In step with the development of society, new social phenomena develop where ”acute social withdrawl” is one of them. Acute social withdrawl is a phenomenon that is about individuals ending up in a social isolation where they withdraw from different relationships and contexts, such as school. Problematic school absenteeism is something that student health works withdaily so students don´t become acute social withdrawn. Based on previous research, we find that early coordinated interventions are significant for the preventive work towards individuals who are at risk for becoming acute social withdrawn. However, we see a knowledge gap in how this type of work should be performed. Through a qualitativ studie in the form of semistructured interviews, we interviewed six people who work actively in a student health team to gain deeper understanding of their work with early interventions. The theories we used to analyze the empirical meterial are Collaboration, Systems theory and Empowerment. Based on our study, we could see several conclusions. For example, we saw that the different interviewees had different functioning processes to draw attention to the students needs, and that collaboration with external organisations worked differently in different municipalities. This is due to the availability, resorurces and willinggness. That it´s not only being meetings and meetings without any results. Based on this, we can se that student health´s work with early coordinated interventions is limited and instead we saw that the interviewees themselves, in their professional role had to find their own 3(64)strategies. In Conclusion, we can see that a group perspective is lacking inte work, as there is a lot of individual focus.

School-age educare centers have an important environment where children spend a significant part of their time. The school-age educare center’s preventive work is based on different methods and strategies.An integrated and inclusive pedagogy promotes positive relationships between children and increases their sense of belonging. Trained educators and staff play a key role in creating safe and supportive environments where children can develop their social skills.The purpose of the study is to take a closer look at how schools and their student health services include after-school centers in health promotion work. The method that we have chosen to collect data is based on a qualitative method, consisting of questionnaires with open-ended questions in which principals, student health services and school-age educare centers answered questions about inclusion, prevention,and skills development. We have based our work on previous research on prevention and health promotion in the school as a whole and the contribution of after-school centers to health promotion. The theory chosen for the study is KASAM and the intercultural perspective and its concepts are mental illness and mental health. Results and analyses show that principals and student health services have a holistic approach to health promotion and prevention work aimed at schools, but after-school centers educators are not included in this work on the same terms as schoolteachers. The research in our final discussion shows that everyone / all involved including the after-school centers needs to work together in the prevention of mental health problems. / Fritidshemmet utgör en viktig miljö där barn tillbringar en betydande del av sin tid.Fritidshemmets förebyggande arbete bygger på olika metoder och strategier.En integrerad och inkluderande pedagogik främjar positiva relationer mellan barn och ökar deras känsla av samhörighet. Utbildade pedagoger och personal spelar en nyckelroll genom att skapa trygga och stödjande miljöer där barn kan utveckla sina sociala färdigheter.Syftet med studien är att tittat närmare på hur skolan och skolornas elevhälsa inkluderar fritidshemmen i ett hälsofrämjande arbete. Metoden som vi har valt för att samla in data bygger på en kvalitativ metod, bestående av enkäter med öppna frågor som i ett led där rektorer, elevhälsan och fritidshemmen besvarat frågor som berör inkludering, förebyggande arbete samt kompetensutveckling. Vi har utgått från tidigare forskning inom förebyggande och hälsofrämjande insatser i skolan som helhet och vad tillförande avfritidshemmen ger i de hälsofrämjande arbetet. Teorin som har valts för studien är utifrån KASAM och det interkulturella perspektivet och dess begrepp är lärmiljö, psykisk ohälsa och psykisk hälsa. Resultat och analys visar att rektorer och elevhälsan har en helhetssyn men deras insatser riktas mot skolan och lärare, fritidshemmen inkluderas inte på lika villkor som pedagoger i skolan. Forskningen i vår slutdiskussion visar att alla behöver arbeta tillsammans i förebyggandet mot psykisk ohälsa.