Denna studies syfte var att få mer kunskap om de erfarenheter som speciallärare undervisande i årskurs 4–9 har av att kartlägga, identifiera hinder och erbjuda stödjande insatser som främjar elevers matematikutveckling. Semistrukturerade intervjuer tillämpades och 12 speciallärare i matematik deltog. Studiens resultat indikerade på att speciallärarna arbetade mångsidigt med kartläggning, identifiering av hinder och främjande av elevernas matematikutveckling. Samarbetet mellan speciallärare och lärare genom dialogtid ansågs vara en framgångsfaktor. Hinder som identifierades inkluderade organisatoriska utmaningar och svårigheter kopplade till elever och undervisning. Tidsbrist var en faktor som påverkade speciallärares arbetsuppgifter. För att skapa gynnsamma förhållanden för inlärning betonades vikten av en tillåtande och trygg lärmiljö. Resultaten visade att elever fick stöd på olika sätt, och att intensivundervisning var en effektfull insats. Ett gott samarbete mellan matematiklärare och speciallärare gynnade det gemensamma uppdraget, men tid var en begränsande faktor kopplat till organisatoriska utmaningar.

The school is an important actor in creating good future opportunities for children and youths, but despite the school's duty, the school absence is common in the municipal school. The purpose of the study was to illustrate how schools in Halmstad municipality work to promote school attendance and how they work to prevent pupils from ending up in a school refusal problem in elementary school, grade 7-9. The relational perspective, sociocultural perspective and sense of coherence (SOC) has been applied as a theoretical basis to get an understanding of how schools handle the complex situation of absence. The study has used a hermeneutic basis where conclusions have been drawn from an abductive approach. With the qualitative design, empirical data has been collected through four semi-structured interviews. The empirical work has then been analyzed through a qualitative content analysis, which resulted in three main categories that account for how the schools relate to absenteeism and meet pupils with interventions and measures to deal with the problem. The analysis resulted in the categories: Organizational efforts and approaches, Pedagogical efforts and measures for participation and Prerequisites for presence through the social environment. In summary, all schools attempted to maintain preventive and promotional efforts based on an organizational, pedagogical and social level at an early stage, where relationships were seen as the prime condition for promoting presence and preventing absence.