Interpretations of classroom atmosphere in Finnish comprehensive school based on Helsingin Sanomat opinions during 2010–2020

Authors

• Suvi Lehtomäki Turun Yliopisto
• Mirjamaija Mikkilä-Erdmann Turun yliopisto

DOI: https://doi.org/10.33350/ka.115290

Keywords:

classroom atmosphere, comprehensive school, content analysis, opinions

Abstract

This research examines the discussion about classroom atmosphere and how it is perceived based on opinions (N=70) in the newspaper Helsingin Sanomat during the years between 2010 and 2020. The research method used was content analysis. The analysis focused on what kinds of meanings can be identified in the texts and how the phenomenon is produced. Based on the analysis three main themes were identified from the data. The themes were teacher's job description, inclusion in practice and change in comprehensive school system. In public discussion, the definition of classroom atmosphere emphasized equal learning opportunities for students and teachers' ability to focus on teaching. Discourse about the comprehensive school system, on the other hand, appeared polarized in the discussion. Challenges related to classroom atmosphere were often located in individual-level problems, such as the pupil's need for support, but the proposed solutions focused on the system level.