Julia Sandahl


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Works at Department of Criminology
Telephone 08-16 44 65
Visiting address Universitetsvägen 10 C, plan 6
Room C 674
Postal address Kriminologiska institutionen 106 91 Stockholm


Research area: Delinquency, school context, prevention

The overall aim of the PhD project is to analyze the complex relationship between delinquency and the social school climate. In the current stage of the dissertation, data from the municipality of Stockholm is being used in order to analyze whether certain aspects of the social school climate have the potential to moderate the effect of some of the most established risk factors on delinquency. These are risk factors associated with poor opportunities because of an unfavorable family situation.

A second aim is to study whether, in addition to individual differences, there are any contextual differences in criminality between schools and classrooms, and if so what contributes to the variation. The project is expected to increase knowledge on which aspects the (mainly social) school climate could or could not be expected to function in a preventive manner.   



A selection from Stockholm University publication database
  • 2016. Julia Sandahl. Journal of Scandinavian Studies in Criminology and Crime Prevention 17 (2), 110-130

    School is regarded as a central arena for crime prevention. This study analyses the effects of student perceptions of school contextual aspects on self-reported offending, using logistic regression with control for clustering effects. The data comprise a census of pupils in year nine in comprehensive school (15 year olds) and in year two of upper secondary school (17 year olds) in the City of Stockholm in 2006, 2008 and 2010 (n = 25,850 of which 47% are boys and 53% are girls). Besides showing that several aspects of students’ perceptions of the school setting have direct protective effects on offending, the study shows that perceiving schoolwork as meaningful appears to moderate the effect of adverse home conditions on delinquency for boys. The only aspect of school investigated in this study that was not significantly related to offending was the perception of classroom order, indicating that emotional support from teachers is more important for crime preventive implications than maintaining order in the classroom. Controlling for clustering effects shows differences in offending between classes and schools that are not produced by differences between the students.

Show all publications by Julia Sandahl at Stockholm University

Last updated: February 13, 2018

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