The purpose of this study, was to create a joint understanding of the research about problematic absenteeism in Swedish primary school. Through a system theoretic perspective see to the reasons, risks and the social worker's role. 14 articles were selected after a database search to fulfill the aim of the study. We opted for a scooping review as we considered it appropriate as a method for student- essays. We found that a system theory was suitable as we could identify four systems to describe how our found science described causes and risks concerning a problematic school absenteeism. These systems was the individual, the family, the school and the social worker ́s role. From the results we could read how research explains the causes of the problematic absenteeism, as both internal and external. Neuropsychiatric, mental disabilities and a sense of coherence were some of the internal factors stated, while teacher- student relations and relationships with friends were external factors that proved to affect students in to a problematic absence. It also emerged that the problematic absenteeism results in many risks for continued life. Everything from crime and addiction to poor mental health and keeping safe relationships. Social work was also considered to have a strong link with the problematic absenteeism, both in the current school situation, but also to a large extent after leaving school. The problems are complex and concern individuals as well as society, and in view of this, it is important to lift the problem and to continue to develop in the work with problematic absenteeism.

Denna studie undersöker orsaker till problematisk skolfrånvaro, hur språk och kommunikation kan ha betydelse för problematisk skolfrånvaro, samt hur mönstret kan brytas och frånvaro vändas till närvaro. I studien avgränsas undersökningen till problematisk skolfrånvaro kopplad till elever med neuropsykiatriska funktionsnedsättningar (NPF). Undersökningen vill ta reda på hur några skolor i en kommun arbetar kring elever i problematisk skolfrånvaro, om det finns en särskild handlingsplan för detta och huruvida man agerar utifrån den. Teoretisk ram för studien utgörs av relationellt specialpedagogiskt perspektiv, samt relationell pedagogik. Studiens data samlades in genom tre formella, semistrukturerade och djupgående intervjuer med vårdnadshavare, samt två surveyundersökningar online i form av enkäter, en till rektorer och en till specialpedagoger och lärare som arbetar med problematisk skolfrånvaro. Konklusionen i studien synliggör betydelsen av tidiga insatser, genuina relationer, samt individanpassade åtgärder. Resultaten visade att många orsaker till problematisk frånvaro samverkar, att språk och kommunikation är en central del i denna problematik, att skolor har goda rutiner och handlingsplaner vid problematisk frånvaro, samt att vikten av personliga relationer och specialpedagogisk kompetens i mötet med dessa barn behöver utvecklas. / This study investigates the causes of problematic school absence, how language and communication can be important for problematic school absence, as well as how the pattern can be broken and turn absence to attendance. In the investigation, the study is delimited to problematic school absence linked to students with neuropsychiatric disabilities (NPF). The survey wants to find out how some schools in a municipality are working on students with problematic school absence if there is a specific action plan for this and whether they act on the basis of it. Theoretical framework for the study consists of a relational special pedagogical perspective, as well as relational pedagogy. The study data was collected through three formal, semi-structured and in-depth interviews with custodians, as well as two surveys online, one to the rectors and one to special educators and teachers who work with problematic school absence. The study concludes the importance of early efforts, genuine relationships, as well as individualized measures. The results showed that many causes of problematic absence co-operate, that language and communication are key parts of this problem, that schools have good practices and action plans in case of problematic absence, and that the importance of personal relationships and special educational skills in meeting with these children needs to be developed.