”Det låter så självklart, men det är inte så självklart som det låter” : En kvalitativ intervjustudie om hur lärare och socialsekreterare uppfattar anmälningsskyldighetens komplexitet

Sammanfattning

Mandatory reporting in Sweden is a statutory obligation which requires professionals working with children and adolescents to immediately report to the social services when they become aware of or suspect that a child may be at risk. One professional group that falls under the law of mandatory reporting is teachers. It is the responsibility of the social services to investigate whether a child is in need of support, and failure to comply with the mandatory reporting may result in children who might be in need of support not being identified. Mandatory reporting therefore plays a crucial role in ensuring that children at risk gets necessary support. However, previous research shows that mandatory reporting is characterized by considerable complexity. The overall aim of this study is therefore to examine how teachers and social workers perceive the complexity of mandatory reporting, as well as how the two professions relate to one another in relation to mandatory reporting. This study is qualitative and was conducted through six semi-structured interviews with teachers and social workers. The empirical material was analysed using thematic analysis, resulting in the identification of four themes: Varying interpretations of mandatory reporting, Insecurities affecting the tendency to report, Relationships with guardians and children, and Attitudes and experiences. The results of the study were discussed in relation to Michael Lipsky’s theory of street-level bureaucrats and professional discretion. The results indicate that mandatory reporting allows for substantial interpretative discretion in practice and that teachers and social workers differ in their interpretation of the law. The findings also reveals that several factors influence teachers’ tendency to report, including interpretation of the law, the need for evidence, collegial support, personal attitudes and experiences, as well as relational factors.