I'm not as bright as I used to be - pupils' meaning-making of reduced academic performance after trauma

Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students...

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Bibliographic Details
Published in:International journal of school & educational psychology 2021-10, Vol.9 (4), p.265-279
Main Authors: Schultz, Jon-Håkon, Skarstein, Dag
Format: Article
Language:English
Subjects:
Academic Ability
Academic Achievement
Adolescents
Cognitive Ability
College Students
Coping
Education: 280
Figurative Language
Foreign Countries
meaning-making
metaphors
Pedagogiske fag: 280
Posttraumatic Stress Disorder
Psychological Patterns
Psychology: 260
Psykologi: 260
Samfunnsvitenskap: 200
Secondary School Students
Social science: 200
Symptoms (Individual Disorders)
teacher role and adapted education
Terrorism
Trauma
Traumatic stress
VDP
Young Adults
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Summary:Post-traumatic stress disorder (PTSD) is associated with temporary, distinct cognitive impairment. This study explores how cognitive impaired academic performance is recognized and explained by young Norwegians who survived the Utøya massacre of July 22, 2011. Qualitative interviewing of 65 students (aged 16-29 years) was conducted 2.5 years after the traumatic event. A total of 25% (n = 16) respondents reported no or no distinct change; only 6% (n = 4) reported some degree of positive change. By contrast, 69% (n = 45) reported negative changes in academic performance, with impaired concentration and feelings of chaos. Previously effective study techniques became less effective or inadequate. Respondents worried about lasting impairment of academic functioning, but reported little or no discussion with teachers. From the characteristics of the changes reported, attribution style, the use of metaphors and narrative structuring, we identify differences in the meaning-making processes of these young people. Some were left with an understanding that negatively affected their help-seeking activity and reduced the willingness to accept adapted education post trauma.
ISSN:2168-3603
2168-3611
2168-3611
DOI:10.1080/21683603.2020.1837698