”Annars tror jag att många hade fegat ur”. En kvalitativ intervjustudie om högstadielärares upplevelser kring anmälningsplikten.

Abstract

The aim of this study was to examine experiences and knowledge found in elementary school teachers working with grades 7-9, regarding mandatory reporting of children at risk. The study investigated the teachers’ personal experiences of when and how a reporting of a child gets established from a school, considering possible cooperation-related difficulties with the social service authorities. The empirical material for the study was obtained through interviews with seven teachers from four different schools in western Sweden, all working in lower secondary schools. In Swedish context that includes grades 7-9. The collected empirical material was analyzed thematically, and thereafter analyzed with the Action Theory and New Institutional Theory. The results showed how all schools represented provided policies and guidelines regarding mandatory reporting to some extent, though the knowledge and implementing of these varied. The teachers in the study expressed how the cooperation between the school and social service authorities was flawed, primarily because of long investigation times and lack of feedback. The confidence for the authorities, on the other hand, was described as relatively good. Many of the teachers claimed that their education failed to prepare them for mandated reporting, and that social questions regarding children generally was not provided by the academies. However, all teachers showed great knowledge regarding the importance of relationships with their students, and professed how their understanding for social regards and mandatory reporting have increased with their experience. Regarding factors that could affect the establishment of a report the main factors expressed were connected to the lack of feedback, as well as a general disbelief in the authorities’ possibilities to help the child. A fear of making it worse or putting the child at further risk by reporting was a reappearing difficulty. This study shows how both teachers, social workers and children at risk would benefit from a closer organizational cooperativeness, where the best interest of the child always triumphs.