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The aim of this paper was to investigate structural aspects of inclusion of immigrant students in Norwegian multicultural schools and, more specifically, their experiences of introductory classes and other segregated efforts. Due to their need for Norwegian language education, newly arrived immigrant students are not necessarily physically integrated into mainstream classes during their first two years of schooling, and they are also often taken out of their classes after they have been assigned to mainstream classes. This study had a qualitative design, and semi structured interviews are used to gather the data. The sample consisted of six immigrant boys, six native Norwegian boys and six teachers in secondary schools. The immigrant students had lived in Norway for two to four years. The results showed that introductory classes seemed not to be sufficiently adjusted to the students' need for inclusion but operated more as a fixed structural measure for second language learning. As the introductory classes and other segregated efforts often diverged from ordinary subjects and class times, it is possible that introductory and segregated efforts contribute to maintaining segregation more than they result in inclusion experiences.

This article investigates symptoms of post-traumatic stress in victims of long lasting cases of traditional and/or cyber victimization. The article presents findings from semi structured interviews with nine victims; eight girls and one boy, five Norwegian and four Irish--who had experienced either traditional or both traditional and cyber bullying. The informants were chosen because they had been victims of closed bullying cases lasting from 1-7 years. The findings showed that victims who had experienced only traditional bullying reported fewer symptoms of post-traumatic stress than "poly victims", i.e., those who had experienced both traditional and cyber victimization. Furthermore, differences were detected between these two groups--victims of traditional bullying and poly victims--regarding when and where the symptoms were experienced and the kind of sub-symptoms that were described. It is important to be aware of these different symptoms when working with children who have experienced traditional and/or cyber victimization to ensure that these children obtain support customized to their needs. The findings could also have practical implications for anti-bullying programs that work with victims involved in both ongoing and closed cases of bullying.