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Skoleansattes erfaringer og perspektiver i møte med ufrivillig skolefravær
Get PDFSammendrag norsk
Denne masteroppgaven i profesjonsrettet pedagogikk tar for seg temaet ufrivillig skolefravær. Temaet blir undersøkt i perspektivet til skoleansatte. Formålet med studien er å kunne få en dybde i skoleansattes erfaringer med ufrivillig fravær, hvilke tiltak og tilrettelegginger som er blitt gjennomført, i tillegg til opplevelsen av samarbeidet mellom skole, hjem og tverrfaglige instanser.
Problemstillingen i oppgaven er: «Hvilke erfaringer og perspektiver har skoleansatte i møte med ufrivillig skolefravær»
For å besvare problemstillingen ble det gjennomført semistrukturerte intervjuer en-til-en med fire skoleansatte. Gjennom tematisk analyse (Johannessen et al. 2018) ble datamaterialet analysert. Funnene fra analysen ble så knyttet til anerkjennelsesteorien (Honneth, 1992/2008) og Bronfenbrenners bioøkologiske modell (1979).
Funnene belyser skoleansattes opplevelse av fenomenet som komplekst og krevende, fordi ufrivillig skolefravær har mange årsaker og ulike faktorer påvirker dette fraværet. Det er svært viktig at forståelsen for barnets situasjon ligger til grunn i arbeidet mot ufrivillig skolefravær. Tidlig innsats kan være avgjørende for å bryte fraværsmønsteret. Det er flere tiltak og tilrettelegginger som kan gjøres i møtet med fenomenet, men barnets stemme må bli inkludert. Positive relasjoner, mestring, og trivsel er noe av det en elev i denne situasjonen har behov for. Samarbeidet mellom skole, hjem og tverrfaglige instanser er viktig for at barnet skal ville tilbake til skolen. Samtidig som ansvarsfordelingen bør være avklart og tydelig, slik at det blir forutsigbart for eleven.Abstract
Title: School staff´s experiences and perspectives encountering involuntary school absence
This master's thesis in profession-oriented pedagogy focuses on the topic of involuntary school absenteeism. The topic was researched from the perspective of school staff. The purpose of the study is to gain depth in school staff's experiences with involuntary absenteeism, what measures and accommodations have been implemented, as well as the experience of collaboration between school, home, and interdisciplinary agencies.
The research question in the thesis is: "What experiences and perspectives do school staff have when encountering involuntary school absenteeism?"
To answer the research question, semi-structured one-on-one interviews were conducted with four school staff members. Through thematic analysis (Johannessen et al., 2018), the data material was analyzed. The findings from the analysis were then linked to Recognition theory (Honneth, 1992/2008) and Bronfenbrenner's bioecological model (1979).
The findings highlight school staff's perception of the phenomenon as complex and challenging, because involuntary absenteeism has many causes. Understanding the child´s situation is crucial and must provide the foundation for the work against involuntary school absenteeism. Early intervention can be decisive in breaking the absenteeism pattern. There are several measures and accommodations that can be used when encountering the phenomenon, but the child's voice must be included. Positive relations, the sense of achievement and well-being are some of the needs a student in this situation has. Collaboration between school, home, and interdisciplinary agencies is important for the child to want to return to school. At the same time, the distribution of responsibility should be clarified, so that it is predictable for the student
Poor within-individual reproducibility of training responses across repeated endurance training interventions in untrained individuals
Get PDFBackground: The large response variability observed in most training intervention studies is often used as an argument that certain individuals are more responsive to training than others. However, this implicitly relies on the premise that training responses are highly reproducible. Accordingly, the primary objective of the present study was to evaluate the within-individual reproducibility of training responses to repeated endurance exercise training (ET).
Methods: Forty-two initially untrained men and women (age: 53.9 ± 8.7 years; weight: 86.0 ± 19.5 kg; V̇O2max: 32.4 ± 6.9 mL ·min-1·kg-1) underwent two identical 8-week ET interventions separated by an 8-week wash-out period. Each ET-period consisted of 24 supervised and effort-matched interval sessions. Maximal oxygen consumption (V̇O2max), maximal aerobic power output (Wmax), and mean power output during 15-min all out (W15min) was assessed pre and post both training periods.
Results: Intraclass correlations (ICCs) indicated that the training stimuli were consistent across both periods and confirmed that the wash-out period effectively returned participants' values to baseline levels within-individuals. Across both training periods, it was demonstrated “poor” within-individual reliability for changes in V̇O2max and W15min, and “poor to moderate” reliability for Wmax (ICC: 0.19 [-0.12, 0.46], 0.22 [-0.07, 0.48] and 0.35 [0.07, 0.58], respectively. However, the mean group changes were consistent across both periods (V̇O2max, 9.3% vs 9.7%; W15min; 14.4% vs 15.5%; Wmax, 11.2% vs 13.0%).
Conclusion: The present study demonstrates that observed individual responses in endurance performance measures and determinants of endurance performance are inconsistent and poorly reproducible across two identical eight-week ET interventions in untrained middle-aged men and women. However, at the group level, the mean responses remained consistently reproducible across the repeated interventions
«Jeg gjør alt for barna mine» - en romkvinnes erfaring med utdanning, og hva hun gjør for å hjelpe barna sine til utdanning
Get PDFRomer er Europas største minoritet, og overalt i Europa blir de diskriminert. Denne diskrimineringen har hatt ulike former til ulike tider, og ulike tiltak har blitt satt i gang for å forbedre situasjonen. Utdanning er ett av områdene som har fått stor oppmerksomhet, og spesielt jenters utdanning. Et stort antall jenter slutter på skolen i løpet av barne- eller ungdomsskolen. Blant årsakene som ofte trekkes frem for jentenes store frafall, er romenes tradisjonelle kjønnsroller og ekteskapspraksis der de gifter seg i svært ung alder.
I denne oppgaven presenterer jeg en romsk kvinnes erfaring med skolesystemet i sitt hjemland Romania. Gjennom narrativer deler hun sin historie, med en barndom der hennes far hjalp henne med lekser i mange timer hver dag, men også med mobbing og utestengelse på skolen. Videre forteller hun om et tidlig ekteskap, skilsmisse og et nytt ekteskap. Nå er hun mamma til tre jenter, og jeg undersøker også innsatsen hun gjør for at de skal få mer skolegang enn hun fikk. Ved å ha en interseksjonell og postkolonial tilnærming og se på de ulike aspektene ved hennes liv, finner jeg at romske jenter og kvinner møter en rekke utfordringer som er særegne for dem. Jeg finner også at dette ikke bare skyldes romenes tradisjoner og praksiser, for undertrykkingen er både synlig og usynlig, og den påvirker land og individer i både øst og vest.The Roma are Europe's largest minority, and they face discrimination across the continent. This discrimination has taken various forms at different times, and various measures have been implemented to improve the situation. Education is one of the areas that has received significant attention, particularly the education of girls. A large number of girls drop out of school during primary or secondary school. Among the reasons often cited for the high dropout rate among girls are the traditional gender roles and marriage practices of the Roma, where they marry at a very young age.
In this paper, I present the experience of a Roma woman with the education system in her home country, Romania. Through narratives, she shares her story, including a childhood where her father helped her with homework for many hours each day, but also with bullying and exclusion at school. She further talks about an early marriage, divorce, and a new marriage. Now, she is a mother of three girls, and I also examine the efforts she makes to ensure they receive more education than she did. By taking an intersectional and postcolonial approach and looking at the various aspects of her life, I find that Roma girls and women face a range of challenges unique to them. I also find that this is not solely due to Roma traditions and practices, as the oppression is both visible and invisible, affecting countries and individuals in both the East and the West
Betydningen av fellesskap som ledd i arbeidet mot mobbing.
Get PDFDenne masteroppgaven undersøker hvordan lærere arbeider med fellesskapet i klassen som et ledd i arbeidet mot mobbing. Mobbing er et alvorlig og utbredt problem i skolen, med negative konsekvenser for elevenes psykiske helse, læring og sosiale utvikling. Til tross for skolens nulltoleranse for mobbing og lovfestede krav om et trygt og inkluderende læringsmiljø, viser nyere statistikk at mobbingen øker.
Gjennom kvalitative intervjuer med seks lærere har vi undersøkt deres erfaringer og forståelse for hvordan fellesskapsarbeid kan bidra til å skape et inkluderende skolemiljø. Studien bygger på nyere forskning som ser mobbing som et sosialt gruppefenomen, hvor dynamikken i fellesskapet kan forsterke eller redusere risikoen for mobbing. Lærerne fremhever tiltak som tydelig klasseledelse, relasjonsbygging, felles aktiviteter og samarbeid med foresatte som viktige elementer i dette arbeidet. Samtidig peker de på utfordringer som tidspress, manglende felles retningslinjer og behovet for økt støtte fra skoleledelsen.
Funnene viser at et inkluderende klassefellesskap kan virke forebyggende ved å styrke elevenes tilhørighet og sosiale ferdigheter. Likevel krever dette arbeidet kontinuerlig innsats og en helhetlig tilnærming, hvor både lærere, skoleledelse, foresatte og elevene selv spiller en aktiv rolle. Oppgaven bidrar til å belyse lærernes praksis og erfaringer, og understreker viktigheten av systematisk arbeid med fellesskap som en sentral del av skolens mobbeforebyggende arbeid.
Studien konkluderer med at arbeid med klassefellesskapet er en både effektiv og utfordrende tilnærming til å motvirke mobbing, og at det krever tid, faglig kompetanse og tilstrekkelig støtte for å være vellykket. Oppgaven bidrar med verdifull innsikt som kan øke forståelsen av hvordan inkluderende fellesskap kan fremme elevenes trivsel og bidra til å redusere mobbing i skolen.This master’s thesis examines how teachers work on fostering a sense of community in the classroom as part of their efforts to combat bullying. Bullying is a serious and widespread issue in schools, with negative consequences for students' mental health, learning, and social development. Despite schools’ zero-tolerance policy toward bullying and legal requirements for a safe and inclusive learning environment, recent statistics show that bullying is on the rise.
Through qualitative interviews with six teachers, we explored their experiences and understanding of how community-building efforts can contribute to creating an inclusive school environment. The study is based on recent research that views bullying as a social group phenomenon, where community dynamics can either exacerbate or mitigate the risk of bullying. The teachers highlighted strategies such as clear classroom management, relationship building, shared activities, and collaboration with parents as important elements of this work. At the same time, they pointed to challenges such as time constraints, lack of guidelines, and the need for increased support from school leadership.
The findings show that an inclusive classroom community can have a preventive effect by strengthening students’ sense of belonging and social skills. However, this work requires continuous effort and a holistic approach, where teachers, school leadership, parents, and the students themselves play an active role. The thesis sheds light on teachers’ practices and experiences and emphasizes the importance of systematic community-building as a central part of schools’ anti-bullying efforts.
The study concludes that fostering classroom community is both an effective and challenging approach to counteracting bullying and that it requires time, professional competence, and sufficient support to succeed. The thesis provides valuable insights that can enhance understanding of how inclusive communities can promote students' well-being and help reduce bullying in schools
The Intersection of Creativity and Automation: Comparative Insights into AI-Generated and Student Art
No full textThis thesis investigates the transformative impact of artificial intelligence (AI) on the art field
through a comparative analysis of concept art created by AI systems and art students. Focusing
on the capabilities of DreamStudio, powered by Stable Diffusion (Stability AI, 2022), this study
evaluates the quality of outputs in terms of aesthetic value, technical execution, and narrative
coherence, while accounting for the time, resources, and processes required for production. This
study focuses on third-year students specializing in Concept Art and Motion Graphics within the
Gameschool bachelor program, a curriculum dedicated to digital media production with a
particular emphasis on video games. Among the program's three elective tracks—Concept Art
and Motion Graphics, 3D Modeling, and Animation—students in the Concept Art and Motion
Graphics track work extensively with digital art, including illustration, design, and thematic
development. While this specialization encompasses both concept art and motion graphics, the
study specifically examines the concept art aspect of their work due to its alignment with the
research focus on AI-generated and human-created digital artworks. Having begun their
specialization in their second year, these students bring advanced expertise in digital artistic
production, making them ideally positioned to provide insights into the integration of AI
technologies in creative workflows and its possible implications on the field itself.
Through qualitative analysis, this study examines the strengths and limitations of AI-generated
and student-created artworks. Findings from this research, alongside similar studies, suggested
that while AI systems excelled at rendering semi-realistic environments and maintaining stylistic
consistency across individual images, they exhibited significant challenges in conceptual depth,
spatial coherence, and iterative improvement over time (Borji, 2022; Schmidt, 2024). While
these findings align with existing research on the capabilities and limitations of AI in art, this
study contributes new insights by providing a comparative evaluation of AI and
student-produced works within an educational framework. It highlights specific areas, such as
the depiction of progression in thematic designs, where AI's limitations intersect with
pedagogical concerns, offering practical recommendations for integrating AI in art education.
The comparative analysis revealed that while AI excelled in rapid ideation and semi-realistic
rendering, its outputs frequently lacked thematic depth and spatial coherence. These limitations
align with Borji’s (2022) findings on AI’s reliance on prompt specificity but add a new
dimension by demonstrating how these deficiencies affect task adherence in an educational
setting. The study underscores the necessity of human oversight to bridge interpretive gaps,
offering a hybrid approach as a pathway to enhance creative workflows. A hybrid
approach—integrating AI tools with human oversight and reference—emerges as a promising
method for enhancing efficiency, though it underscores the irreplaceable role of human creativity
in achieving cohesive and meaningful artistic outcomes.
This study, corroborated by related literature, also addresses ethical concerns, such as intellectual
property, plagiarism, and the broader societal implications of AI adoption in art (Frey &
Osborne, 2017; Fjeld & Kortz, 2017). Interviews with students highlight apprehensions
regarding AI-driven homogenization, reduced job opportunities, and the erosion of artistic
integrity. Despite these concerns, participants advocate for regulated and ethical AI applications
that complement rather than replace human creativity.
By integrating the evaluation of artistic outputs, production processes, and ethical considerations,
this thesis aims to contribute to the discourse on AI's role in reshaping artistic practice and
education. It offers insights into the evolving dynamics between human and machine creativity
and proposes guidelines, informed by student and artist commentary, to ensure the responsible
integration of AI in the art fiel
En tematisk analyse av barnehagelærere og lærere sine erfaringer med universelt forebyggende arbeid mot seksuelle overgrep.
Get PDFForskning viser at 26% av alle norske ungdommer har blitt utsatt for en form for seksuelle overgrep i løpet av sin barndom (Frøyland et al., 2023, s. 52). Konsekvensene av å bli utsatt for seksuelle overgrep kan være alvorlige for den enkelte, men innebærer også betydelige samfunnskostnader. For å kunne forhindre seksuelle overgrep mot barn er det bred politisk, faglig og allmenn oppfatning i befolkningen om at det er nødvendig å ha et godt forebyggende arbeid.
I vårt masterprosjekt undersøkte vi følgende problemstilling: Hvilke erfaringer har barnehagelærere og lærere med universelt forebyggende arbeid mot seksuelle overgrep mot barn? For å få svar på vår problemstilling har vi benyttet oss av semistrukturert dybdeintervju. Utvalget besto av ti informanter som hadde ulike stillinger i barnehager og barneskoler. Intervjuene besto av både individuelle intervjuer og gruppeintervjuer. Vi gjennomførte en tematisk analyse av det innsamlede datamaterialet, som resulterte i tre hovedfunn: (1) Det nødvendige, men ubehagelige. Å tørre og se, være åpen og konkret, (2) Forventninger til seg selv, og (3) Hva ser vi: Symptomene barna viser kan bety så mye.
Et av hovedfunnene viste at det er mange som opplever temaet «seksuelle overgrep» som ubehagelig. Det var også flere av informantene våre som utrykte at de var utrygge på temaet. Dette kan ha bidratt til å påvirke den forebyggende undervisningen og eventuell oppfølging ved mistanke om seksuelle overgrep. Gjennom prosjektet vårt har vi sett at ansatte i barnehager og skoler selv opplever å ha manglende kunnskap og kompetanse om forebygging av seksuelle overgrep. Likefullt besitter de god kunnskap om å være en trygg voksenperson for barna, noe som også er en vesentlig forebyggende faktor. Prosjektet har også satt søkelys på at det ikke kun er barnehagelærere og lærere sitt ansvar å forebygge seksuelle overgrep. Det har blitt rettet oppmerksomhet rundt barnehagene og skolene som organisasjon, hvor de som system skal ivareta ansvaret for det forebyggende arbeidet.Research shows that 26% of Norwegian adolescents have been subjected to some form of sexual abuse during their childhood (Frøyland et al., 2023, s. 52). The consequences of being subjected to sexual abuse can be serious and are also a major cost to society. In order to prevent sexual abuse from occurring, good preventive work is necessary.
Our master’s project investigated the following issue: What experiences do employees in kindergartens and schools have with preventive work against sexual abuse at a universal level? To answer our research question, we have used a qualitative method in the form of a semi-structured in-depth interview. The selection consisted of ten informants who held various positions in kindergartens and primary schools. The interviews consisted of both individual interviews and group interviews. We conducted a thematic analysis of the collected data, which resulted in three main findings: (1) The necessary, but unpleasant. Daring to be open and specific, (2) Expectations of oneself, and (3) What do we see: The symptoms the children show can mean so much.
One of the main findings showed that there are many who find the topic of sexual abuse unpleasant. There were also several of our informants who appeared insecure about the topic. This may have contributed to influencing the preventive teaching and preventive work they do. The project has highlighted that employees in kindergartens and schools experience a lack of knowledge and expertise about the prevention of sexual abuse. Nevertheless, they possess good knowledge on how to be of being a safe adult for the children, which is also a good preventive factor. The project has also focused on the question of whether it is the teachers and kindergarten teachers responsibility to work preventively against sexual abuse. It has been drawn attention to the kindergartens and schools as organisations, where they have the responsibility for the preventive work
Resiliens i videregående skole: Relasjoner og lærerstøtte gjennom fire læreres perspektiver
Get PDFDenne oppgaven undersøker problemstillingen: «Hvordan bidrar lærerne til å styrke elevenes resiliens?»
Resiliens kan beskrives som en psykologisk motstandskraft som gjør oss i stand til å reise oss etter motgang. Med innføringen av fagfornyelsen i 2020, ble Folkehelse og livsmestring integrert i skolen som et tverrfaglig tema, med mål om å gi ungdom strategier og verktøy til å mestre sine liv. For å besvare problemstillingen er det utviklet to forskningsspørsmål: «Hvilke metoder bruker lærerne for å styrke elevenes resiliens?» og «Hvilke utfordringer møter lærerne i dette arbeidet?»
Det er gjennomført kvalitative intervjuer med fire kontaktlærere ved ulike videregående skoler på Østlandet. For innsikt i kjønnsperspektivet på resiliens, inkluderte utvalget to kvinner og to menn. Ved tematisk analyse ble det utformet tre temaer: relasjonsbygging og lærerstøtte som både beskyttelses- og risikofaktorer, samt lærernes arbeidsmessige og strukturelle utfordringer.
«Hva viser studien min?» Lærerne fremhever relasjonsbygging og lærerstøtte som viktige byggesteiner for elevenes læring og utvikling. De viser til bruk av konkrete arbeidsmetoder for å se og ivareta elevenes behov. Samtidig uttrykker de utfordringer med svake relasjoner og elevenes individuelle risikofaktorer. Ikke minst forteller de om arbeidsmessige og strukturelle utfordringer som påvirker deres resiliensarbeid negativt. Resiliensteoriens beskyttelsesfaktorer kan bidra til å understøtte temaene ved at de vektlegger viktigheten av god lærer-elev relasjon og støtte.
Utfordringene lærerne beskriver kan være viktige implikasjoner for praksis. Gjennom tiltak for å ivareta nåværende lærere, øke spesialiserte ressurser og forbedre strukturelle utfordringer, kan lærernes utfordringer reduseres. Selv om studien er begrenset til fire læreres erfaringer gir den verdifulle innsikter i lærernes arbeid med resiliens i skolen. Videre forskning kan undersøke lærernes egen mestringstro og gjennomføre lignende studier med større utvalg for å styrke generaliserbarheten.
Med dette håper jeg at oppgaven ikke bare er et bidrag til fagfeltet, men at det også vekker interesse og refleksjon hos deg som leser.This thesis examines the problem statement: “How do teachers contribute to strengthen students' resilience?”
Resilience can be described as a psychological strength that enables us to arise after adversity. With the introduction of the curriculum renewal in 2020, Health and Life Skills were integrated into schools as a prominent interdisciplinary subject, with the goal of giving adolescents strategies and tools to cope with their lives. To answer the problem statement, two research questions have been developed: “Which methods do teachers use to strengthen students' resilience?” and “Which challenges do teachers encounter in this work?”
Qualitative interviews have been conducted with four class teachers in different high schools in eastern country. To gain insight into the gender perspective on resilience, the sample included two women and two men. With thematic analysis three key findings were revealed: relationship building and teacher support as both protective and risk factors, and teachers' work-related and structural challenges.
“What are the findings of my study?” The teachers emphasize building relationships and teacher support as fundamental pillars for students' learning and development. They use specific work methods to acknowledge and support students' needs.
Simultaneously they express challenges with weak relationships and their students' individual risk factors. Not least they report on work-related and structural challenges which negatively affect their resilience work. The protective factors in the resilience theory can contribute to support the themes by emphasizing the importance of strong teacher-student relationships and support.
The challenges teachers describe may have significant implications for practice. Through measures to support current teachers, increase specialized resources and improve structural challenges, the challenges faced by teachers can be mitigated. Even though the study is limited to four teachers' experience, it still gives valuable insight into teachers' work with resilience in high school. Further research could explore teachers' self-efficacy and conduct similar research with a larger sample size to strengthen the generalizability of key findings.
With this, I hope that the study is not only a contribution to the field, but that it also sparks interest and reflection within you as the reader
Preventive measures and perceived challenges in delivering oral health care for elderly patients: a survey of dental hygienists in Norway
Get PDFObjective: This study aimed to gain knowledge of general oral health preventive measures with a specific focus on root caries preventive measures for patients ≥65 years old, performed by Norwegian dental hygienists in public and private dental health services. A secondary aim was to investigate differences and challenges in prevention practices.
Materials and methods: An electronic survey was conducted among the sample in 2022. A total of 365 dental hygienists were included in the analyses. Chi-square tests were used to analyze differences between private and public dental hygienists regarding preventive measures and perceived challenges.
Results: The most frequently reported general oral health preventive measures were oral hygiene instruction, professional tooth cleaning and scaling. Oral hygiene instruction and application of fluoride varnish were the most performed root caries preventive measure, and reduced manual dexterity in patients was the most perceived challenge. Public dental hygienists perceived challenges to a greater extent than private dental hygienists, particularly related to reduced mobility and ergonomic difficulties in patients.
Conclusion: This study confirms dental hygienists’ important role in oral health promotion and showed that Norwegian dental hygienists performed a wide range of preventive measures for patients ≥65 years old. However, a number of challenges were identified in the preventive work.publishedVersio
”ALLE MED” Et utviklingsarbeid i barnehagene i Kongsbergregionen. Resultatrapport etter T1 og T2
Get PDF«Alle med» er et utviklingsprosjekt i Kongsbergregionen, som i denne sammenheng omfatter kommunene Flesberg, Hjartdal, Kongsberg, Nore- og Uvdal, Notodden, Rollag, Tinn og Øvre Eiker. Utgangspunktet var et forprosjekt som undersøkte hvordan regionen jobber med kvaliteten i opplæringen med særlig fokus på tilpasset opplæring. På bakgrunn av dette ble prosjektet «Alle med» igangsatt høsten 2018, og der barnehagene kom med i 2019.
Det er fire overordnede målsettinger for prosjektet:
• Alle barn og unge opplever mestring hver dag
• Alle barn og unge er ressurser i et inkluderende fellesskap som fremmerhelse, trivsel, lek og læring
• Personalet deltar aktivt i profesjonelle læringsfellesskap hvor alle reflektererover felles verdier og vurderer og videreutvikler sin pedagogiske praksis til barn og unges beste
• Alle barnehager, skoler og PPT benytter data og forskningsbasert kunnskap for å drive systematisk utvikling av læringsmiljøet
Denne rapporten omhandler resultater fra spørreundersøkelsen i 2019(T1) og 2022 (T2). samt kvalitative data innhentet fra barnehagen våren 2022. Resultatene fra spørreundersøkelsene og de kvalitative dataene blir drøftet knyttet til målene for «Alle med», der det særlig er sett på endringer fra T1 til T2 på noen sentrale områder
Survival of Eurasian lynx in the human-dominated landscape of Europe
Get PDFSurvival and cause-specific mortality rates are vital for evidence-based population forecasting and conservation, particularly for large carnivores, whose populations are often vulnerable to human-caused mortalities. It is therefore important to know the relationship between anthropogenic and natural mortality causes to evaluate whether they are additive or compensatory. Further, the relation between survival and environmental covariates could reveal whether specific landscape characteristics influence demographic performance. We used telemetry data on 681 Eurasian lynx (Lynx lynx), a model apex predator with large spatial requirements, that were tracked across their European distribution. Through time-to-event analyses, we sought to determine the variables associated with differences in their survival. Illegal killing was the main cause of mortality (33.8%), and mortality rates were similar in protected and hunted populations (8.6% and 7.0% per year, respectively). Survival varied greatly across populations (70–95% per year). Across all study sites, higher hunting and anthropogenic mortality rates were partially compensated by lower rates of other mortality causes but not by natural mortality alone. Variation in survival depended on sex (female survival was 1.5 times greater than male survival) and seasonality (highest risk during hunting season and winter), and lower survival rates were correlated with higher human modification of landscapes at both coarse (home range composition) and fine (habitat use within home range) scales. Some variation in survival was driven by unobserved factors, which, given the high rates of human-caused mortalities, including illegal killing, are of foremost concern. Due to the low natural mortality rates in protected and hunted populations, we conclude that anthropogenic causes of mortality are likely close to additive, such that maintaining or increasing refuge habitat with little human disturbance is critical to lynx conservation. cause-specific mortality, compensatory mortality, Eurasian lynx, large carnivore, Lynx lynx, survivalpublishedVersio