Att agera vid oro för barn : En kvalitativ studie ur skolpersonalens perspektiv

Sammanfattning

Children are exposed daily to violence, neglect, and other forms of maltreatment, and schools constitute one of the few environments where children are present on a daily basis, providing adults with the unique opportunities to notice circumstances that otherwise might go unnoticed. In Sweden, mandatory reporting requires school staff to act upon any suspicion that a child may be at risk, without the need for confirmed information or prior assessment. This study explores how school staff perceive their preparedness to act when concerns arise, with a particular focus on school staff working with students in grades 7-9. The study is based on qualitative interviews with school professionals and is analysed using system theory and the theory of street‑level bureaucracy to illuminate how structural, relational, and organisational conditions shape their professional discretion. The findings show that school staff experience the reporting process as complex in practice. Professional uncertainty, relational considerations, and varying levels of experience influence their confidence in acting on concerns. Participants describe how unclear routines, limited time, and insufficient organisational support create obstacles, while collegial support, internal structures, and access to consultation with social services function as important facilitators. Collaboration with social services emerges as essential yet insufficiently developed, which further affects school staff’s ability to act consistently and with confidence. This study shows that school staff’s preparedness is shaped by the interaction between the system levels surrounding school practice and the everyday prioritisation required of street‑level bureaucrats. Strengthened knowledge through more education, clearer internal routines, and improved interagency collaboration are identified as key conditions for ensuring that children at risk receive the protection and support to which they are entitled.