Mellan legal skyldighet och känslomässiga dilemman : Lågstadielärares uppfattningar om orosanmälningsplikten

Sammanfattning

This study aimed to investigate primary school teachers' experiences of mandatory reporting and the need for support in the reporting situation. The study was based on semi-structured interviews with seven professional primary school teachers which were qualitatively analyzed using thematic analysis. The results showed that primary school teachers experienced mandatory reporting as a self-evident legal obligation, but which in practice was perceived to have an unclear application. Furthermore, the primary school teachers experienced a lack of cooperation with the social service, which negatively affected the work with mandatory reporting, while solidarity in the workplace had a positive impact. The results were discussed based on developmental ecological systems theory and highlighted the importance of the interaction between different system levels for teachers' experiences and handling of mandatory reporting.