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Based on the Adolescent Health and Lifestyle Survey 1999 in Finland (N = 2,385), this study aimed at identifying characteristics related to heavy drinking in 14‐year‐olds. The characteristics were studied for association with drinking style (abstinence, occasional drinking, recurring drinking, recurring drunkenness). Two‐thirds of the 14‐year‐olds drank alcohol; 10 per cent of boys and 15 per cent of girls reported recurring drunkenness. Factors showing strongest associations with increased drinking were smoking, lack of parental control and high weekly allowance. Drinking among 14‐year‐olds has developed into being a common behaviour. Early adolescent drinking seems associated with a multitude of background and lifestyle factors, all of which may be helpful in identifying drinkers, although not particularly heavy drinkers. The efforts aimed originally at identifying heavy drinkers will probably yield a rather heterogeneous group with regard to their drinking habits. However, all drinking may be considered problematic, e.g. from the legal point of view. As the factors associated with occasional drinking and heavy drinking were the same, no support can be given to the assumption that there exist any specific “risk factors” for heavy drinkingat this early age.

The purpose of this paper is to compare teachers' wellbeing in different types of schools (elementary, lower secondary and unified school) and to analyze how gender, type of employment, working hours and time served as a teacher affected teachers' wellbeing and perceptions of questions concerning leadership practices and work organization in school.

The holistic school wellbeing evaluation tool was used to study the wellbeing of 1,294 Finnish teachers. The questions covered four categories of wellbeing: school conditions, social relationships, means for self‐fulfillment and health status. Quantitative methodology was used for analysis.

The general picture was that teachers' wellbeing was highest in elementary schools and lowest in lower secondary schools. The wellbeing of a male teacher, a teacher who had fixed‐term employment and a teacher who worked part‐time was higher than that of a female teacher, a permanent teacher and a full‐time teacher. Single questions concerning work organization and leadership practices followed mainly the same lines. Teachers in unified schools had the lowest ratings when questions relating to obtaining help from the principal, or the possibility of receiving further education and equal treatment were asked.

More attention needs to be paid to permanent teachers employed over a long time with regards to enhancing their wellbeing. In the unifying process of schools, equal treatment, obtaining the principal's help for the teachers and the likelihood of updating education are especially important aspects.

The paper presents a theory‐based evaluation of teachers' wellbeing as well as focal points for school development both from the wellbeing and administrative points of view.

The purpose of this paper is to assess the work ability and employment history of Finnish female prisoners and their need for treatment.

The sample consisted of 101 female prisoners, with 309 male prisoners for comparison. The methods included interviews, the Structured Clinical Interview for DSM‐IV Axis I, II Disorders and medical examination including ICD‐10 diagnoses.

Among women, 78 per cent were unemployed and only 6 percent were employed whereas among men, the proportion of those employed was four times greater than for women. Of women, 42 per cent were unable to work; of men 11 per cent. Substance abuse disorders were the most common reason for impaired work ability (over 70 per cent in both genders). Among women, other mental disorders were the second most common reason (39 per cent), somatic diseases caused impairment in 23 per cent. Basic socio‐demographic factors were not associated with impaired work ability among women. Violent crime as the present main offence was significantly more common among prisoners with limited working capacity. Need for treatment was found in 94 per cent of women and 90 per cent of men. In both genders, the majority of treatment needs were for mental disorders. Finnish female prisoners have serious problems with substance abuse, of both alcohol and drugs, which impairs their work ability, employability and is the cause of their need for treatment. In addition, female prisoners have other mental disorders commonly complicating their situation.

This paper is a part of the first comprehensive health study of Finnish female prisoners.

In a health survey of Finnish prisoners in 2006, the authors aimed to study frequency and gender differences in childhood physical and sexual abuse, and the connections of maltreatment in childhood to substance abuse and mental health among female and male prisoners.

The sample consisted of 101 female prisoners, with 309 male prisoners for comparison. The subjects participated in a comprehensive field study consisting of several questionnaires, interviews, the Structured Clinical Interview for DSM‐IV Axis I and II Disorders (SCID I, II) and a clinical medical examination including ICD‐10 diagnoses.

Both forms of abuse were more common among females than males (childhood physical abuse 25 per cent versus 15 per cent and childhood sexual abuse 32 per cent versus 7 per cent). Associations of childhood abuse with substance abuse and mental health were different among males and females. Family integrity was important only for males and in connection with drug dependence and antisocial personality disorder. The gender differences did not concur with those reported in studies on general populations.

This is a part of the first comprehensive health survey of Finnish prisoners.

The purpose of this paper is to develop a framework to demonstrate the contribution of whole school approaches embodied by the health‐promoting school approach, to the promotion of school connectedness, defined as the cohesiveness between diverse groups in the school community, including students, families, school staff and the wider community.

A cross‐disciplinary review of literature was conducted to identify strategies consistent with the health‐promoting school approach and the values and principles that promote school connectedness. The review included peer‐reviewed articles and published books and reports identified from the databases spanning the education, health, social science and science disciplines and used search terms encompassing health and mental health promotion, schools, social connectedness, belonging and attachment. The paper is also a framework of the contribution of the health‐promoting school approach to promoting school connectedness and was developed drawing on health promotion strategies at the broader community level known to foster connectedness.

The paper found that the framework developed illustrates how the health‐promoting school approach has the potential to build school connectedness through two major mechanisms: inclusive processes that involve the diversity of members that make up a community; the active participation of community members and equal “power” relationships, or equal partnerships among community members; and supportive structures such as school policies, the way the school is organised and its physical environment, that reflect the values of participation, democracy and inclusiveness and/or that promote processes based on these values.

In this paper the detailed mechanisms outlined in the framework provide practical strategies for health promotion practitioners and educators to use in the everyday school setting to promote school connectedness.

This paper draws together substantial bodies of evidence and makes a persuasive case for the contribution of the health‐promoting school approach to building school connectedness.