Pupils exposed to bullying experience severe negative consequences, including reduced academic performance and development of mental health problems. Little is known about effective interventions to prevent and/or reduce such consequences. This study explores how schools can follow up previously bullied pupils. Four focus groups were conducted. In three, informants were national experts representing the school system, the health system, attorneys, researchers, and user organizations in Norway (n = 31). A focus group interview with a primary and lower secondary school in southwest Norway (n = 9) was also carried out. Data were analyzed via content analysis. Findings suggest that school-based psychosocial resource groups can ensure that follow-up work after bullying is systematic and of high quality. Findings provide new knowledge on how schools can organize follow-up work and suggests support systems for schools to provide high-quality follow-up work. Further research on organizing follow-up work and the specific content of follow-up work is needed.
Science Unit Design and Practice in Lower Secondary School Based on Authentic Learning that Focuses on Relevance to Society and Everyday Life: Improvements of Students’ Attitudes to Science and School Science
