Introduction：This qualitative study aimed to examine the factors that influence yogo teachers’ acceptance of juvenile delinquent students, to contribute to development of more comprehensive approaches.

　Design and method：Using grounded theory approach analysis, we conducted in-depth interviews with 15 middle-school yogo teachers.

　Results：Seven categories of factors were extracted：“A desire to accept juvenile delinquent students,”“Consideration of other students,” “Limits of being only a yogo teacher,” “Lack of confidence in my ability,” “Sense of security in there being other individuals supporting the yogo teacher’s office,” “An effort to make comrades,” and “Deepened understanding of juvenile delinquent students.”

　Discussion：“Sense of security in there being other individuals supporting the yogo teacher’s office” is the most important factor, and the results suggested that to achieve this sense of security, yogo teachers need to clearly engage in “An effort to make comrades.”

　The purpose of this study was to add items of new way of thinking to Heinz’s story of DIT：Defining Issues Test that was made by Rest and has been used widely as a questionnaire that can assess Kohlberg’s stages of moral development and to examine difference of replies between three faculties. Items of new way of thinking were 1）consideration of other method and 2）consideration of the rest of one’s life. Participants were 239 freshmen who major in nursing science, medical science and sports science. They were asked to assess the importance of eleven and added two items and to select important items the first to the third.

　The main results were as follows：1）Factor analysis showed that new two items were not included in any factors. 2） Two items, especially item of consideration of other method, were assessed as important. 3）Items of way of thinking assessed as important differed in three faculties. 4）Nursing students assessed items of consideration of the rest of one’s life as important but medical students didn’t. It showed necessity to examine whether consideration of the rest of one’s life derives from Japanese culture or is related to majoring in nursing science, and to examine how such way of thinking is considered from the viewpoint of moral development.