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European Journal of Applied Sciences – Vol. 11, No. 2

Publication Date: April 25, 2023

DOI:10.14738/aivp.112.14145.

Salminen-Tuomaala, M., Nissinen, K., & Haasio, A. (2023). Factors Contributing to the Social Exclusion of Secondary School Aged

Youth. European Journal of Applied Sciences, Vol - 11(2). 29-43.

Services for Science and Education – United Kingdom

Factors Contributing to the Social Exclusion of Secondary School

Aged Youth

Mari Salminen-Tuomaala

PhD, Principal Lecturer,

Seinäjoki University of Applied Sciences, Finland

Kaija Nissinen

M. Sc (nutrition) Licentiate of Health Sciences,

Seinäjoki University of Applied Sciences, Finland

Ari Haasio

PhD, MA. Principal Lecturer,

Seinäjoki University of Applied Sciences, Finland

Abstract

The study describes secondary school nurses’, subject teachers’, special needs

teachers’, study counsellors’ and school social workers’ (n=60) experiences of

factors that contribute to the development of social exclusion in adolescents. The

data were collected in Finland using an online survey tool in 2022 and analysed

using inductive content analysis. Some factors associated with social exclusion of

the adolescents concerned the youth themselves: problems with self-esteem,

learning, emotional intelligence, mental health and intoxicants; while other factors

concerned families: problems with family dynamics, interaction, mental health and

socioeconomic issues. Inadequate support and mental health services were also

mentioned by the participants. Mental health problems, especially depression, are

relatively common in families and a major risk factor for the development of social

exclusion. In addition, some of the other factors, for example problems in family

dynamics, could be secondary, reflecting diagnosed or undiagnosed mental health

problems. The risk of social exclusion is likely to increase if several of these factors

are accumulated in a young person’s life, possibly passed on from the earlier

generation and reinforced in the family home.

Keywords: Mental health problem, social exclusion, youth, inductive content analysis

INTRODUCTION

This qualitative study deals with factors that contribute to the development of social exclusion

in secondary school aged (13-15-year-old) adolescents. The term social exclusion originates

from the social policy literature. There is no one universally accepted definition of the term, but

the various definitions are influenced by political and ideological elements. [1] Social exclusion

can be approached from the perspective of the individual or society. [2] It has been used to refer

to coming excluded from civil society, access to social goods, social production and economic

assets. [3] It is also a way to conceptualise disadvantage; individuals become socially excluded

when they do not participate in key activities of their societies. Boardman [4], citing earlier work

of Burchard et al.,[5] argues that social exclusion a dynamic process across time and possibly

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European Journal of Applied Sciences (EJAS) Vol. 11, Issue 2, April-2023

across generations. It is relative to the time and place in question and characterized by agency

(someone or something is doing the exclusion). [4] Social exclusion can be seen as a continuum,

a complex cyclical, self-perpetuating and reinforcing process in which an individual gradually

drifts beyond the reach of institutions. [6] In Finland, the public debate most commonly has

concentrated on exclusion from the welfare system, education and employment. [2]

Social exclusion is an important concept for nursing and nursing science as well. It has

relevance in promoting the health of vulnerable groups [7] and in addressing potential health

inequities related to race, class, gender, disability, sexual orientation and immigrant status. [3]

Benbow et al. [1] have suggested that social exclusion should be conceptualised within a social

justice framework, which can be seen as a foundation for nursing science. They stress the

importance of continuing work for the development of clear definitions as well as transparency

with respect to the philosophical and political underpinnings of the concept. [1] For the time

being, social exclusion remains the most commonly used concept for describing young people’s

marginalization, poverty, disadvantage and lack of power, despite having been criticised for

being an ambiguous and stigmatising concept. [8]

There is an association between social exclusion and mental health problems. Boardman [4] has

argued that the conditions of social exclusion could be the cause or a consequence of mental

health problems, or there may be many third variables, which contribute to both social

exclusion and mental health problems. Loneliness, social isolation and social exclusion have

been found to affect mental health negatively. [9-12] On the other hand, depression and loneliness

increase social exclusion; [13-16] this is a two-way road.

The identification of all the various factors that contribute to social exclusion of young people

is crucial in order to alleviate human suffering and to mitigate welfare deficiency and the cost

to society. [17, 18] According to the Finnish Institute for Health and Welfare THL, [19] significant

risk factors contributing to the social exclusion of young people include low education and the

family’s problems related to low income, mental health and intoxicant use. Especially those

young people, who have experienced harmful family conditions and child protection, have

difficulty adjusting themselves to society. [18] Parents’ mental health problems increase their

children’s risk of more severe and chronic mental health disorders, compared to peers with

healthier parents. [19] Problems like unemployment, low income, housing problems, violence

and neglect may perpetuate across generations. [19]

Besides family, school is the institution that most powerfully shapes the young people’s social

life. Therefore, being excluded from the school community is a significant factor associated

with the risk of social exclusion. [20] Experienced loneliness and social isolation have a negative

effect on individuals’ mental health. [21-23] and can contribute to the development of social

exclusion. Becoming excluded can occur through bullying, which has been found to constitute

a risk to the physical, psychological and social wellbeing of both those who bully and those who

are bullied. Being bullied is also strongly associated with decreased study motivation. [24, 25]

In recent years, young people’s mental health problems have increased both in Finland and

internationally, as a result of the COVID-19 pandemic, socioeconomic factors and climate

change anxiety. [26] The pandemic resulted in prolonged state of physical isolation from peers,

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Salminen-Tuomaala, M., Nissinen, K., & Haasio, A. (2023). Factors Contributing to the Social Exclusion of Secondary School Aged Youth. European

Journal of Applied Sciences, Vol - 11(2). 29-43.

URL: http://dx.doi.org/10.14738/aivp.112.14145

teachers, extended families, and community networks. [27] Social withdrawal and various

addictions have increased. [28, 29]

Importantly, however, a single problem does not usually affect an individual’s life management

significantly. The risk of social exclusion mostly grows with the accumulation of problems. [19]

A person’s childhood circumstances do not directly determine their later life, and for some

individuals social exclusion may be temporary. [21]

It is difficult to assess the number of marginalized young people accurately. The statistics may

indicate, who the people are with accumulated risk factors, but they do not reliably tell us who

is socially excluded. [19] In addition, part of the young people is not visible in any statistics, and

it is impossible to assess their situation.[30] Secondly, as the definitions of social exclusion

always depend on cultural values, the experiences of the young people themselves should be

included in the analysis of social exclusion. [8] Having said that, and keeping the ambiguous

definitions of social exclusion in mind, the estimates for the number of socially excluded young

people vary from 40,000 to 100,000 in Finland (population 5.5 million). [19] Another relevant

estimate is that half of the mental health disorders start before the age 14. [31]

The social exclusion of children and young people cannot be resolved in isolation from the rest

of society.[6] The Europe 2020 strategy includes guidelines for active inclusion policies for

vulnerable young people. In addition to the EU-level initiatives, a large number of policy

measures in education, labour market, and social policy fields exist on national and regional

levels that aim to improve young people labour market integration and social inclusion. [32]

In Finland, secondary school-aged young people have the right to have access to primarily

preventive welfare services that support the school community as a whole and include

cooperation between the school and home and systematic multi-professional cooperation

between teaching staff, health and social services as well as any other actors deemed necessary.

[33]“The other actors” include outreach services, regional health and social services centres and

psychiatric clinics. Finland is also committed to the Youth Guarantee initiated by the European

Union. In practice, it means that young people can receive an offer of employment, training,

work try-outs, startup grants, coaching and career guidance within a period of three

months. Almost 70 One-Stop Guidance Centres across Finland have been provided for help in

matters related to work, education and everyday life. [34, 35]

In this qualitative study, the purpose was to describe secondary school nurses’, subject

teachers’, special needs teachers’, study counselors’ and school social workers’ experiences of

factors that contribute to the development of social exclusion in secondary school aged

adolescents. The topic has not been explored much for this age group before. It is important for

school and school health professionals to become aware of the potential risk factors and early

signs of social exclusion. The study aimed at producing knowledge that could promote the

identification of social exclusion and facilitate early interventions in secondary schools.

The research question was: What factors can contribute to the social exclusion of secondary

school-aged young people?