

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During my interview and my coding of other people's interviews, I found...

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OH, I have found that...

In my coding process I experienced this and that...