23 April 2025

Research Conference Highlights: Improving the Life Conditions of Children and Young People

A large audience of teachers, principals, policymakers, and public officials gathered at Auktionsverket Kulturarena in Gothenburg as the Stena Foundation presented its research program on the living conditions of children and young people.

In 2020, the Stena Foundation launched three interdisciplinary research projects aimed at exploring how social conditions shape the life opportunities of children and adolescents. A total of SEK 42 million was allocated to the initiative. The research findings were presented at a seminar in March 2025, sparking an active and engaged discussion among participants.

A Heartfelt Commitment
The Stena Foundation’s Chair, Madeleine Olsson Eriksson, opened the day by welcoming the audience and reaffirming the Foundation’s deep commitment to supporting research that improves the lives of children and young people. She emphasized the urgency and relevance of this work in light of the significant challenges facing society and expressed her hope that the findings will serve as valuable tools for both professionals and policymakers.

Guiding the day’s discussions was Ann Ighe, editor-in-chief of the cultural journal Ord & Bild, who moderated the event.

Three Key Areas of Research
In 2020, three research fields were selected — all anchored at the University of Gothenburg:

• School, Learning, and Mental Health
  Exploring influencing factors, consequences, and preventive measures related to school failure, led by Professor Emeritus Jan-Eric Gustafsson, Department of Education and Special Education.
• Ethnic Identity — Improving Life Opportunities for Young People
  Led by Professor Ann Frisén at the Department of Psychology, this project focused on how identity shapes young lives.
• Between Resignation and Hope for the Future
  A multidisciplinary research program on educational pathways and learning among youth in socially disadvantaged neighborhoods, led by Professor Emeritus Ove Sernhede at the Department of Education, Communication, and Learning.

In total 30 researchers participated across these projects.

School Failure and Its Long-Term Impact

“There are many cases of school failure that could be avoided if schools were designed and operated differently,” noted Jan-Eric Gustafsson, research lead for School, Learning, and Mental Health.

Alli Klapp, Associate Professor of Education, highlighted that the gap in employment and income between individuals with and without school success has widened in recent years. The study also found that anxiety, stress, and mental health issues among students are on the rise, while the school’s compensatory role — historically seen as a social equalizer — has weakened. Students with lower academic performance are particularly negatively affected by early and frequent grading, and receiving an F (the lowest grade, equivalent to ‘fail’) does not promote improved learning outcomes.

Professor Ulrika Wolff presented research showing that early intervention can prevent reading difficulties. A phonological training program introduced at ages four and five — earlier than the usual age of six — resulted in measurable improvements in reading comprehension and literacy by eighth grade. Children identified as at risk for reading and writing difficulties benefited most from early training. Wolff also noted her admiration for the focus and perseverance of the young children who participated.

Identity, Culture, and Ethnicity: Conversations Young People Want
The research team led by Professor Ann Frisén explored how young people think about ethnic identity and cultural background.

“The Stena Foundation’s support has truly energized this field in Sweden,” said Frisén. “Our results show that young people want to talk about ethnic identity — they are open and eager for these discussions.”

A survey of 1,200 students revealed a strong sense of tolerance among Swedish youth toward other ethnic groups, which Frisén described as a credit to the Swedish school system.

Doctoral student Daniel Sandberg presented insights from the LIKE project, where upper secondary school students explored their ethnic backgrounds while also learning about cultural diversity, stereotypes, and discrimination. Students who participated reported feeling more secure in their identity and experienced improved mental well-being.

The research highlights the importance of creating safe spaces where young people can discuss ethnicity and identity. It also revealed a gap in teacher training, with many student teachers reporting that they feel ill-equipped to handle questions about ethnicity in the classroom. Interestingly, sports environments often stood out as inclusive and free from these tensions.

Learning Inside and Outside the Classroom in Disadvantaged Neighborhoods
Professor Emeritus Ove Sernhede shared findings from the project Between Resignation and Hope for the Future, which focused on the learning experiences of young people in socially marginalized areas.

“There’s a more nuanced reality in these neighborhoods — they are not just defined by problems,” Sernhede said. While statistics show that up to 50 percent of students at some schools lack eligibility for upper secondary education, the research also revealed a strong sense of community and untapped potential in these areas.

The research team studied students’ experiences both in school and in their free time, including the social bonds and learning that take place in peer groups. The findings also raised concerns about the growing reliance on external organizations to address social exclusion — a trend that signals a shift in responsibility away from public institutions.

Researcher Majsa Allelin emphasized that students often describe their schools as safe and supportive spaces and praised the strong engagement and community spirit of 14-year-olds. At the same time, many young people are acutely aware of the stigma surrounding their neighborhoods, schools, and identities — a negative narrative reinforced by media coverage. The researchers stressed the need to challenge and replace these stereotypes with more accurate and empowering representations.

Learning from Life Outside the Classroom
The research also underscored the value of learning that takes place beyond the classroom. Young people’s involvement in sports clubs, cultural associations, and youth-led media initiatives reflects a level of commitment and creativity that schools could better recognize and harness. Strengthening the relationship between formal education and these out-of-school experiences could offer new pathways for both personal and academic growth.

Looking Ahead
The conference concluded with a sense of optimism and shared commitment. The Stena Foundation hopes the day provided new ideas and inspiration for continued efforts to improve the lives of children and young people.

For those seeking deeper insights, a series of books is being published by Natur & Kultur — one for each research area. The first volume, From Resignation to Hope for the Future, is already available. The projects led by Jan-Eric Gustafsson and Ove Sernhede have been completed, while Ann Frisén’s project is scheduled for completion in 2026.

In closing, Ove Sernhede highlighted the unique value of the Stena Foundation’s support — generous, unbureaucratic, and open, offering long-term independence for researchers, which he described as both rare and invaluable.

Photo: Natalie Greppi