Project manager: Bitte Modin
Project members: Sara Brolin Låftman (CHESS), Ylva Almquist (CHESS), Stephanie Plenty (Institute for Future Studies), Viveca Östberg (CHESS), Torbjörn Åkerstedt (Stress Research Institute), Kristiina Rajaleid (Stress Research Institute), Jannike Kjellström (CHESS), Gabriella Olsson (CHESS), Julia Sandahl (Department of Criminology)

Period: 2015-01 – 2018-12
Funding: Vetenskapsrådet, Forte, Formas, Vinnova

Project description

This project focuses on three sets of school-contextual conditions which have been subject to structural changes during the past decades in Sweden – school leadership, teachers’ working conditions, and school segregation – and their links to students’ psychological health. Our overarching hypotheses are that 1) poor correspondence with the ideas of effective schools (reflecting school leadership),  2) stressed teachers (reflecting poor working conditions), and 3) clusters of schools with disadvantaged student composition profiles along socioeconomic and ethnic lines (reflecting school segregation), are linked with poorer student health in terms of internalizing and externalizing problems. We will also assess how these contextual conditions differ between schools, and whether they contribute to accounting for between-school differences in student health.


The data material consists of two waves of data collections performed in 2014 and 2016. Information derives from two different sources: teachers and students. The Stockholm Teacher Survey is based on all senior-level teachers in 2014 (n=1287) and 2016 (n=1247) as well as all upper-secondary teachers in 2016 (n=1378). Student information comes from the Stockholm School Survey, a total sample of ninth- and eleventh-grade students in all public and most independent schools in Stockholm municipality. The linked data comprises almost 11 000 ninth-graders (2014 and 2016) and over 6 000 eleventh-graders (2016).


The Stockholm Teacher Survey was carried out by our research group through a web-based questionnaire sent to all senior- and upper secondary-level teachers in the participating schools. The main method of analysis is multilevel and structural equation modelling. By adopting an interdisciplinary approach to the role of school-contextual conditions for student’s psychological health, we aim to uncover some of the pathways through which these influences are likely to operate. Such knowledge may provide guidelines as to where in the school structure health promoting action should be taken in order to gain optimal results.

Contact: Bitte Modin, E-mail