This study investigates the impact social vulnerability has on subjective mental health among adolescents. Furthermore, this study aims to measure which of the independent variables that represent social vulnerability has the most effect on mental health. The independent variables include sex, gender, NPD-diagnosis, ethnic background, and subjective social status. Several studies have investigated these topics before, but few studies measure different kinds of socially vulnerable groups together and compare them side by side. A quantitative approach is used, namely cross-table analysis and regression analysis. The theoretical framework consists of theories on gender, minority stress, social fields, social status, and a holistic approach to the understanding of health. The results show that 16 percent of the variation within subjective mental health can be traced to social vulnerability. The most vulnerable to subjective mental health issues were adolescent girls (in the biological sense), followed by adolescents with NPD-diagnosis, and then adolescents with a queer gender identity. The least vulnerable to subjective mental health issues were adolescents with low social status. However, it seems that an adolescent’s social status within the school is more important than their family’s social status in society.

The purpose of the study is to acquire knowledge and understanding of successful school development, with a focus on students' cognitive abilities. The survey focuses on the implementation of development work and its effects on the organization and students' development. The theoretical framework is based on special educational perspectives, salutogenic perspective and organizational theory. Two contiguous preschool class‑third grade schools are included in the study and primary data consists of interview responses from school staff. The study also includes questionnaire responses from guardians of children in third grade. However, the response rate from the guardians is insufficient for conclusions. The results show that school development changed the view of students' differences and needs. Furthermore, the schools have shifted their focus to group and organizational level, as well as to more promotional and preventive work. Fewer students are included in the student health team and the number of action plans has decreased. The development of the schools is characterized by a shift towards a more critical perspective and has been conducted through strengthened meaningfulness in the form of defined values, consensus in purpose and vision and collegial cooperation. The conditions that enable successful school development are characterized by a strong sense of coherence, in both leadership and conditions. Increased focus on the environment, as well as enhancement of comprehensibility, manageability and meaningfulness, are also factors that have benefited students' development. Factors that hinder school development can be traced to a compensatory and dilemma perspective, as well as to a lack of sense of coherence. Above all concerning attitudes among school staff and external demands placed on the school activities. Our conclusion is that both school development and students' cognitive abilities can be promoted through the application of a salutogenic perspective.

I denna studie undersöks yrkesverksamma inom skola och socialtjänst perspektiv på problematisk skolfrånvaro ifrån yrkesverksamma inom skola och socialtjänst. Studien är en kvalitativ semistrukturerad intervjustudie där nio intervjuer genomförts och inkluderade tio deltagare. Intervjumaterialet har analyserats utifrån ekologisk systemteori och symbolisk interaktionism. Resultatet från studien visade på att problematisk skolfrånvaro ansågs uppstå av flera olika anledningar och att det inte är eleven som enbart är problemet utan att det är också samhället som brister när problematisk skolfrånvaro uppstår. Problematisk skolfrånvaro beskrivs som ett samlingsbegrepp för att elever inte är i skolan av olika anledningar eller inte hänger med i studierna. De insatser som studiens deltagare uppfattade vara mest effektiva mot problematisk skolfrånvaro var att kartlägga barnets situation, skapa en relation till barnet vårdnadshavare för att kunna ge rätt stöd och att personal gör sällskap med barnet till skolan. / This study explores problematic school absence through the perspectives of professionals from schools and social services. It is a qualitative semi-structured interview study involving nine interviews with ten participants. The interview material was analyzed through ecological systems theory and symbolic interactionism. The study indicates that problematic school absence is attributed to a variety of reasons and that the problem lies not solely with the pupils but also with society when problematic school absence occurs. Problematic school absence is described as an umbrella term for pupils not being in school for various reasons or not keeping up with their studies. The interventions perceived as most effective by the professionals interviewed were to map the child's situation, build a relationship with the child to provide the right support, and for staff to accompany the child to school.

De senaste decennierna har förutsättningarna på arbetsmarknaden förändrats till följd av bland annat den tekniska utvecklingen och ökade krav på stresstolerans och social kompetens. Vi har upptäckt ett forskningsgap gällande möjligheter för individer med autismspektrumtillstånd att delta på den svenska arbetsmarknaden genom anställning. Studiens syfte var att undersöka Stockholms stads styrdokuments beskrivning av krav och ideal på medarbetare samt vilka insatser som bedrivs. Detta för att undersöka möjligheterna för individer med neuropsykiatrisk funktionsnedsättning i allmänhet och autismspektrumtillstånd i synnerhet att delta genom arbete i kommunens verksamheter. Vi har genomfört en dokumentstudie och använt induktiv tematisk analys för att söka förståelse. Vår slutsats är att kraven på medarbetarna tenderar hindra deltagande i arbete för studiens fokusgrupp särskilt gällande krav på social kompetens och utveckling av kommunens verksamheter. Kravet på individanpassning kan tyda på ökade möjligheter till deltagande. Då insatserna på daglig verksamhet har bristande incitament att nå reguljär arbetsmarknad kan fokus på insatser i verksamheterna hindra möjligheterna till deltagande i arbete för fokusgruppen / The last decades, prerequisites on the labour market have changed due to technical development and elevated demands on stress-resistance and social skills. We have distinguished a research gap in terms of examining the possibilities to attend the competitive labour market for adults with autism spectrum disorder in Sweden. The aim of this study is to examine regulatory documents from Stockholm municipality and how they describe requirements and ideals on their employees and which efforts they conduct. This to examine the possibilities for individuals with neuropsychiatric disabilities in general and autism spectrum disorder specifically to participate through employment within the municipality’s various functions. Our conclusion is that the demands on the employees tend to hinder participation in work for the focus group because of demands on social competencies and constant development of the organisations various functions. The demand on personal adaption could contribute to increase participation. Since the efforts within daily activities tend to lack incentives to reach the competitive labour market, a large focus on these efforts might hinder further participation in work for the focus group.

The aim of the study is to contribute knowledge and increase the understanding of teaching dance to students aged 16-18 with autism and ADHD in upper secondary school in Sweden by investigating teachers understanding of adaptation and the reason for students experiencing difficulties related to their diagnosis. The study also investigates the different strategies used by the teachers to adapt their teaching. The study uses a qualitative method and empirical data was collected through semi-structured interviews with four dance teachers. The data was analysed within the framework of a sociocultural perspective using concepts such as mediation, affordance and intellectual tools defined as given models for thinking. The results of the study show firstly that teachers’ understanding of different ways to adapt teaching and ways of understanding the reason for students experiencing difficulties, affects how they adapt and design their teaching. Secondly the study shows that the strategies used by the teachers mainly strives for making the teaching clear and predictable, to improve students’ self-esteem and to build good relationships to the students, and among the students. The study concludes that more knowledge about the subject is needed to further support the teachers in their work.