När lärandet blir svårt: En forskningsöversikt om studenters upplevelser av känslomässiga utmaningar i undervisningssituationer

Abstract

The purpose of this review is to provide an overview of research on students' experiences in emotionally challenging situations in different teaching contexts. The literature search was made in several different databases: ERIC, Web of Science and Google Scholar. Studies published between 2010 and 2021 and consisting of empirical studies were included, a total of 65 articles. The research overview is a type of narrative review where the focus has been to analyze the results of the articles thematically. The analysis has been conducted in two steps: first a categorization of which teaching situations and subject content that was emotionally distressful and then an interpretive analysis to investigate what characterizes the challenges students experience in connection with these situations. The results show that the teaching situations and subject content that are experienced by students as emotionally stressful can be divided into four general categories: dissections, experiences during work-based education (VFU), anxiety in connection with certain subjects and sensitive topics. The challenges that students are faced with relate to: their own emotional and physical reactions, the balance between academic and emotional engagement, professional challenges, and existential reflections. Students need support to deal with these challenges. By making teachers more aware of what may be emotionally challenging and distressful for students, we can better support them and give them space to process their experiences.