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Känslors roll i läs- och skrivundervisningen hos elever vid särskilda ungdomshem: En kvalitativ intervjustudie av lärare vid den statliga ungdomsvårdens skolverksamhet


  • Johanna Isaksson

Summary, in English

The Role of Emotions in Reading and Writing Instruction among Students in Special Youth Homes: A Qualitative Interview Study of Teachers in the State Youth Care Education

The purpose of this thesis is to create a better understanding of the role emotions play in conducting knowledge-developing reading and writing instruction in the Swedish subject within the framework of educational activities at special youth homes under the State Institutional Board. The empirical material for this thesis consists of semi-structured qualitative interviews with five teachers from different special youth homes located throughout Sweden. Thematic analysis is applied as the analytical method. The findings of the study indicate that emotions play a significant role in reading and writing instruction, and that the actual educational work is preceded by relational work, where the teacher needs to build trust with the student, assess the individual student's reading and writing abilities, and previous school experiences. The results also suggest that negative emotions such as frustration and shame hinder the student's learning process, while positive emotions such as shared joy can engage students in reading and writing instruction.

Publishing year




Document type

Student publication for Master's degree (one year)


  • Languages and Literatures


  • läs- och skrivundervisning
  • skolverksamheten vid särskilda ungdomshem
  • känslor
  • Statens institutionsstyrelse


  • Sanna Skärlund (Senior lecturer)