Kris i klassrummet? En nyinstitutionell intervjustudie

Sammanfattning

Over the past five years, Sweden’s security and preparedness landscape has changed significantly, raising questions about the role of schools and teachers within civil defence. This study examines whether and how teachers’ professional roles have changed between 2020 and 2025, and how such changes are described in everyday school practice.The study is based on twelve semi-structured interviews with teachers and pedagogical professionals in the Swedish school system and is analysed using neoinstitutional theory. The analysis explores how security-related institutional pressures are perceived, negotiated and given meaning in professional practice.The findings indicate that teachers’ roles have not been redefined through explicit formal mandates, but rather through gradual and context dependent processes. Instead, changes are described as gradual and context-dependent, characterised by increased formalisation of safety routines, strengthened normative expectations of emotional responsibility, and ongoing professional boundary work. Security and preparedness are primarily understood through pedagogical and relational logics rather than militarised conceptions of defence. Keywords: neo-institutional theory, professional role, civil defence, crisis preparedness, teachers, school safety.