This text is translated from Norwegian using UiO GPT.
– Which research project are you currently working on the most?
– I am currently spending most of my time as the project leader for a project that examines the effects of the recently implemented school reform 'fagfornyelsen'. The school reform was comprehensive and introduced new curricula called LK20 and three interdisciplinary themes for all levels in primary and secondary education in Norway. One of these interdisciplinary themes is Public Health and Life Skills (in Norwegian: Folkehelse og livsmestring).
– The project is funded by DAM, NFR, and ERC, with each part examining different elements of the school reform. In the ERC-funded project HeaLS, we have recently invited all primary and secondary schools in Norway to describe how they are implementing the theme of Public Health and Life Skills. We will link this information with existing data from national surveys and registers to see how the students are faring.
– What do you hope to find out?
– LK20 was gradually implemented and thus represents a form of natural experiment. We wish to use this opportunity to investigate two aspects: 1) What are the consequences of the reform on students' mental health, school performance, school environment, and dropout rates? 2) How is the effect of the reform influenced by the way Public Health and Life Skills are implemented?
– Why is this important?
– We need to understand the consequences of implementing perhaps the most comprehensive health-promoting initiative for school-aged children carried out in several decades. We must understand how this should be done to ensure the best possible effect for the students.
– However, there is very little research on the consequences of major school reforms for students. LK20 was implemented without guidelines on how it should be carried out. This means there are significant variations in how, for example, the interdisciplinary theme Public Health and Life Skills is implemented. At the same time, there is a lack of knowledge about what works well and poorly, for whom, and under what conditions.
– Who are you collaborating with?
– The project is a collaboration among approximately 30 fantastic individuals from five research institutions and four organizations that are central to education and health promotion work. This includes people from NTNU, FHI, NIFU, the University of Manchester, and three departments at UiO.
– We are fortunate that both an organization for health promotion in municipalities (Fremsam), Skolelederforbundet and two teacher organizations (Skolenes Landsforbund and L?rernes Yrkesforbund) are part of the project group. We also work closely with the LIFE project at L?ringssenteret (UiS), which is led by Hildegunn Fandrem.
– What do you look for when choosing collaborators?
– I look for partners who have the knowledge and skills we lack or need sparring partners for. Psychological research often investigates complex relationships. In this project, for example, we need researchers with knowledge in areas such as health promotion, developmental psychology, implementation, pedagogy, and school research.
– We also need skilled individuals in questionnaire development, recruitment, and conducting large school surveys, as well as using registers and analyzing complex relationships across multiple levels. Additionally, we need organizations that have knowledge on the topics and can ensure that the research is both feasible and useful for society. It is also naturally important that we enjoy the collaboration. I am motivated by working with skilled and engaged professionals.
– What other research projects are you involved in?
– As a tenured employee, I am privileged to be involved in several different projects. One example is the project Foreldrepraksis i Norge. In this project, over 5000 parents have answered questions about, among other things, their parenting practices.
– The sample includes approximately 1000 parents who are twins and about 1500 parents who are children of twins, in addition to siblings and partners. This means that we can differentiate between what is hereditary versus what is related to shared or common environment. In the project, we investigate, among other things, what parenting practices in Norway look like and what factors are related to these practices.
– I also lead a project that examines gluten sensitivity in children with Down syndrome, and I am involved in projects that investigate language development in children with Down syndrome. Additionally, I am involved in research on the outcomes for children born to mothers who used substances, especially opioids, during pregnancy. This includes animal studies as well as follow-up studies of humans.
– What do you find most interesting about being a researcher?
– It is a luxury to be able to choose the topics I want to work on and how I want to do the job. I am motivated by the belief that our research can contribute to knowledge that is useful to other people. I also think it is important to convey the difference between opinions and research-based knowledge.
– What is the most common question you get about your job when you are with others?
– I find that people are curious about the topics I work on. They are interested in the potential consequences of our research, both for themselves and their loved ones, as well as for society as a whole.