Students with Difficulties Managing Vocational Education in High School: Identifying Intervention Areas Related to Self-Reported Student-Environment Fit and Mental Health

Figures & data

Table 1. Characteristics of participants.

Characteristics	n (%)
Gender
Girl	7 (28)
Boy	18 (72)
Diagnosis
Yes	13 (52)
No	11 (44)
Missing information	1 (4)
Educational program
Child-Care and Leisure	8 (32)
Commerce	1 (4)
Handicraft Studies	7 (28)
Hotel and Tourism	1 (4)
Restaurants	5 (20)
Health care	2 (8)
School year
Year 1	11 (44)
Year 2	6 (24)
Year 3	7 (28)
Missing information	1 (4)

Table 2. Students’ total adjustment needs identified by the SSI (n = 24–25).

	Total unsatisfied	Unmet needs	Partly met needs	Met needs	No needs
SSI item	n (%)	n (%)	n (%)	n (%)	n (%)
Participate in the classroom	17 (68)	11 (44)	6 (24)	1 (4)	7 (28)
Remember things	16 (64)	9 (36)	7 (28)	5 (20)	4 (16)
Write	16 (64)	6 (24)	10 (40)	4 (16)	5 (20)
Do homework	13 (52)	7 (28)	6 (24)	4 (16)	8 (32)
Read	12 (48)	5 (20)	7 (28)	8 (32)	5 (20)
Take exams	12 (48)	4 (16)	8 (32)	8 (32)	5 (20)
Do mathematics	10 (40)	4 (16)	6 (24)	6 (24)	9 (36)
Practical break activities	10 (40)	3 (12)	7 (28)	2 (8)	13 (52)
Speak	9 (36)	5 (20)	4 (16)	2 (8)	14 (56)
Do practical subjects	9 (36)	1 (4)	8 (32)	4 (16)	12 (48)
Access to school	9 (36)	2 (8)	7 (28)	1 (4)	15 (60)
Go on field trips	7 (28)	4 (16)	3 (12)	1 (4)	17 (68)
Do sports activities	5 (20)	2 (8)	3 (12)	2 (8)	18 (72)
Social break activities	4 (16)	2 (8)	2 (8)	2 (8)	19 (76)
Get assistance	4 (16)	1 (4)	3 (12)	6 (24)	15 (60)
Interact with staff	2 (8)	1 (4)	1 (4)	3 (12)	19 (76)

Table 3. Number of students´ positive and negative answers regarding mental health (n = 24–25).

	Positive response	Negative response
Subscale	n (%)	n (%)
Prosocial	24 (96)	1 (4)
Conduct problems	23 (92)	1(4)
Emotional problems	20 (80)	5 (20)
Peer problems	18 (72)	7 (28)
Hyperactivity	14 (56)	11 (44)

Table 4. Correlation between students´ total adjustments needs and self-reported mental health (n = 25).

			SDQ scale
SSI item	Emotional problems	Conduct problems	Hyperactivity	Peer problems	Prosocial	SDQ total
Write	−.27	−.37	−.25	−.18	.06	−.40*
Read	−.25	−.52**	−.09	−.22	−.16	−.26
Speak	−.69**	−.32	−.15	−.53**	.13	−.59**
Remember things	−.22	−.44*	−.62**	−.04	.00	−.44*
Do mathematics	−.00	−.23	−.03	−.07	.19	−.06
Do homework	−.20	−.29	−.36	−.03	.00	−.30
Take exams	−.32	.11	.01	.10	−.20	−.13
Do sports activities	−.29	.06	.19	−.22	.02	−.11
Do practical subjects	−.23	.04	−.20	−.04	.13	−.20
Participate in the classroom	−.37	−.11	−.33	−.24	−.40*	−.43
Social break activities	−.15	−.24	−.08	−.27	.27	−.19
Practical break activities	−.14	−.23	−.37	−.03	.05	−.28
Go on field trips	−.57**	−.37	−.28	−.22	.23	−.51**
Get assistance	−.47*	.06	.06	−.03	.21	−.19
Access to school	−.79**	−.22	−.24	−.52**	.17	−.68
Interact with staff	−.49*	−.20	−.06	−.42*	.07	−.44

*Significant correlation, p<.05.

**Significant correlation, p<.01.

Note: The correlation is analyzed with Spearman’s rho.