The physical and psychosocial environments in Swedish schools: quality aspects and relations to pupil-injury determinants as perceived by school principals

Abstract

The study investigated relations between the quality of the physical and psychosocial environments in Swedish schools and pupil-injury determinants as perceived by school principals. Data came from a representative sample of public-sector Swedish schools. Schools were divided into four classes on the basis of the types and magnitudes of environmental problems they experienced. Associations between problems and type of school, type of district, and degree of importance attributed to various pupil-injury determinants were measured. Two schools in three were classified as having no environmental problems, and one in 20 as having both types. Significant associations were found between type of problem (environmental load), type of district and perceptions of some injury-inducing factors. Improvements to the school environment may benefit pupils' education and development as well as their safety and well-being. The study provides an aid for the setting of priorities in these respects.