<p>Lagar är till för att följas. Lagar skapas, omarbetas, byts ut och tas bort. Skolorna ska följa dessa många lagar och riktlinjer och bland dem finns skollagen och läroplanen. Samtidigt ska kommunerna följa de revideringar som genomförs och skolorna får ett större ansvar där elevernas bästa ska stå i centrum. I samband med att<em> Lagen om förbud mot diskriminering och annan kränkande behandling av barn och elever (2006:67)</em> trädde i kraft 2006 ställdes högre krav på skolorna och kommunernas arbete mot mobbning och kränkande behandling. På varje enhet skulle en likabehandlingsplan upprättas där åtgärder mot mobbning och kränkande behandling skulle redovisas. Dessutom skulle kommunerna året därpå ha granskat likabehandlingsplanerna för att redovisa resultaten av dessa i kvalitetsredovisningarna för kommunens skolverksamhet.</p><p>Syftet med den här kvalitativa uppsatsen är att se ifall kommunerna i Västmanlands län har granskat och utvärderat skolornas likabehandlingsplaner, hur skillnaderna och olikheterna ser ut emellan dem och ifall man kan tolka hur organisationsarbetet fungerar inom kommunerna. Detta sker granskning av valda lagar, kommunernas kvalitetsredovisningar samt genom teoretiska ramar kring mobbning och organisationsarbete. Skollagen anammar ett samarbete med hemmen men mitt resultat visar att bara några kommuner följer detta. Flera lagar och riktlinjer menar att barn i behov av särskilt stöd ska prioriteras men ingenstans står det vilka barn som ingår under denna kategori. Kommunernas kvalitetsredovisningar visar olika resultat av mobbningsåtgärder. Några kommuner samarbetar med andra instanser inom kommunen, med hemmet och en del har sett brister i sitt arbete mot mobbning. Tänkbara anledningar till de olika resultaten kan bero på ekonomiska skillnader, brist på kompetensutbildning och hur personalens eget intresse för den pågående problematiken i skolorna ser ut. Det vore intressant att undersöka vidare hur arbetet mot mobbning ser ut på skolor där alla ekonomiska förutsättningar finns och där dessutom involverad personal har ett stort intresse för att mobbningsåtgärderna ska fungera och utvecklas. Även en undersökning där en tydlig definition av barn i behov av särskilt stöd ges vore givande för framtida utveckling av skolorna</p> / <p>Schools are supposed to comply with laws and guidelines such as the Education Act and Swedish curricula. Supposedly, municipalities comply with each adjustments or alteration made. Schools are handed a bigger responsibility for the well being of their students as a consequence of the 2006 <em>Act against discrimination and other degrading treatment of children and pupils</em> (2006:67). Demands on the schools’ and municipalities’ work against bullying and degrading treatment increased. Each section within each municipality was to present an Equal Treatment Plan containing measures against bullying and degrading treatment. The following year, all equality plans were to be put under scrutiny and the results published publicly. The aim of this paper is to (1) see if the municipalities in Västmanland County has reviewed and evaluated their schools’ Equal Treatment Plan, (2) report on differences between them and (3) see if you can interpret how the work was organized. Some municipalities show great results in their work against bullying and discrimination while others acknowledge shortcomings.. Measures taken against bullying and discriminating behavior differ. Explanations to the different results may be economic disparities, lack of skills, and the staff's indifference towards ongoing problems in the schools. The Higher Education Act proposes a close partnership between teachers and parents but this study shows that only a few municipalities ever achieve this It would be interesting to further explore the work against bullying at schools where all the economic conditions are met and where staff members are involved and are taking a strong interest in developing proficient methods against bullying.</p>

Lagar är till för att följas. Lagar skapas, omarbetas, byts ut och tas bort. Skolorna ska följa dessa många lagar och riktlinjer och bland dem finns skollagen och läroplanen. Samtidigt ska kommunerna följa de revideringar som genomförs och skolorna får ett större ansvar där elevernas bästa ska stå i centrum. I samband med att Lagen om förbud mot diskriminering och annan kränkande behandling av barn och elever (2006:67) trädde i kraft 2006 ställdes högre krav på skolorna och kommunernas arbete mot mobbning och kränkande behandling. På varje enhet skulle en likabehandlingsplan upprättas där åtgärder mot mobbning och kränkande behandling skulle redovisas. Dessutom skulle kommunerna året därpå ha granskat likabehandlingsplanerna för att redovisa resultaten av dessa i kvalitetsredovisningarna för kommunens skolverksamhet. Syftet med den här kvalitativa uppsatsen är att se ifall kommunerna i Västmanlands län har granskat och utvärderat skolornas likabehandlingsplaner, hur skillnaderna och olikheterna ser ut emellan dem och ifall man kan tolka hur organisationsarbetet fungerar inom kommunerna. Detta sker granskning av valda lagar, kommunernas kvalitetsredovisningar samt genom teoretiska ramar kring mobbning och organisationsarbete. Skollagen anammar ett samarbete med hemmen men mitt resultat visar att bara några kommuner följer detta. Flera lagar och riktlinjer menar att barn i behov av särskilt stöd ska prioriteras men ingenstans står det vilka barn som ingår under denna kategori. Kommunernas kvalitetsredovisningar visar olika resultat av mobbningsåtgärder. Några kommuner samarbetar med andra instanser inom kommunen, med hemmet och en del har sett brister i sitt arbete mot mobbning. Tänkbara anledningar till de olika resultaten kan bero på ekonomiska skillnader, brist på kompetensutbildning och hur personalens eget intresse för den pågående problematiken i skolorna ser ut. Det vore intressant att undersöka vidare hur arbetet mot mobbning ser ut på skolor där alla ekonomiska förutsättningar finns och där dessutom involverad personal har ett stort intresse för att mobbningsåtgärderna ska fungera och utvecklas. Även en undersökning där en tydlig definition av barn i behov av särskilt stöd ges vore givande för framtida utveckling av skolorna / Schools are supposed to comply with laws and guidelines such as the Education Act and Swedish curricula. Supposedly, municipalities comply with each adjustments or alteration made. Schools are handed a bigger responsibility for the well being of their students as a consequence of the 2006 Act against discrimination and other degrading treatment of children and pupils (2006:67). Demands on the schools’ and municipalities’ work against bullying and degrading treatment increased. Each section within each municipality was to present an Equal Treatment Plan containing measures against bullying and degrading treatment. The following year, all equality plans were to be put under scrutiny and the results published publicly. The aim of this paper is to (1) see if the municipalities in Västmanland County has reviewed and evaluated their schools’ Equal Treatment Plan, (2) report on differences between them and (3) see if you can interpret how the work was organized. Some municipalities show great results in their work against bullying and discrimination while others acknowledge shortcomings.. Measures taken against bullying and discriminating behavior differ. Explanations to the different results may be economic disparities, lack of skills, and the staff's indifference towards ongoing problems in the schools. The Higher Education Act proposes a close partnership between teachers and parents but this study shows that only a few municipalities ever achieve this It would be interesting to further explore the work against bullying at schools where all the economic conditions are met and where staff members are involved and are taking a strong interest in developing proficient methods against bullying.

Många gånger händer det att eleverna inte syns tillräckligt för fritidshemslärare, det är då det sker kränkande handlingar utförda av andra elever. Den fysiska, psykiska och dolda mobbningen går obemärkt och det drabbar inte bara den utsatte utan det drabbar hela samhället. Syfte i denna studie är att undersöka hur fritidshemslärare arbetar förebyggande mot mobbning och kränkningar i sina verksamheter. Vi jämför två olika skolornas förebyggande arbete mot kränkning och mobbning, den ena med en likabehandlingsplan mot mobbning och kränkande behandling och den andra med en Olweus antimobbningsprogram. Vi vill undersöka i vilken utsträckning och på vilket sätt detta påverkar fritidshemlärarnas arbete gentemot mobbning och kränkande handling som finns i respektive skolor Undersökningen kommer att belysas på olika sätt genom att intervjua både fritidshemslärare, elever och respektive skolors rektorer för att få en bättre förståelse och en bredare perspektiv för undersökningen. Resultatet och diskussionen visar bland annat att fritidshems lärarnas engagemang, närvaro och delaktighet kan vara avgörande i förebyggande syfte mot mobbningen. / Many times, it happens that the students are not visible enough to after-school teachers, this is when abusive acts are performed by other students. The physical, mental, and hidden bullying goes unnoticed, and it not only affects the victim, but it affects the whole society. The purpose of this study is to investigate how after-school center teachers work to prevent bullying and abuse in their activities. We compare two different schools' prevention work against abuse and bullying, one with an equal treatment plan against bullying and abusive treatment and the other with an Olweus anti-bullying program. We want to investigate to what extent and in what way this affects the after-school teachers' work towards bullying and abusive action that exists in each school. a broader perspective for the study. The results and the discussion show, among other things, that the after-school teacher ‘s commitment, presence and participation can be decisive in the preventive purpose against bullying.

There is a lack of studies focusing on the analysis of the democratic values in preschool. Preschool teachers lack both the necessary knowledge and tools to be able to realize the assignment and to convert what is observed in practice into analysis. Thus, the purpose of the study is to investigate how democratic values are conveyed into equal treatment plans. The research questions are: How are democratic values conveyed into equal treatment plans? What democratic values are conveyed into equal treatment plans? The theory that has been used is based on an intersectional perspective and the concepts category, construction and values, which further function as analytical tools. The methodology was conducted as a qualitative text analysis through seven Swedish equal treatment plans for preschool. The results of the analysis show that equal treatment plans convey democratic values through promotion, prevention and remedial work. In addition, all equal treatment plans convey some of the following democratic values: All people's equal value, Human rights and freedoms, Protection of minorities, Diversity of opinions and characteristics and Non- violence.

Bullying is a persistent problem that in recent years has increased by 7 percent between theages of 11, 13 and 15 years. In order to work against bullying, the Education Act regulates thatschools must produce a new equal treatment plan every year. Another way to prevent bullyingis through two well-known models called Olweus' model and Ljungström's Farsta method. Thedifference between the two models is that Ljungström’s Farsta method focuses more on theindividual and reprimanding talk with the bully, while Olweus’ model has its focus on a moregeneral level with different types of interventions such as role play. The equal treatment plansand the two models can be considered to be characterized by underlying ideological ideas thatcan be made visible with the help of the curriculum theory's codes. The purpose of the study istherefore to highlight the underlying ideological ideas in equal treatment plans and to examinein what way dominant models against bullying can be related to these. The study’s data wascollected by qualitative content analysis of seven equal treatment plans and the twoaforementioned models. The collected data has been analyzed in a three-step analysis where ithas appeared that there are similar principles in both the equal treatment plans and in the actionmodels. Another conclusion is that they are dominated by the relativistic, civic and moralcurriculum codes.

The purpose of this study is to explore how well prepared educators at pre-schools are to receive children with another gender identity than their biological gender. The focus for the study lies on the discourses that exist in the pre-school regarding gender norms and how they become visible through the language educators use in the equal treatment plans, that are a part of the pre-schools value works, and in talks between educators. My research questions are: ·         How does pre-schools describe their work with children with another gender identity than their biological gender? ·         Which discourses regarding gender norms does the pre-schools equal treatment plans and group talks with educators show? To answer these questions, I have used the analyses of five equal treatment plans and two group talks. By analysing the equal treatment plans and the group talks with the four strategies for anti discrimatory education from Kumashiro, by letting the strategies make the discourses visible, I have come to the result that gender identity is made invisible in the pre-schools by the educators. The equal treatment plans contain descriptions of the discrimination grounds but not how the educators work with these in the daily workings with the children, and the educators describe gender instead of gender identity in the group talks. In my discussion and conclusion I reason about the causes for this in relation to previous research about norms around gender and gender identity in pre-schools.

The aim of this essay was to gain a deeper understanding about how school employees interpret and practice school law regarding cyber-bullying that occurs between pupils on the internet. To examine this we used a qualitative method. We completed eight interviews with five teachers, one headmaster, one school welfare officer and one special educationist. These eight school employees were from four different high schools. In our interviews we found that the school employees thought it was difficult to define different concepts within the school law such as in association with the occupation and offensive behaviour which prohibits them from interpreting the school law in the same way. These concepts were what seemed to make the law unclear when it came to situations involving cyber-bullying. We also found that they regarded the equal treatment plan as their most important tool when working with cyber-bullying even though they were uncertain about whether it was practiced when a situation emerged. This because of the school employees´ discretion that seemed to dominate more than what the school law states in most situations when it came to assessing how serious a cyber-bullying situation was and how it should be handled. We also understood that the school employees required more discussions and education regarding cyber-bullying in order to gain a deeper understanding of how to handle the problem. It seemed that cyber-bullying was not a prioritized matter due to that the employees had a lot of other things to attend too.