The purpose of this essay is to examine how professional conditions relate to the work with students who display neuropsychiatric difficulties in school. Furthermore, the authors of this essay wish to provide insight of which possibilities and limitations professionals experience in their joint work with students who display neuropsychiatric difficulties. The empirical material for the essay draws upon a qualitative method in the form of semi structured interviews with professionals who are in daily contact with students with neuropsychiatric difficulties. The empirical material has been analyzed with the help of previous related research together with the concepts of collaboration theory and acting according to Lipsky´s theory of street-level bureaucracy. The results show that the professionals ability to act in cases of students who display neuropsychiatric difficulties is affected by various forms of collaboration. The essay also suggests there are no considerable differences in task-design and in supporting a student with neuropsychiatric diagnosis compared to a student who only display similar symptoms and behavior. However, an established diagnosis might be favorable and can facilitate better conditions to act in situations concerning students with neuropsychiatric difficulties.