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Perceived socio-economic status and social inclusion in school: parental monitoring and support as mediators
The roles of parental monitoring and support (parenting styles) as mediators of the relationship between socio-economic status (SES) and perceived inclusion in school were studied in a sample of 7137… Expand
The challenge of continuation: Schools’ continuation of the Respect program
The Respect program is a whole school approach to prevent and reduce problem behavior. The purpose of this study was to investigate which conditions in schools helped them to continue the program… Expand
Perceived Socio‐Economic Status and Social Inclusion in School: Interactions of Disadvantages
This paper is based on a study of 7,372 students in grades 5–10 (aged 11–16) in a representative sample of Norwegian compulsory schools. The aim of the study was to examine the relationship between… Expand