There are various health promotion and preventive measures that can be done in schools. Creating accessible learning environments is such a way. In this qualitative study interviews are made with professionals in School Health Teams on what they think is important in the process of creating accessible learning environments for pupils with neuropsychiatric disorders. The results show that the different perspectives as well as the way in which the different professionals work in Student Health Teams affect the orientation of the work in Student Health Teams. It affects whether the efforts become general or individual and whether they become promotion, prevention or remedial action. The Lundin model - the pyramid of change (2017) that describes a possible way of running an accessibility work has proved to be partly in line with the informants' percep-tions. I have revised the model to include the National Agency for Education's definition of ac-cessible learning environments that also include socially and educationally accessible learning environment. The results show the need to raise the level of knowledge of the staff and the need to work with their core values because they affect the way the teachers treat pupils, and the op-portunities to make the school more accessible physically, pedagogically and socially. The study also shows practical examples of ways of making the learning environment accessible and that efforts that are good for students with neuropsychiatric disorders are good for all students. Suc-cessful perspectives for the work with accessible learning environments have proven to be a re-lational perspective and a salutogenic perspective. What all occupational groups emphasized was the importance of relationships and creating structure and comprehensibility for students with neuropsychiatric disorders, as well as for all other pupils. The empirical material is grouped under three themes: Awareness and approach, Accessible learning environments - in practice and Di-lemmas and governance. These themes also show that the revised model also needs to include dynamic aspects of change work as well as dilemmas and governance. The result also shows the need to obtain views from more types of informants such as pupils, teachers, principals and other staff.