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SASAL - School alienation in Switzerland and Luxembourg

The project is co-funded by the Luxembourgish Fonds National de la Recherche (FNR) and the Swiss National Science Foundation (SNF)

  • Coordination: Prof. Dr. Andreas Hadjar (UL) and Prof. Dr. Tina Hascher (University of Bern)
  • Collaborators: Dr. Susanne Backes (UL), Jan Scharf (UL), Alyssa Grecu (UL), Kaja Marcin (University of Bern), Iuliia Morinaj (University of Bern)
  • Duration: 2015-2018

Studies show that well-being in school decreases over time. The project seeks to analyse and to deeply understand the process of alienation from school with a special emphasis on the impact of school alienation on the lower educational success of risk groups (namely students of lower social background, boys and certain migrant groups).
School alienation is defined as a general negative orientation towards learning in school that develops over time and  is characterised by a low level of bonding to school, a low level of identification with school and learning, and emotional detachment from academic goals and values (Hascher & Hagenauer 2010; Finn 1989; Dean 1961).

The project will gain new insights into the causes and the development of alienation from school over a period of 6 grades (4th to 6th and 7th to 9th ). These findings can serve as a basis for the elaboration of risk-group-specific suggestions of how educational success can be supported.

The empirical study being carried out by research teams in Luxembourg and Switzerland (2015 – 2018) is characterised by a mixed-method sequential design. The quantitative three-wave panel survey follows Luxembourgish and Swiss school students from grade 4 to grade 6 in primary school and – simultaneously– from grade 7 to grade 9 in secondary school. Additionally, a qualitative longitudinal study centers on the transition from primary to secondary school by use of group discussions with some school students and teachers in grade 6 and grade 7.

For further information please contact or download the project's flyer