3rd graders’ experience of Life Skills in primary school

Abstract

The following master thesis will explore Norwegian 3rd graders’ experience of Life Skills in primary school. Not much is currently known about pupils’ experience of this, and the study, therefore, takes on a qualitative approach. The study demonstrates how an application of three different methods supports each other in carrying out a Thematic analysis. Participatory observation, focus group ‘conversations’ with the 18 pupils in groups of three, as well as one semi-structured interview with the homeroom teacher were conducted. In the analysis of the findings four main themes were developed: 1) social dynamics, 2) predictability and expectations, 3) being seen and feeling valued, as well as 4) handling and expressing emotions. The themes will be discussed in relation to mental and physical health tendencies as seen in the Norwegian society, the theory of Interrelationships, and more established concepts such as Resilience, Coping, as well as Self-efficacy, and Self-regulation. The study indicates that pupils experience Life Skills through trustworthy interrelationships, in addition to visually show mastery through subjects involving physical activity and creating something. Life Skills will be referred to as ‘Well-being and Life Skills’ throughout the study to capture the Norwegian term Livsmestring in the best way possible. In connection, it should be mentioned that the collection of data was done during the outbreak of COVID-19.