<p>As in society in general, exclusion of individuals takes place in the school system. Even though schools – according to the curriculum – are supposed to cherish diversity, many children are left outside of the community formed during school activities. In order to gain knowledge of how schools can prevent and inhibit exclusion, this work aims to study how the problem is interpreted and managed. The study included six pedagogues: three pre-school teachers and three 1–7th grade teachers. Using a qualitative method with interviews, I have examined whether there is a difference between the two groups’ of interpretation and management of exclusion.In the analysis, the relational and categorical perspectives are used. The study shows, among other things, that the pre-school teachers are more categorical in their interpretation of exclusion than the 1–7th grade teachers. In spite of this, the pre-school teachers emphasize – to a greater extent than the 1–7th grade teachers – that the school’s social dimensions have a strong impact on their work. The study also shows that the 1–7th grade teachers have a more individualized approach to their work against exclusion. Further, the study shows that the work against exclusion of school children is mostly practised on individual- and group level, and that the particular school in this study lacks an official and joint approach for inclusion.</p>

As in society in general, exclusion of individuals takes place in the school system. Even though schools – according to the curriculum – are supposed to cherish diversity, many children are left outside of the community formed during school activities. In order to gain knowledge of how schools can prevent and inhibit exclusion, this work aims to study how the problem is interpreted and managed. The study included six pedagogues: three pre-school teachers and three 1–7th grade teachers. Using a qualitative method with interviews, I have examined whether there is a difference between the two groups’ of interpretation and management of exclusion.In the analysis, the relational and categorical perspectives are used. The study shows, among other things, that the pre-school teachers are more categorical in their interpretation of exclusion than the 1–7th grade teachers. In spite of this, the pre-school teachers emphasize – to a greater extent than the 1–7th grade teachers – that the school’s social dimensions have a strong impact on their work. The study also shows that the 1–7th grade teachers have a more individualized approach to their work against exclusion. Further, the study shows that the work against exclusion of school children is mostly practised on individual- and group level, and that the particular school in this study lacks an official and joint approach for inclusion.