Egil Nygaard

• Sundgot-Borgen, Christine; Daus, Stephan; Poornikoo, Mehdi; Pedersen, Cathrine; Besche, Torstein de & Vestad, Lene [Show all 10 contributors for this article] (2026). Embargoed OSF preregistration; Validation of questionnaires measuring multi-level implementation of a health promotive school reform. Open Science Framework (OSF). doi: https:/osf.io/t3b5f/overview?view_only=5187f0f6454647319ea37f150cdb1c72. Full text in Research Archive Show summary

  This preregistration describes a cross-sectional observational validation study of four newly developed questionnaires assessing the implementation of Health and Life Skills (HLS) in Norwegian schools. The questionnaires target school owners, school leaders, and teachers, and are designed to capture implementation determinants, processes, and outcomes across levels of the school system. The study combines theory-driven item categorisation based on CFIR, Proctor’s Implementation Outcomes Framework, and Fixsen’s Implementation Drivers Framework with empirical analyses of factor structure and psychometric properties. The preregistered analyses include confirmatory and exploratory factor analyses, CFA of EFA-derived models, reliability and validity analyses, measurement invariance testing, and assessment of school- and municipality-level variation. The aim is to evaluate whether the questionnaires provide valid and reliable measures of implementation in a complex, cross-curricular school reform.

• Edvoll, Maud Clemson; Poornikoo, Mehdi; Klomstén, Anne Torhild; Sundgot-Borgen, Christine; Ystrom, Eivind & Røysamb, Espen [Show all 11 contributors for this article] (2026). OSF Embargoed Preregistrering; A Norwegian School Reform: The Effects of ‘Health and Life Skills’ for the Socioemotional School Climate. Open Science Framework (OSF). doi: https:/osf.io/tfrqu/overview. Full text in Research Archive
• Edvoll, Maud Clemson; Folstad, Siri Hausland; Eftedal, Nikolai Haahjem; Poornikoo, Mehdi; Fang, Yuan & Ystrøm, Eivind [Show all 11 contributors for this article] (2026). A Norwegian curriculum reform: Effects for 10th graders’ academic performance. Studies in Educational Evaluation. ISSN 0191-491X. 89. doi: 10.1016/j.stueduc.2026.101616. Full text in Research Archive
• Skumlien, Martine; Langley, Christelle; Kesmodel, Ulrik S.; Sahakian, Barbara J. & Nygaard, Egil (2026). The association between prenatal exposure to cannabis with and without tobacco and early cognitive and language development in a sample of polysubstance-exposed children. Early Human Development. ISSN 0378-3782. 219. doi: 10.1016/j.earlhumdev.2026.106549. Full text in Research Archive Show summary

  Background Prenatal cannabis exposure may have adverse effects on development which could be amplified by co-exposure with tobacco. Objective This study examined whether prenatal cannabis exposure was associated with disrupted language or cognitive development, and whether co-exposure to tobacco was associated with worse outcomes than to cannabis alone. Methods In this historical cohort study, we compared children from the Danish Family Outpatient Clinics who had prenatal exposure to cannabis (n = 106), tobacco (n = 138), cannabis and tobacco (n = 112), or no exposure to either drug (control group, n = 454) on the Bayley-III Language and Cognitive scales at 1–58 months of age (99.7% at ≤36 months). Roughly half were tested at multiple ages, yielding 1362 language assessments (49.2% tested ≥ twice) and 1549 cognitive assessments (53.6% tested ≥ twice). Most children had additional prenatal exposure to other drugs (49.8%), including the control group (63.9%). Scores were investigated in linear mixed models with factors Exposure Group, Age, and Exposure Group ∗ Age, and covariates alcohol exposure, other drug exposure, maternal medical diagnoses, and maternal education. Results Children with prenatal cannabis exposure scored significantly higher on the Language scale compared with controls (3.26 points; 95% CI = 0.26–6.26). There was a positive association between Language scores and age at assessment for children with cannabis and tobacco exposure (0.31 points/month; 95% CI = 0.11–0.51) but not the other groups. There were no significant effects of Exposure Group or Exposure Group × Age for the Bayley-III Cognitive scale. Conclusion Prenatal exposure to cannabis, alone or with tobacco, was not associated with disrupted cognitive or language development during the first three years of life in this sample of high-risk children.

• Severinsen, Yvonne; Ystrom, Eivind; Eftedal, Nikolai Haahjem; Nygaard, Egil; Bekkhus, Mona & Viana, Karine Porpino [Show all 9 contributors for this article] (2026). Determinants of Parental Emotion Socialization Behaviors: Insights From a Large‐Scale Population‐Based Family Study. Scandinavian Journal of Psychology. ISSN 0036-5564. 67(4), p. 953–971. doi: 10.1111/sjop.70082. Full text in Research Archive Show summary

  ABSTRACT Parental emotion socialization behaviors (ESBs) are essential for child development and are typically understood as influenced by factors related to three domains: the parent, the child, and the family context. However, it remains unclear how parents' childhood experiences with ESBs should be represented within these conceptual frameworks. Addressing the complexity of ESBs, the present study examined predictors across three theoretically derived domains and additionally included parents' recollected ESBs as a parent‐level factor. Questionnaire data were collected from a large population‐based cohort of Norwegian mothers and fathers ( n  = 4207; 2460 mothers) with children aged 3 to 13 years ( M  = 7.4 years). Supportive and non‐supportive ESBs were examined separately through hierarchical regression models incorporating parent, context, and child factors. The three domains collectively accounted for 28% of the variance in supportive ESBs and 29% in non‐supportive ESBs. The results clearly emphasized parental factors, with parent gender and recollected ESBs being the most influential predictors. Other parent factors, such as perceived parenting stress, alcohol use, and the personality traits agreeableness and openness, also showed unique effects across both types of ESBs. Among contextual factors, education, income, and country of birth predicted non‐supportive ESBs but not supportive ESBs. Child age and birth order were linked with supportive ESBs, whereas only child age predicted non‐supportive ESBs. Findings highlight the importance of parent characteristics, particularly gender and recollected emotion socialization from the family of origin, in predicting current parental ESBs beyond contextual and child‐related factors.

• Nygaard, Egil (2025). OSF project preregistration: HeaLS - Effects of the implementation of the interdisciplinary topic "Health and life skills" in schools. Open Science Framework (OSF). Full text in Research Archive
• Tamnes, Christian K.; Bekkhus, Mona; Eilertsen, Maja; Nes, Ragnhild Bang; Prydz, Monica Beer & Ystrom, Eivind [Show all 63 contributors for this article] (2025). The nature of the relation between mental well-being and ill-being. Nature Human Behaviour. 9(12), p. 2431–2440. doi: 10.1038/s41562-025-02319-x. Full text in Research Archive
• Amundsen, Vaarin; Gjesmoe, Amalie; Andreassen, Einar; Bølstad, Evalill; Severinsen, Yvonne & Viana, Karine Porpino [Show all 10 contributors for this article] (2025). Alcohol Use and Parental Socialization of Emotion in a Population-Based Sample. Parenting, science and practice. ISSN 1529-5192. doi: 10.1080/15295192.2025.2465988. Full text in Research Archive
• Edvoll, Maud Clemson; Folstad, Siri Hausland; Fang, Yuan; Bjørnebekk, Gunnar; Ystrom, Eivind & Eftedal, Nikolai Haahjem [Show all 10 contributors for this article] (2024). OSF preregistration: A Norwegian School Reform: The Effects of a National Curricular Change on Children’s Academic Performance. Open Science Framework (OSF). doi: https:/osf.io/e4m8c/overview?view_only=f20402d677fe4e798c1480ba6049edca. Full text in Research Archive
• Tamnes, Christian K.; Bekkhus, Mona; Eilertsen, Maja; Nes, Ragnhild B.; Prydz, Monica Beer & Ystrom, Eivind [Show all 63 contributors for this article] (2024). The nature of the relation between mental illbeing and wellbeing. Nature Human Behaviour. 9, p. 2431–2440. doi: 10.31234/osf.io/9jk2x. Full text in Research Archive Show summary

  Research on mental health has traditionally separated the study of illbeing—disorder and problems—and wellbeing—life satisfaction and positive affect. While previous reviews of studies primarily employing self-report scales indicate that illbeing and wellbeing are distinct yet interconnected constructs, a deeper examination of their relationship is lacking. This perspective article from the PROMENTA Research Center offers a review and synthesis of findings on the joint and distinct nature of illbeing and wellbeing across multiple levels of analysis. Adopting an interdisciplinary approach, we integrate genetic, biological, developmental, psychosocial, societal, cultural, and intervention-based perspectives. Our review reveals substantial genetic overlap and some similar biological underpinnings for illbeing and wellbeing. In contrast, environmental factors and societal changes often have divergent impacts. We propose that future research should systematically assess both positive and negative aspects of mental health to discern their shared and unique determinants, predictors, mechanisms, and consequences.

• Nyberg, Henriette Eckhardt; Bogen, Inger Lise; Nygaard, Egil & Andersen, Jannike Mørch (2024). Effects of prenatal exposure to methadone or buprenorphine and maternal separation on anxiety-like behavior in rats. Drug and Alcohol Dependence. ISSN 0376-8716. 262(111367), p. 2–13. doi: 10.1016/j.drugalcdep.2024.111367. Full text in Research Archive
• Nyberg, Henriette Eckhardt; Bogen, Inger Lise; Nygaard, Egil; Achterberg, Marijke & Andersen, Jannike Mørch (2024). Maternal exposure to buprenorphine, but not methadone, during pregnancy reduces social play behavior across two generations of offspring. Psychopharmacology. ISSN 0033-3158. 241(12). doi: 10.1007/s00213-024-06718-2. Full text in Research Archive
• Nygaard, Egil & Andersen, Jannike Mørch (2023). Prenatal exposure to opioids. In Brown, Gregory G.; King, Tricia Z.; Haaland, Kathleen Y & Crosson, Bruce (Ed.), APA Handbook of Neuropsychology. Volume 1. Neurobehavioral Disorders and Condictions: Accepted Science and Open Questions. American Psychological Association (APA). ISSN 9781433833168. p. 649–668. doi: 10.1037/0000307-000. Full text in Research Archive
• Skåland, Vilde Randen; Havighurst, Sophie Seychelle; Nygaard, Egil & Teig, Inger Lise (2023). Qualitative evaluation of the implementation of “Tuning in to Kids” in Norwegian Kindergartens. BMC Psychology. 11(1). doi: 10.1186/s40359-023-01088-4. Full text in Research Archive Show summary

  Background From January to June 2020, 22 FUS kindergartens across Norway implemented Tuning in to Kids for Kindergarten Teachers (TIK-KT) as part of a randomized control trial (RCT). Between the evaluation of an intervention and use of it in daily practice, a research-to-practice gap can often occur. The theory of planned behavior constituted the theoretical basis for the qualitative interviews that were administered to explore these gaps. This study aimed to explore motivation among kindergarten staff regarding the implementation of TIK-KT. Methods Participants from the FUS kindergartens RCT were part of the current study. A stepwise deductive inductive strategy was used in the thematic content analysis. The data were from eleven semi-structured telephone interviews with kindergarten leaders and teachers. Codes from interviews before and after implementation were grouped based on thematic connections, and code groups were further combined into themes. The Consolidated criteria for reporting qualitative research were used as a reporting standard. Results The interviews resulted in four main themes: (1) understanding the rationale of implementation, (2) "aha"-experiences, (3) the research-to-practice gap and (4) the main motivation. Kindergarten leaders and teachers expressed positive attitudes toward the intervention ideas and motivation to practice emotion coaching skills and toward implementing TIK-KT both before and after implementation. Conclusion Kindergarten leaders’ and teachers’ motivation for implementation came from having a good understanding of the ideas of Tuning in to Kids for Kindergarten Teachers (TIK-KT), experiencing moments of “aha” regarding the intervention, not being held back by practical issues, and working toward their ultimate goal, the wellbeing of the children. These findings have implications for future implementation of TIK-KT and other mental health-promoting interventions and guide further areas of research to examine implementation mechanisms.

• Bølstad, Evalill; Koleini, Ada; Skoe, Frederik Ferstad; Kehoe, C.E.; Nygaard, Egil & Havighurst, Sophie Seychelle (2023). Emotional competence training promotes teachers’ emotion socialization and classroom environment: Effects from a TIK-in-School pilot study. Mental health & prevention. 30. doi: 10.1016/j.mhp.2023.200273. Full text in Research Archive
• Havighurst, Sophie Seychelle; Edvoll, Maud; Tidemann, Ida Therese; Bølstad, Evalill; Holme, Hanne & Hansen, Marit Bergum [Show all 8 contributors for this article] (2022). A Randomized Controlled Trial of an Emotion Socialization Intervention in Norwegian Kindergartens. Early Education and Development. ISSN 1040-9289. doi: 10.1080/10409289.2022.2160617. Full text in Research Archive
• Bølstad, Evalill; Havighurst, Sophie S.; Tamnes, Christian K.; Nygaard, Egil; Bjørk, Rune Flaaten & Stavrinou, Maria [Show all 7 contributors for this article] (2021). A Pilot Study of a Parent Emotion Socialization Intervention: Impact on Parent Behavior, Child Self-Regulation, and Adjustment. Frontiers in Psychology. 12, p. 1–15. doi: 10.3389/fpsyg.2021.730278. Full text in Research Archive Show summary

  Adequate emotion regulation in children is crucial for healthy development and is influenced by parent emotion socialization. The current pilot study aimed to test, for the first time in a Scandinavian population, whether an emotion-focused intervention, Tuning in to Kids (TIK), had positive effects on parent emotion-related socialization behaviors (ERSBs), and children's self-regulation, anxiety, and externalizing behavior problems. We conducted a controlled trial of the 6-week evidence-based TIK parenting program with 20 parents of preschool children aged 5–6 years and 19 wait-list controls. Assessments at baseline and 6 months after the intervention included parent-report questionnaires on parent ERSBs and child adjustment, as well as aspects of children's self-regulation assessed with two behavioral tasks, the Emotional Go/No-Go task (EGNG) and the AX-Continuous Performance Task (AX-CPT). Results showed a significant increase in reported parent emotion coaching behavior and an uncorrected significant decrease in parents' report of child externalizing problems in intervention participants compared to controls. The behavioral data showed an uncorrected significant improvement in child emotion discrimination in the control condition compared to the intervention condition, while measures of children's executive control improved from baseline to follow-up for both conditions but were not significantly different between conditions. These findings suggest that this emotion-focused parenting intervention contributed to improvement in parents' emotion coaching and their appraisal of child externalizing problems, while children's self-regulation showed mainly normative developmental improvements. Further research with a larger sample will be the next step to determine if these pilot findings are seen in an adequately powered study.

• Nyvold, Otelie; Nygaard, Egil; Augusti, Else-Marie & Tamnes, Christian Krog (2021). Unity or diversity of executive functioning in children and adolescents with post-traumatic stress symptoms? A systematic review and meta-analysis. Child Neuropsychology: A Journal of Normal and Abnormal Development in Childhood and Adolescence. ISSN 0929-7049. 28, p. 374–393. doi: 10.1080/09297049.2021.1979950. Full text in Research Archive Show summary

  For some children, psychological reactions to a traumatic event develop into severe or persistent post-traumatic stress symptoms (PTSS) or the clinical condition of post-traumatic stress disorder (PTSD). Cognitive problems in children with PTSS have been reported, but it is not clear which specific functions are affected. Executive functions is a domain of particular interest, given its importance for academic performance and social and emotional functioning. A systematic literature search was performed, and 12 studies with 55 comparisons of executive functions in children with PTSS and healthy controls were eligible for meta-analysis. A subset of the studies also included a comparison group of children with traumatic experienced but without PTSS. Overall, across all tasks and measures, children with PTSS showed lower executive functioning than healthy controls (SMD = −0.57). The effect sizes between the subdomains complex tasks, verbal fluency, inhibition, shifting and working memory were not significantly different from each other, but was largest for verbal fluency (SMD = −1.45). Analyses comparing children with traumatic experiences with and without PTSS similarly showed overall lower executive functioning in the PTSS group (SMD = −0.34) and no significant differences in effect sizes between subdomains. The results have implications for assessment and clinical work with youth exposed to traumatic events. We should be aware of the poor executive functioning that may be an issue for some children with a history of trauma and subsequent development of PTSS, and the impact this could have on everyday functioning.

• Næss, Kari-Anne Bottegård; Nygaard, Egil; Hofslundsengen, Hilde Christine & Yaruss, Scott (2021). The association between difficulties with speech fluency and language skills in a national age cohort of children with Down syndrome. Brain Sciences. 11(6). doi: 10.3390/brainsci11060704. Full text in Research Archive Show summary

  The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skills in children with Down syndrome. Data from a cross-sectional parent survey that included questions about children’s difficulties with speech fluency, as well as clinical tests from a national age cohort of 43 six-year-olds with Down syndrome and 57 young typically developing children, were collected. Fisher’s exact test, Student’s t-test, linear regression, and density ellipse scatter plots were used for analysis. There was a significantly higher occurrence of parent-reported difficulties with speech fluency in the children with Down syndrome. Higher language scores were significantly associated with a lower degree of difficulties; this association was strongest for vocabulary and phonological skills. Although difficulties with speech fluency were not reported for all children with Down syndrome, a substantially higher occurrence of such difficulties was reported compared to that for typically developing children. The significant association between difficulties with speech fluency and the level of language functioning suggests that speech fluency and language skills should be taken into consideration when planning treatment for children with Down syndrome.

• Næss, Kari-Anne Bottegård; Ostad, Johanne & Nygaard, Egil (2021). Differences and similarities in predictors of expressive vocabulary development between children with down syndrome and young typically developing children. Brain Sciences. 11(3), p. 1–19. doi: 10.3390/brainsci11030312. Full text in Research Archive Show summary

  Abstract: The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age cohort of 43 children with Down syndrome and 57 typically developing children with similar nonverbal mental age levels were assessed at three time points. Linear mixed models were used to investigate the predictors of expressive vocabulary over time. Both groups achieved progress in expressive vocabulary. The typically developing children had steeper growth than the children with Down syndrome (1.38 SD vs. 0.8 SD, p < 0.001). In both groups, receptive vocabulary, auditory memory, and the home literacy environment were significant predictors of development. In the children with Down syndrome, the phonological awareness and oral motor skills were also significant. Group comparisons showed that receptive vocabulary, auditory memory and oral motor skills were stronger predictors in the children with Down syndrome than in the typically developing children. These results indicate that children with Down syndrome are more vulnerable when it comes to risk factors that are known to influence expressive vocabulary than typically developing children. Children with Down syndrome therefore require early broad-based expressive vocabulary interventions.

• Næss, Kari-Anne Bottegård; Nygaard, Egil & Smith, Elizabeth (2021). Occurrence of reading skills in a national age cohort of Norwegian children with Down syndrome: What characterizes those who develop early reading skills? Brain Sciences. 11(5), p. 527–527. doi: 10.3390/brainsci11050527. Full text in Research Archive Show summary

  Children with Down syndrome are at risk of reading difficulties. Reading skills are crucial for social and academic development, and thus, understanding the nature of reading in this clinical group is important. This longitudinal study investigated the occurrence of reading skills in a Norwegian national age cohort of 43 children with Down syndrome from the beginning of first grade to third grade. Data were collected to determine which characteristics distinguished those who developed early reading skills from those who did not. The children0s decoding skills, phonological awareness, nonverbal mental ability, vocabulary, verbal short-term memory, letter knowledge and rapid automatized naming (RAN) performance were measured annually. The results showed that 18.6% of the children developed early decoding skills by third grade. Prior to onset, children who developed decoding skills had a significantly superior vocabulary and letter knowledge than non-readers after controlling for nonverbal mental abilities. These findings indicate that early specific training that focuses on vocabulary and knowledge of words and letters may be particularly effective in promoting reading onset in children with Down syndrome.

• Skumlien, Martine; Ibsen, Inge Olga; Kesmodel, Ulrik Schiøler & Nygaard, Egil (2020). Sex Differences in Early Cognitive Development after Prenatal Exposure to Opioids. Journal of Pediatric Psychology. ISSN 0146-8693. 45(5), p. 475–485. doi: 10.1093/jpepsy/jsaa008. Full text in Research Archive Show summary

  Abstract Objective Prenatal opioid exposure has been linked with impaired cognitive development, with boys potentially at elevated risk. In the present study, we examined cognitive and language development of children prenatally exposed to opioids, with an additional focus on sex differences. Methods A sample of 378 children (n = 194 girls and n = 184 boys) aged 1.2–42.8 months was drawn from the Danish Family Outpatient Clinic database. Developmental outcomes were assessed using the Bayley-III cognitive and language scales, and substance exposure was determined with urine screening and/or verbal report. Children exposed to opioids (n = 94) were compared to children with no prenatal substance exposure (n = 38), and children exposed to alcohol (n = 131) or tobacco (n = 115). Group and sex differences were investigated with separate linear mixed models for each Bayley scale, controlling for concurrent cannabis exposure. Results There were significantly reduced scores in opioid-exposed boys compared to boys with no prenatal substance exposure, but no difference between opioid-exposed and nonexposed girls. Additionally, alcohol-exposed boys had lower cognitive scores than nonexposed boys, and alcohol-exposed girls had lower scores on both scales compared to opioid-exposed girls. There were otherwise no significant differences according to group, sex, or scale. Conclusions The present findings indicate poorer cognitive and language development in boys after prenatal opioid exposure. As academic performance is rooted in cognitive functioning, long-term follow-up might be necessary for exposed children.

• Andersen, Jannike Mørch; Høiseth, Gudrun & Nygaard, Egil (2020). Prenatal exposure to methadone or buprenorphine and long-term outcomes: A meta-analysis. Early Human Development. ISSN 0378-3782. 143:104997, p. 1–13. doi: 10.1016/j.earlhumdev.2020.104997. Full text in Research Archive Show summary

  Aim To combine meta-analyses of multiple long-term outcomes in children prenatally exposed to methadone or buprenorphine through their mothers' Opioid maintenance therapy (OMT) with a systematic review of similar outcomes in experimental animals. Method The Medline, Embase, Web of Science, CINAHL, Cochrane and Epistemonikos databases were searched through August 30, 2018. Clinical studies measuring effects on cognitive, behavioral or visual outcomes in 3 months or older children prenatally exposed to OMT and control group(s) were included for meta-analyses. Experimental animal studies with similar exposures and outcomes were included in a systematic review. The three authors independently performed abstract screenings and full-text reviews, and extracted the data. One author performed the meta-analyses. Results The pooled results of the meta-analyses showed worse cognitive, psychomotor, behavioral, attentional and executive functioning, and affected vision in children born to mothers who were in OMT during pregnancy compared to children without prenatal drug exposure (overall effect size = 0.49, 95% confidence interval = 0.38, 0.59, p < 0.00001). Many of the experimental animal studies showed impaired outcomes after prenatal exposure to methadone or buprenorphine. The clinical results may be biased, e.g., with the OMT group having more concurrent risk factors than the unexposed comparison group. There are few studies of older children. Conclusion Children born to mothers in OMT show worse outcomes for a number of different behaviors and impaired vision compared to children born to nonusers. Experimental animal studies indicate that there might be a causal relationship between prenatal methadone or buprenorphine exposure and subsequent negative outcomes.

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• Fang, Yuan; Ystrom, Eivind; Eftedal, Nikolai Haahjem; Edvoll, Maud Clemson; Folstad, Siri Hausland & Røysamb, Espen [Show all 10 contributors for this article] (2026). Socioeconomic Differences in Student Mental Health Following a Nationwide Curriculum Reform. Full text in Research Archive
• Edvoll, Maud Clemson; Folstad, Siri Hausland; Eftedal, Nikolai Haahjem; Poornikoo, Mehdi; Fang, Yuan & Ystrom, Eivind [Show all 11 contributors for this article] (2026). Conference poster; A Norwegian curriculum reform: Effects for 10th graders’ academic performance. Full text in Research Archive
• Fandrem, Hildegunn; Nygaard, Egil & Pedersen, Cathrine (2026). Webinar om FoL (04.02.2026) – HeaLS og LIFE: Refleksjoner om det tverrfaglige temaet Folkehelse og livsmestring. Full text in Research Archive
• Pedersen, Cathrine; Nygaard, Egil; Sundgot-Borgen, Christine & Daza, Viviana (2026). Refleksjonsopplegg om FoL – HeaLS og LIFE: Folkehelse og livsmestring i skolen. Full text in Research Archive
• Vanvik, Marthe Gallefoss; Nygaard, Egil & Pedersen, Cathrine (2026). Refleksjoner og forskningsfunn om Folkehelse og livsmestring. Full text in Research Archive
• Nygaard, Egil (2026). Teaching health and life skills: A good idea, but does it make a difference? Full text in Research Archive
• Nygaard, Egil (2025). Implementering av Folkehelse og livsmestring i skole. doi: https:/www.uio.no/om/samarbeid/skole/fagped-dag/. Full text in Research Archive
• Nygaard, Egil (2025). Folkehelse og livsmestring i skolen – effekter, praksis og kompetanseutvikling. doi: https:/www.uv.uio.no/ils/om/aktuelt/arrangementer/skolelederdagen/. Full text in Research Archive
• Nygaard, Egil (2025). Public health and life skills in schools – effects and practice. doi: https:/www.med.uio.no/imb/english/research/groups/public-health-nutrition/events/cancer-prevention-school-interventions.html. Full text in Research Archive
• Sjøberg, Anette & Nygaard, Egil (2025). Ny rapport: Overraskende funn om inntekt og norske foreldre. [Journal]. Aftenposten. Full text in Research Archive Show summary

  Ny rapport om norske foreldre.

• Sjøberg, Jeanette & Nygaard, Egil (2025). Sjekket om inntekt påvirker foreldrestil: – Motsatt av forventet. [Journal]. Bergens Tidende. Full text in Research Archive Show summary

  Overraskende funn om inntekt og norske foreldre.

• Milde, Svein Harald & Nygaard, Egil (2025). Foreldre med lav inntekt er like gode foreldre som andre - Forskningsnytt. [Internet]. Forskningsnytt. Full text in Research Archive Show summary

  Lavinntektsfamilier blir ofte framstilt som mer belastende for barns utvikling, men en ny rapport viser at foreldre uten arbeid eller med lav inntekt er like gode foreldre som andre foreldre.

• Sjøberg, Jeanette & Nygaard, Egil (2025). Foreldre som tjener minst, støtter barna mest emosjonelt. [Journal]. Aftenposten (paper edition). Full text in Research Archive
• Lokland, Ida & Nygaard, Egil (2025). Julie (30) sa opp jobben for barna: – Vi driver rovdrift på småbarnsmødre. [Journal]. VG. Full text in Research Archive Show summary

  En ny studie viser at foreldre med lav inntekt ofte er mer emosjonelt til stede for barna enn foreldre med god økonomi. Trebarnsmor Julie (30) sa opp jobben for å få mer tid hjemme med barna.

• Fang, Yuan & Nygaard, Egil (2025). Differential Effects of a Nationwide Curriculum-Based Intervention on Student Mental Health: The Role of Socioeconomic Status. Full text in Research Archive
• Eftedal, Nikolai Haahjem; Edvoll, Maud; Klomsten, Anne Torhild; Folstad, Siri Hausland; Bjørnebekk, Gunnar & Nes, Ragnhild Bang [Show all 7 contributors for this article] (2025). Differential Effects of a Nationwide Curriculum-Based Intervention on Student Mental Health: The Role of Socioeconomic Status. Full text in Research Archive
• Siv, Bjelland & Nygaard, Egil (2025). Livsmestring på timeplanen. [Journal]. Delta oppvekst. Full text in Research Archive
• Øksnes, Janne; Degerud, Eirik Magnus Meek; Nygaard, Egil & Kloster, Madelen (2025). Tall og fakta - Vold og trusler i skolen - del 1. [Internet]. LYpodden. Full text in Research Archive
• Øksnes, Janne; Nygaard, Egil; Kloster, Madelen & Degerud, Eirik Magnus Meek (2025). Vold og trusler i skolen – del 2, er skolene rustet? [Internet]. LYpodden. Full text in Research Archive
• Øksnes, Janne; Nygaard, Egil; Kloster, Madelen & Degerud, Eirik Magnus Meek (2025). Vold og trusler i skolen – del 3; hva med elevene? [Internet]. LYpodden. Full text in Research Archive
• Nygaard, Egil (2025). Fem år med folkehelse og livsmestring i skolen – hvordan fungerer det? [Internet]. Fremsam nettside. Full text in Research Archive
• Nygaard, Egil (2024). Implementering av Folkehelse og livsmestring i skole. Full text in Research Archive
• Aschim, Alf Bjørge & Nygaard, Egil (2024). Forskningsprosjektet HeaLS ønsker flere skoler velkommen - Skolelederforbundet. [Internet]. Skolelederen. Full text in Research Archive Show summary

  Skolelederforbundet samarbeider med blant annet Universitetet i Oslo og NIFU om forskningsprosjektet HeaLS – om folkehelse og livsmestring som tverrfaglig tema i skolen. Har du lyst til at din skole også skal være med?

• Strand, Maria Gilje; Fandrem, Hildegunn & Nygaard, Egil (2024). Skal forske på livsmestring i skolen. [Internet]. Universitetet i Stavanger. Full text in Research Archive Show summary

  Forskere ved UiS og UiO skal samarbeide om å forske på det tverrfaglige temaet Folkehelse og livsmestring i skolen. Målet er å kunne gi klarere anbefalinger for hvordan det bør brukes i skolen.

• Øksnes, Janne; Nygaard, Egil; Øverland, Klara & Kloster, Madelen (2024). Psykisk helse. doi: https:/poddtoppen.se/podcast/1570772288/lypodden/psykisk-helse. Full text in Research Archive
• Nygaard, Egil & Brøyn, Tore (2024). Folkehelse og livsmestring under lupen. [Journal]. Bedre skole. doi: https:/www.utdanningsnytt.no/files/2025/03/11/BedreSkole-0424.pdf. Full text in Research Archive
• Smith, Ronnie & Nygaard, Egil (2024). Bli med i forskningsprosjekt om folkehelse og livsmestring i skolen! doi: https:/www.youtube.com/watch?v=B0_S9oWFG0M. Full text in Research Archive Show summary

  Informasjonsvideo om HeaLS prosjektet

• Brøyn, Tore; Fandrem, Hildegunn; Nygaard, Egil & Brevik, Lisbeth M. (2024). Effekten av folkehelse og livsmestring. [Journal]. Bedre Skole. Full text in Research Archive
• Fang, Yuan & Nygaard, Egil (2024). Differential Effects of LK20 on Student Mental Health: The Role of Socioeconomic Status. Full text in Research Archive
• Brevik, Lisbeth M.; Sundgot-Borgen, Christine; Pedersen, Cathrine; Daus, Stephan; Gjerustad, Cay & Vestad, Lene [Show all 9 contributors for this article] (2024). Folkehelse og livsmestring – Hvordan få best mulig effekt for elevene. Skolelederen. ISSN 0802-2062. 3, p. 52–55. Full text in Research Archive
• Nygaard, Egil & Lereng, Amalie (2024). Forskere har studert foreldre i Norge: - Særlig ett funn er oppsiktsvekkende. [Journal]. Aftenposten. Full text in Research Archive
• Nygaard, Egil (2024). Meet the researcher: Egil Nygaard. [Internet]. University of Oslo web pages. Full text in Research Archive
• Nygaard, Egil & Lereng, Amalie (2024). Forskere har studert foreldre i Norge: - Særlig ett funn er oppsiktsvekkende. [Journal]. Romsdal Budstikke. Full text in Research Archive
• Nygaard, Egil & Lereng, Amalie (2024). Forskere har studert foreldre i Norge: - Særlig ett funn er oppsiktsvekkende. [Journal]. Adresseavisa. Full text in Research Archive
• Nygaard, Egil & Lereng, Amalie (2024). Forskere har studert foreldre i Norge: - Særlig ett funn er oppsiktsvekkende. [Journal]. Sunnmørsposten . Full text in Research Archive
• Nygaard, Egil (2024). Inntektsbasert oppdragelse. [TV]. TV2, Nyhetskompaniet. Full text in Research Archive
• Nygaard, Egil & Lereng, Amalie (2024). Forskere har studert foreldre i Norge: - Særlig ett funn er oppsiktsvekkende. [Journal]. Fædrelandsvennen. Full text in Research Archive
• Lereng, Amalie & Nygaard, Egil (2024). Forskere har studert foreldre i Norge: - Særlig ett funn er oppsiktsvekkende. [Journal]. Bergens Tidende. Full text in Research Archive
• Nygaard, Egil & Kjelstad, Asgeir Kabuba (2024). Hvordan står det egentlig til med folkehelse og livsmestring i skolen? [Internet]. SL-podden. Full text in Research Archive
• Aschim, Alf Bjørge & Nygaard, Egil (2024). Hva vet vi om effekten av folkehelse og livsmestring? [Internet]. Skolelederen. Full text in Research Archive
• Njøten, Håkon & Nygaard, Egil (2024). Egil Nygaard om Folkehelse og Livsmestring. [Internet]. Mening og Mestring i Skolen. Full text in Research Archive
• Folstad, Siri Hausland; Edvoll, Maud; Røsand, Ingvild; Klomstén, Anne Torhild; Bjørnebekk, Gunnar & Røysamb, Espen [Show all 10 contributors for this article] (2024). Almost No Studies Worldwide Evaluate Effects of School Curriculum Reforms on Child Mental Health. Full text in Research Archive
• Folstad, Siri Hausland; Edvoll, Maud; Røsand, Ingvild; Klomstén, Anne Torhild; Bjørnebekk, Gunnar & Røysamb, Espen [Show all 10 contributors for this article] (2024). Rethinking Mental Health through Curriculum Reform: the Norwegian Model. Full text in Research Archive
• Øksnes, Janne & Nygaard, Egil (2024). Undersøker effektene av livsmestring i skolen. [Internet]. Delta. Full text in Research Archive
• Øksnes, Janne; Klomstén, Anne Torhild; Nygaard, Egil; Hanisch, Einar & Longva, Petter Andreas (2023). LY podden: HeaLS-folkehelse og livsmestring i skolen. [Journal]. Spotify. Full text in Research Archive
• Øksnes, Janne; Nygaard, Egil & Klomstén, Anne Torhild (2023). LY podden: Folkehelse. [Internet]. Spotify. Full text in Research Archive
• Nygaard, Egil & Mjørlund, Lise Paulsrud (2023). ERC Consolidator Grant til Psykologisk institutt. [Internet]. University of Oslo web pages. Full text in Research Archive
• Nygaard, Egil; Klomstén, Anne Torhild; Larsen, Torill Marie Bogsnes; Røynesdal, Claus; Bråten, Rita Åkvik & Ulsnes, Hege Ekornrød [Show all 10 contributors for this article] (2023). Psykisk helse i skolen: Ikke gjør verktøykassa mindre! Psykologisk.no. Full text in Research Archive
• Djup, Heidi Wittrup; Melinder, Annika Maria Désirée; Lorentzen, Per; Weele, Judith van der; Pettersen, Ragnhild E & Flock, Monica [Show all 7 contributors for this article] (2023). Filmen er problemet, ikke helsesykepleierne. Full text in Research Archive
• Djup, Heidi Wittrup; Melinder, Annika Maria Désirée; Lorentzen, Per; Weele, Judith van der; Nygaard, Egil & Karlsen, Kjersti [Show all 9 contributors for this article] (2023). Ukritisk formidling om vold og overgrep mot barn. Full text in Research Archive
• Nygaard, Egil; Edvoll, Maud & Havighurst, Sophie Seychelle (2022). Hvem endrer seg mest, de fornøyde eller de som er mindre positive til tiltaket? Foreløpige resultater fra implementering av Tuning in to Kids (TIK) i FUS barnehager. Full text in Research Archive
• Nygaard, Egil; Edvoll, Maud & Havighurst, Sophie Seychelle (2022). Foreløpige resultater fra implementering av Tuning in to Kids (TIK) i FUS barnehager. Full text in Research Archive
• Folstad, Siri Hausland; Edvoll, Maud; Røsand, Ingvild; Ystrøm, Eivind; Klomsten, Anne Torhild & Nes, Ragnhild Bang [Show all 9 contributors for this article] (2022). Child Mental Health Effects of Large-Scale School Curricular Changes: A Systematic Review. Full text in Research Archive
• Horn, Signe & Nygaard, Egil (2022). Status på folkehelse og livsmestring som tverrfaglig satsning. [Internet]. Voksne for Barn. Full text in Research Archive Show summary

  Innlegg og paneldebatt på frokostseminar om Livsmestring i skolen arrangert av Voksne for Barn

• Bølstad, Evalill; Skoe, Frederik Ferstad; Koleini, Ada; Nygaard, Egil; Kehoe, Christiane E & Kristoffersen, Kine Waaler [Show all 8 contributors for this article] (2022). TIKiS: Tuning in to Kids in School. Full text in Research Archive
• Edvoll, Maud; Folstad, Siri Hausland & Nygaard, Egil (2022). Evaluering av det tverrfaglige temaet «Folkehelse og livsmestring» i skolene. Full text in Research Archive
• Edvoll, Maud; Nygaard, Egil; Havighurst, Sophie Seychelle & Holme, Hanne (2022). Tuning in to Kids i norske barnehager. Full text in Research Archive
• Edvoll, Maud; Folstad, Siri Hausland & Nygaard, Egil (2022). Faglig-pedagogisk dag: Evaluering av det tverrfaglige temaet «Folkehelse og livsmestring» i skolene. Full text in Research Archive
• Folstad, Siri Hausland; Edvoll, Maud & Nygaard, Egil (2022). Presentasjon av forskning rundt "The Effects of the Interdisciplinary Topic "Health and Life Skills" og "Child Mental Health Effects of Large-Scale School Curricular Changes: A Systematic Review" på webinaret “Mental distress among Nordic youth”. Full text in Research Archive Show summary

  The interdisciplinary topic “Health and Life Skills” was implemented in all Norwegian schools in 2020. Have previous curricular change involving mental health been evaluated? The talk will introduce the current state of knowledge in Norway and abroad, and discuss possible consequences of including “Health and Life Skills” in Norwegian schools.

• Nygaard, Egil; Ystrøm, Eivind; Nes, Ragnhild Bang; Røysamb, Espen; Klomsten, Anne Torhild & Bjørnebekk, Gunnar [Show all 8 contributors for this article] (2022). Effekt av det tverrfaglige temaet Folkehelse og livsmestring. Full text in Research Archive
• Nygaard, Egil; Nes, Ragnhild Bang; Ystrøm, Eivind; Klomsten, Anne Torhild; Bjørnebekk, Gunnar & Folstad, Siri Hausland [Show all 7 contributors for this article] (2021). Evaluering av implementering av det tverrfaglige temaet «Folkehelse og livsmestring» i norske skoler. Full text in Research Archive
• Nygaard, Egil (2021). Erfaringer fra møte mellom forskning og praksis ved evaluering av psykisk helsefremmende tiltak for barn. Full text in Research Archive
• Vesterheim, Jimmy; Nygaard, Egil; Sjømæling, Marius & Falk-Stenseth, John Harald (2021). Når rusen tvang deg til å bli dine foreldres vokter. [Internet]. Facebook og Youtube. Full text in Research Archive
• Martinsen, Kristin; Neumer, Simon-Peter & Nygaard, Egil (2021). Forebygging av psykiske vansker hos barn og unge. In Martinsen, Kristin & Hagen, Roger (Ed.), Håndbok i kognitiv atferdsterapi i behandling av barn og unge. Gyldendal Akademisk. ISSN 9788205545298. p. 51–75. Full text in Research Archive
• Nygaard, Egil; Ystrøm, Eivind; Nes, Ragnhild Bang; Røysamb, Espen; Klomsten, Anne Torhild & Bjørnebekk, Gunnar [Show all 7 contributors for this article] (2021). Effekt av det tverrfaglige temaet Folkehelse og livsmestring. Full text in Research Archive
• Nygaard, Egil (2021). Hvordan tenke helsefremmende for PhD’er. Full text in Research Archive
• Nygaard, Egil; Edvoll, Maud & Havighurst, Sophie Seychelle (2021). Implementering av Tuning in to Kids i norske barnehager. Full text in Research Archive
• Nygaard, Egil; Edvoll, Maud & Havighurst, Sophie Seychelle (2021). Implementering av TIKs i norske barnehager. Full text in Research Archive
• Næss, Kari-Anne Bottegård; Hilde, Hofslundsengen; Nygaard, Egil & Yaruss, Scott (2021). The Stuttering and Language Link in Children with Down syndrome. Full text in Research Archive
• Nygaard, Egil & Folstad, Siri Hausland (2021). Fagfornyelsen, det tverrfaglige temaet: Folkehelse og livsmestring. Full text in Research Archive
• Næss, Kari-Anne Bottegaard; Nygaard, Egil; Hofslundsengen, Hilde Christine & Yaruss, Scott (2021). The stuttering and language link in children with Down syndrome. Full text in Research Archive
• Skavlan, Jenny & Nygaard, Egil (2020). Avkledd. [TV]. NRK. Full text in Research Archive Show summary

  Interview by Jenny Skavlan regarding group pressure among youth regarding cloths.

• Nygaard, Egil (2020). Kommunalt psykisk helsefremmende og forebyggende arbeid for barn. Full text in Research Archive
• Pedersen, Cathrine; Nygaard, Egil; Wollscheid, Sabine; Eftedal, Nikolai Haahjem; Daza, Viviana & Besche, Torstein de [Show all 9 contributors for this article] (2026). InnFoLiv – Todelt innsiktsarbeid om folkehelse og livsmestring i skolen : Delrapport. NIFU Nordisk institutt for studier av innovasjon, forskning og utdanning. ISSN 9788232707799. doi: https:/hdl.handle.net/11250/5510966. Full text in Research Archive Show summary

  Kunnskapsløftet 2020 (forkortes LK20) og Kunnskapsløftet 2020 samisk (LK20S) innførte folkehelse og livsmestring som ett av tre tverrfaglige temaer i skolen, med mål om å styrke elevenes psykiske og fysiske helse og deres evne til å ta ansvarlige livsvalg. Temaet er forankret i både overordnet del og i de fleste fag, og skal bidra til å møte sentrale samfunnsutfordringer gjennom arbeid i og på tvers av fag. Prosjektet InnFoLiv – Todelt innsiktsarbeid om folkehelse og livsmestring i skolen har som mål å bidra til kvalitet og relevans i skolens arbeid med folkehelse og livsmestring. Prosjektet gjennomføres på oppdrag fra Helsedirektoratet og inngår i direktoratets bidrag til en nettbasert kompetansepakke for lærere, sko-leledere og profesjonsfellesskapet. Prosjektet skal levere et kunnskapsgrunnlag om den kompetansen barn bør ha, og selv opplever at de trenger, om temaer relatert til folkehelse og livsmestring. Dessuten skal prosjektet kartlegge eksisterende støtteressurser som er tilgjengelige for skolene i deres arbeid med folkehelse og livsmestring. Kunnskapsgrunnlaget skal benyttes til å vurdere om støtteressursene dekker barn og unges behov for kompetanse om temaer relatert til folkehelse og livsmestring innenfor rammene av LK20, og hva som trengs av nye støtteressurser. Prosjektet inngår i Helsedirektoratets bidrag til en nettbasert kompetansepakke om folkehelse og livsmestring som Utdanningsdirektoratet har ansvar for, og som utvikles av Universitetet i Sørøst-Norge (USN). Denne delrapporten formidler funn fra første fase i utarbeidelsen av kunnskapsgrunnlaget, og benytter følgende datakilder: forskningsgjennomgang, kunnskapsoppsummering, gjennomgang av befolknings- og elevundersøkelser samt spørsmål ungdom har stilt på den offentlige informasjonskanalen for ungdom, ung.no.

• Jessen, Reidar Schei; Viana, Karine Porpino; Flatebø, Per; Severinsen, Yvonne; Bekkhus, Mona & Bjørk, Rune Flaaten [Show all 7 contributors for this article] (2025). Foreldrepraksis i Norge: Sluttrapport. Universitetet i Oslo. doi: https:/www.sv.uio.no/psi/forskning/prosjekter/foreldrepraksis-i-norge/publikasjoner/delrapport-2.html. Full text in Research Archive Show summary

  På oppdrag fra Barne-, ungdoms- og familiedirektoratet (Bufdir) har vi gjennomført en studie som fremhever tre hovedområder innen foreldreskap: hvordan foreldre forholder seg til sine barns følelser, variasjoner i foreldrepraksis i Norge, og kontekstuelle forhold som preger dette. Hovedformålet med studien er å gi innsikt i hvordan foreldre i Norge navigerer foreldreskapet sitt i et samfunn i endring. Vi benyttet en kombinasjon av kvantitative og kvalitative data for å utforske foreldrestiler og følelsesorientert foreldrepraksis i Norge. Datamaterialet består av en spørreundersøkelse blant 5048 foreldre, syv fokusgrupper med til sammen 24 foreldre, 15 videoobservasjoner av samspillet mellom foreldre og barn og 10 individuelle semistrukturerte intervju med foreldre med lav sosioøkonomisk status. Det første hovedfunnet er at norske foreldre i det store og hele benytter foreldrestiler preget av støtte og varme fremfor kaos og tvang. Selv om det er variasjoner, for eksempel mellom fedre og mødre, går dette funnet på tvers av demografiske forhold som kjønn, kultur og sosioøkonomisk status. Foreldre beskriver hvordan de balanserer validering av følelser og grensesetting i en nordisk kontekts kjennetegnet av en barnesentrert oppdragelse. Det andre hovedfunnet er relatert til betydningen av foreldrestress. Foreldrestress henger sterkt sammen med foreldrestiler som innebærer avvisning, kaos og tvang og til barnets livskvalitet og negative atferd. Disse sammenhengene gjelder uavhengig av foreldrenes kjønn, kulturelle bakgrunn og sosioøkonomiske forhold.Imidlertid indikerer de kvalitative resultatene at kildene til foreldrestress kan variere avhengig av foreldrenes inntekt, utdanning og arbeidssituasjon. Mangel på tid og vansker med å kombinere intensivt foreldreskap og fulltidsarbeid ser ut til å være en utfordring. Foreldre med lav sosioøkonomisk status rapporterer bekymring for at dårlig økonomi hindrer deres barn i å delta på lik linje med andre jevnaldrende som årsaker til foreldrestress. Felles for foreldre på tvers av inntekt, utdanning og arbeidssituasjon er imidlertid en bekymring for ikke å tilby rammer for positiv utvikling for sine barn. På bakgrunn av funnene foreslår vi derfor tiltak som gir foreldre bedre tid med barn på ettermiddag og kveldstid, for eksempel at fritidsaktiviteter flyttes tidligere på dagen når barn ofte er på skolefritidsordning. Det bør også utredes for muligheter som gjør det enklere å ta mer del i barneomsorg i intensive deler av livet uten at dette går ut over arbeidsmuligheter på lang sikt. I tillegg foreslår vi å styrke de økonomiske støtteordninger for barnefamilier.

• Nygaard, Egil; Flatebø, Per; Severinsen, Yvonne; Andreassen, Einar & Bekkhus, Mona (2024). Resultater fra forskningsprosjektet Foreldrepraksis i Norge. Delrapport 1. Universitetet i Oslo. Full text in Research Archive Show summary

  I samarbeid med Barne-, ungdoms- og familiedirektoratet (Bufdir) har vi gjennomført en studie som belyser to hovedområder innen foreldreskap: hvilke emosjonssosialiserende foreldrepraksis og foreldrestiler har foreldre i Norge, og hvilke sammenhenger har variasjoner i slik utøvelse av foreldreskap med faktorer hos foreldrene og barnas psykiske helse. Formålet med studien er å gi innsikt i hvordan foreldre i Norge navigerer i sitt foreldreskap. I denne rapporten utforskes foreldrestiler og emosjonssosialiserende foreldrepraksis i Norge ved å benytte to spørreskjemaer, henholdsvis PASCQ og CCNES, i tillegg til andre spørsmål om foreldrene og et av deres barn. Studien inkluderer 5 048 foreldre som enten a) er tvillinger, b) er født av tvillinger, c) er helsøsken født i utlandet, eller d) er foreldrenes (a til c) søsken eller partner. Analysen avdekker at foreldre generelt benytter foreldrestiler som innebærer støtte og varme fremfor kaos og avvisning. Tilsvarende rapporterer de også om at deres emosjonssosialiserende foreldrepraksis generelt er mer støttende enn ikke-støttende. Det observeres kjønnsforskjeller hvor mødre skårer noe høyere på foreldrestiler som inkluderer varme og autonomi og på støttende foreldrepraksis sammenlignet med fedre. Rapporten ser også på sammenhenger mellom sosioøkonomiske forhold og foreldrepraksis. CCNES viser negative sammenhenger mellom støttende foreldrepraksis og høyere inntekt og fulltids arbeid. Dette antyder at foreldre med lavere inntekt eller som ikke er i arbeid oftere rapporterer om støttende foreldrepraksis enn de med høyest inntekt eller fulltidsjobb. PASCQ viser sammenhenger i tilsvarende retning (men mindre) mellom sosioøkonomisk status og foreldrestiler med varme og autonomi. Funnene viser at foreldrestress er betydelig relatert til foreldrestiler som inkluderer mer avvisning, kaos og tvang. Vi finner også at avvisende og kaotiske strategier og bruk av tvang er forbundet med lavere livskvalitet og flere atferdsproblemer hos barn. Derimot er foreldrestiler som inkluderer mye varme assosiert med høyere livskvalitet hos barna. Resultatene understreker kompleksiteten i sammenhengen mellom foreldrestil og barnets utvikling. Det kreves ytterligere forskning for å forstå samspillet mellom foreldrepraksis, foreldrestress og barnas atferd. Funnene understreker behov for tiltak som støtter foreldre i ulike livssituasjoner. Bufdir og andre aktører innen barne- og familiepolitikk bør prioritere økt kunnskap om hvordan foreldreutøvelsen påvirker, og blir påvirket av, barna, samt tiltak for å støtte foreldre i stressende situasjoner. Dette inkluderer tilgang til rådgivning og støttetjenester, samt forebyggende tiltak for å redusere foreldrenes stress. Det er viktig å ta hensyn til kompleksiteten i familielivet og å evaluere effektiviteten av tiltakene for å sikre positiv utvikling hos barna.

• Viana, Karine Maria Porpino; Gundersen, Anine & Nygaard, Egil (2021). Evaluation of Foreldrehverdag.no: a qualitative study. Universitetet i Oslo. Full text in Research Archive

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