En kvalitativ undersøgelse af danske gymnasiestuderendes oplevelser af fælleskaber, hverdagsliv & mental sundhed
In this project have I investigated how the young high school age population in Denmark has experienced and coped with a different everyday life during the Covid-19 pandemic. During the pandemic, several major impacts was done from a government and world leaders chair. Traveling got restricted. The nightlife was shut down, the cafes and restaurants was shut down, and for a longer time period everyone had to work from home, this is referred as the “lockdown”. This raises the question what possible consequences the lockdowns have had for young people in high school ages mental wellbeing. What I have done through qualitative research interviews is to find 3 informants through several sources like Facebook and networking through the municipality and private contacts. The young people who I was looking for, and found, all have in common that they are attending high school. What was interesting to discover was that they all have experienced difficulties during the pandemic. Some of the difficulties involved the limiting of socializing with friends and family, and problem of getting new friends when starting in a new school. But there are also benefits like the realization of getting closer to the friends that you do keep in contact with during the lockdown, if it is on an online platform, through video games, or it is outdoors in person. Theoretically have I used expressions regarding social pathologies like Hartmut Rosas theory about acceleration and resonance. How the social acceleration is defined from a constant competition that we must live up to with each other, and how this is broken down during the lockdown. Another is Anders Petersens theory about the performance society and how everyone must achieve certain goals in life to have fulfilled their purpose. On that behalf it’s concluded that the informants way of perceiving their stories about changed relationships to friends, family and the surrounding society, the importance of everyday life, has been different during the two lockdowns. In the first lockdown there was a relief from the social pressure regarding social life but also on the studies, whereas the second challenged the mental pressure of reaching the high bar of the norms because the pressure for achieving was just as high as before the lockdowns. Listening to the challenged youth, and how they experience the lockdowns, can show the changes in society and the consequences, for these individuals.
In this project have I investigated how the young high school age population in Denmark has experienced and coped with a different everyday life during the Covid-19 pandemic. During the pandemic, several major impacts was done from a government and world leaders chair. Traveling got restricted. The nightlife was shut down, the cafes and restaurants was shut down, and for a longer time period everyone had to work from home, this is referred as the “lockdown”. This raises the question what possible consequences the lockdowns have had for young people in high school ages mental wellbeing.
What I have done through qualitative research interviews is to find 3 informants through several sources like Facebook and networking through the municipality and private contacts. The young people who I was looking for, and found, all have in common that they are attending high school. What was interesting to discover was that they all have experienced difficulties during the pandemic. Some of the difficulties involved the limiting of socializing with friends and family, and problem of getting new friends when starting in a new school.
But there are also benefits like the realization of getting closer to the friends that you do keep in contact with during the lockdown, if it is on an online platform, through video games, or it is outdoors in person.
Theoretically have I used expressions regarding social pathologies like Hartmut Rosas theory about acceleration and resonance. How the social acceleration is defined from a constant competition that we must live up to with each other, and how this is broken down during the lockdown.
Another is Anders Petersens theory about the performance society and how everyone must achieve certain goals in life to have fulfilled their purpose.
On that behalf it’s concluded that the informants way of perceiving their stories about changed relationships to friends, family and the surrounding society, the importance of everyday life, has been different during the two lockdowns. In the first lockdown there was a relief from the social pressure regarding social life but also on the studies, whereas the second challenged the mental pressure of reaching the high bar of the norms because the pressure for achieving was just as high as before the lockdowns. Listening to the challenged youth, and how they experience the lockdowns, can show the changes in society and the consequences, for these individuals.
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De ændrede sociale normer for hvordan man er sammen, har krævet en nytænkning for måden at
håndtere kravet om sundhedsmæssige solidaritet overfor hinanden. Dette underbygges blandt andet
i nedenstående citat fra Charlotte:
“Mine venner synes jeg ikke der er så meget med, der er nemlig mange som bliver testet ret ofte,
altså hver uge eller hver anden, så der er ikke sådan at vi er særlig udsatte for Covid-19 i min
vennegruppe, da alle hele tiden sørger for at blive testet, og hvis der skulle være nogen som bliver
testet positiv, så er vi gode til at orientere hinanden, således at vi andre også kan testes”.
(Charlotte)
En anden type afsavn handler om, at det også er svært at få nye venskaber under nedlukningerne.
Denne forandring er for Karolines vedkommende opstået ved, at hun startede i en klasse på det
tidspunkt hvor hun allermest havde behov for at få social kontakt og få etablere nye venskaber.
Derved umuliggjorde Covid-19 nedlukningerne, de naturlige måder at skabe sig nye venner og
bekendtskaber. Derfor nævner Karoline at nedlukningerne har haft svære konsekvenser for måden
hun møder og lærer nye mennesker at kende på, og som hun derfor finder mere eller mindre
umuligt. Ydermere synes Karoline det er ensomt at sidde bag en skærm og følge andre
klassekammerater uden rigtig at have haft en chance for at danne en personlig relation til dem.
Lars og Charlotte fortæller begge hvor svært det har været at opretholde kontakten til de i forvejen
etablerede venskaber, mens det for Karolines vedkommende handler om at, hun er blevet afholdt i
at danne nye venskaber igennem hendes nye klasse.
Karoline fortæller om sine udfordrende oplevelser ved måden hvorpå samfundet blev lukket ned,
som har gjort det svært for hende at få kontakt til nye venskaber, og det kan derfor også tolkes at
hun af denne årsag har været udsat for ensomheds relateret problematikker.
“Det har været lidt underligt og kaotisk at starte i en ny klasse et nyt sted, når jeg ikke rigtigt har
haft mulighed for at kunne mødes med min klassekammerater og lære folk rigtigt at kende i klassen,
altså der har ikke rigtig været mulighed for sociale arrangementer. Vi blev sendt hjem, og måtte jo
slet ikke se nogen, så jeg føler lidt at jeg går i skole med nogen jeg ikke kender og det er vildt
udfordrende. Mit ønske er at min klasse blev en del af min primære vennegruppe. Jeg håber stadig
det kommer til at ske for mig, når Covid-19 er slut, fordi hele socialiserings aspektet er slet ikke
tilstedeværende på nuværende tidspunkt under nedlukningerne for mig” (Karoline).
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