Jenni Helenius

This study aimed to identify (1) profiles of Finnish-origin and immigrant-origin students based on their sense of school belonging (SSB), (2) the extent to which the identified SSB profiles of immigrant-origin students differed according to immigrant status, and (3) associations between these profiles and individual-level (social competence, gender, and economic status), microsystem-level (parents’ emotional support and a trusted adult at school), and mesosystem-level factors (a peaceful classroom and students’ involvement in planning school practices) in each dataset. The study used nationally representative data from 78,063 Finnish-origin students and 13,936 immigrant-origin fourth- and fifth-grade students in Finland including first-, second-, and 2.5-generation students. Latent class analysis was used to identify students with similar patterns of SSB. Associations between SSB profiles and socio-ecological factors were examined through group comparisons within both datasets. Three distinct profiles were identified in each dataset: high SSB (48% of Finnish-origin and 46.7% of immigrant-origin students), socially connected but institutionally disconnected (37.5% of Finnish-origin and 39.7% of immigrant-origin students), and low SSB (14.5% of Finnish-origin and 13.6% of immigrant-origin students). Among immigrant-origin students, first-generation students were overrepresented in the low SSB profile, highlighting the need to address the unique challenges of SSB faced by recently arrived students. In both Finnish-origin and immigrant-origin students, more positive socio-ecological factors were associated with stronger SSB profiles. The findings indicate that SSB is multidimensional and underscore the importance of fostering students’ social competence, relationships with trusted adults, parental emotional support, peaceful classroom environments, and opportunities for student voice in school practices.

Studies investigating the role of social cohesion in schools and neighbourhoods on adolescents' well‐being remain limited. This study aimed to develop a more nuanced understanding of adolescents' well‐being using a person‐centred approach, and to examine how social environments within school and neighbourhood settings are associated with well‐being profiles. Latent class analysis was employed to identify distinct well‐being profiles among adolescents studying in Helsinki ( N = 10,681). Multilevel multinomial logistic regression analyses were conducted to examine the associations between school and neighbourhood settings and well‐being profiles. Among the adolescents, 49% exhibited excellent, 20% mixed, 14% moderate and 18% poor well‐being. According to the final model tested, adolescents attending schools characterised by low social cohesion were more likely to experience poor well‐being compared to those within more cohesive schools. Notably, if all adolescents had attended schools with good social cohesion, the probability of exhibiting excellent well‐being would have increased, while the probability of poor well‐being would have decreased. In intervention development, priority should be given to enhancing social cohesion, with particular focus on adolescents belonging to a high‐risk group with poor well‐being.

Background : Finland’s 2026 Report Card on Physical Activity for Children and Adolescents was prepared as a part of the Global Matrix 5.0 coordinated by the Active Healthy Kids Global Alliance. This paper summarizes the results gathered for the Report Card and provides grades for 10 indicators concerning the status and promotion of physical activity (PA) among Finnish school-aged children and adolescents. Methods : The most representative data of 10 indicators describing PA of 7–15-year-olds and its promotion in Finland was gathered. Based on the data, each indicator was assigned a letter grade (A–F) by a group of specialists using the harmonized grading rubric developed by Active Healthy Kids Global Alliance. Subgroup analyses were conducted for age, sex, gender identity, socioeconomic status, residence (urban vs rural), ethnicity, language of instruction at school, and children and adolescents with disabilities or chronic conditions. Results : The grades ranged from A+ to F. The highest grades (80%–100%) were assigned to Government (A+), Overall Physical Activity (A−), and School (A−). Active Transportation (B+), Community and Environment (B+), and Organized Sport (B−) received the second-highest grades (60%–79%). Family and Peers (C+), Active Play (C−), and Physical Fitness (C−) were classified within the midrange (40%–59%). Sedentary behavior was assigned the lowest grade (F, Conclusions : Children’s and adolescents’ PA is strongly promoted in Finland based on government, community, and school indicators. Although overall PA level is excellent, the notable existing disparities between subgroups highlight the need for actions that reach the least active individuals.

Tutkimme artikkelissa opiskeluhuoltopalvelujen julkista arvonmuodostusta nuorten kokemissa yksinäisyyden haasteissa. Opiskeluhuoltopalveluita tarkastelemme nuorten luottamuskokemusten kautta käyttäen aineistona Mannerheimin Lastensuojeluliiton ylläpitämää Nuortennetti-keskustelupalstaa vuosilta 2010–2023. Aineistomme sisälsi 213 anonyymia yksinäisyysaiheista keskustelunaloitusta, joissa mainittiin opiskeluhuoltoon kuuluva palvelu tai ammattilainen. Aineiston tematisoimme induktiivisella teema-analyysilla ja analysoimme sisällönanalyysia hyödyntäen. Tutkimuksemme mukaan keskustelunavauksissa kokemuksistaan kertoneet nuoret eivät pääsääntöisesti kokeneet saaneensa opiskeluhuoltopalveluista toivomaansa apua yksinäisyyteen kytkeytyvissä haasteissa. Palvelujen arvonmuodostuksen kompastuskiveksi nousi nuorten palveluja ja ammattilaisia kohtaan kokema epäluottamus. Opiskeluhuoltopalvelut eivät tällöin onnistu luomaan arvoa yksinäisyyttä kokeville nuorille. Tuloksia voidaan käyttää pohdittaessa näiden nuorten tavoittamista ja kehitettäessä palvelujen saavutettavuutta. Ymmärtämällä paremmin nuorten tarpeita voidaan kehittää sellaisia opiskeluhuoltopalveluja, joista on tukea myös yksinäisyydestä kärsiville nuorille.