The purpose of this study was to investigate how the social workers work with the best interests of the child has changed since the incorporation of the Convention on the Rights of the Child(CRC) in 2020. It was also to see how their work with the child's right to participation, and how the social workersroom for action has been affected by the incorporation of the CRC. To answer the questions of the study, we chose a qualitative method. The collected data came from interviews with social workers who work in different areas and in different parts of Sweden. As a theoretical frame of reference, we used the concept of room for action and Lipsky´s theory of grassroots bureaucrats. The results showed that the more the respondents worked with children, the smaller the difference and the less they worked with children, the bigger the difference.Something that has changed since the CRC became law is that there has been greater clarity around the best interests of the child. Something that the study shows is how lack of resources has affected the work with the best interests of the child. The reason why those who work with children did not experience any difference in their work before and after the CRC became law is to some extent due to the social workers working method, the childs need in center (BBIC). / Syftet med denna studie var att undersöka hur socionomernas arbete med barnets bästa förändrats sedan inkorporeringen av barnkonventionen 2020. Syftet var också att undersöka hur socionomerna arbetade med barnets rätt till delaktighet, samt hur socionomernas handlingsutrymme påverkades av inkorporeringen av barnkonventionen. Som teoretisk referensram använde vi oss av begreppet handlingsutrymme samt Lipskys teori om gräsrotsbyråkrater. För att besvara studiens frågeställningar valde vi att använda oss av en kvalitativ metod. Empirin samlades in genom intervjuer med sju socionomer som arbetade inom olika områden inom socialtjänsten och i olika delar av Sverige. Resultatet visade att i de verksamheter respondenterna arbetade direkt med barn blev skillnaden i arbetet mindre medande som arbetade i verksamheter som inte vände sig direkt mot barn märkte större skillnad. En av skillnaderna respondenterna såg sedan inkorporeringen var att det blivit tydligare vad som är barnets bästa. Något som under studiens gång tydligt framkom var hur resursbrister påverkade arbetet med barnets bästa. Anledningen till att de som arbetar med barn inte upplevde någon markant skillnad i arbetet före och efter inkorporeringen av barnkonventionen som lag beror till viss del på arbetsmodellen Barns behov i centrum (BBIC).

The school has an anti-racist mission where teachers, especially social studies teachers, have a central role. Previous research shows, however, that the school often lacks in counteracting racism, which raises questions about how teachers see racism as a phenomenon and school as an anti-racist place. There is a lack of knowledge about how social studies teachers perceive the anti-racist work and whether and, in such cases, how they implement anti-racism within the framework of social science teaching. The purpose of this study was therefore to investigate social studies teachers' perceptions of and implementation of an anti-racist mission in upper secondary school. This was done through five semi-structured interviews which were analyzed with Michael Lipsky's (2010) theory of grassroots bureaucracy which is supplemented by Gert Biesta and Sarah Robinson's (2015) theory of cultural and structural factors, Nicholas Abercrombie, Stephen Hill & Brian Turners (2006) definitions of individual and structural racism and Emma Arnebacks (2012) identified courses of action against racism. The results show that no teacher has an explicit anti-racist attitude, but they perceive the task as aimed at counteracting students 'tendencies to express "problematic" thoughts or opinions, which is a description of purpose that is influenced by teachers' understanding of racism as an individual phenomenon. The attitude to the assignment is positive, but it is perceived to be fraught with challenges that arise partly because of a perceived limited scope for action, and partly because of the teachers believing that there is a measure of anti-racism in the teaching. The teachers also perceive the social studies teacher's special role in an anti-racist assignment partly negatively as it is described as becoming a workload. Criticism is directed at a deficient teacher education that structurally limits the anti-racist work as they feel that it has to a low degree equipped them with competence in racism despite the subject's special relevance, and partly because the entire teacher education was not characterized by this which could even the workload. The teachers believe that they implement the anti-racist mission, and the courses of action are mediating, democratizing, and partly relationally characterized where concrete strategies in social studies are to provide knowledge and practice critical reflection in the students. Important knowledge is mainly about democracy and human rights, and an important skill is critical thinking. The study's conclusions are that social studies teachers do not perceive the school as an explicit anti-racist place, but rather in an implicit way. The fact that the mission is not explicitly carried out can mean that anti-racism is lacking when knowledge of racism is limited, especially when a structural reflexivity is lacking. Although teachers may neglect different expressions of racism in school, the implementation is still often consistent with the curricula's formulations of the anti-racist mission.

A society for everybody mean that everybody shall participate in the society on equal terms. Individuals with disabilities shall reach a high level of participation in the society, especially in their own home. Previous science show there are difficulties for the individuals in an LSS home for adults to reach participation due to the law LSS (1993:387) about support and service for people with disabilitys. The purpose of this study is to examine the professionals experience of working with the right of participation for individuals at LSS homes for adults. To fulfill the aims of this study qualitative semistructured interwiews have been conducted. The selection passed one chief on low level, one care educator, three support pedagoges and two assistants.  The respondents were selected through the snowball method.  The theory of Grassroots bureaucracy and the theoretical concept Room for action and Empowerment were used. The theory and the theoretical concepts were used since they are connected to the aim of the study, previous science and the analyzed results of the study. The result shows that people with disabilities have difficulties to achieve participation in a LSS home for adults. Sometimes the lack of competence among staff about the user’s ability’s and how the staff must guideline the room for competence can be a hindered factor for user to participate in their LSS home for support and service.