<p>To this date there are 14 major armed conflicts, four of which are defined as war. Every day several people come to Sweden as asylum  seekers and refugees looking for a residence permit in Sweden. This paper is about the children who receive a residence permit in Sweden and attend Swedish schools. Many of these children have experienced trauma – damage to the psyche after a traumatic experience.</p><p>From two qualitative interviews of a principal and a counselor at a school in Järfälla municipality, and three teachers at the same school, I studied what trauma management at this school looks like. Furthermore, the paper seeks to examine whether there is collaboration between the school and BUP (child and youth psychiatry) for the students who need psychological support to overcome their problems.</p><p>The school in my study has no cooperation with BUP, but did have previously. This cooperation was shut down because of the cost cuts. The school in my study has no real trauma management but will send a referral to the BUP after consultation with parents if such a need is believed to exist.</p><p>The essay is written with a crisis of educational perspective, which means that I spent part of my theory of teaching crisis in the analysis. The crisis pedagogical approach is designed to give teachers the opportunity to help students with trauma to bring new educational opportunities out of a crisis or a trauma. The conclusion from this perspective was that a crisis educational plan is difficult to use for newly arrived refugee children because they rarely have the ability to communicate so well that a crisis educational plan would work.</p>

To this date there are 14 major armed conflicts, four of which are defined as war. Every day several people come to Sweden as asylum  seekers and refugees looking for a residence permit in Sweden. This paper is about the children who receive a residence permit in Sweden and attend Swedish schools. Many of these children have experienced trauma – damage to the psyche after a traumatic experience. From two qualitative interviews of a principal and a counselor at a school in Järfälla municipality, and three teachers at the same school, I studied what trauma management at this school looks like. Furthermore, the paper seeks to examine whether there is collaboration between the school and BUP (child and youth psychiatry) for the students who need psychological support to overcome their problems. The school in my study has no cooperation with BUP, but did have previously. This cooperation was shut down because of the cost cuts. The school in my study has no real trauma management but will send a referral to the BUP after consultation with parents if such a need is believed to exist. The essay is written with a crisis of educational perspective, which means that I spent part of my theory of teaching crisis in the analysis. The crisis pedagogical approach is designed to give teachers the opportunity to help students with trauma to bring new educational opportunities out of a crisis or a trauma. The conclusion from this perspective was that a crisis educational plan is difficult to use for newly arrived refugee children because they rarely have the ability to communicate so well that a crisis educational plan would work.

The aim of this essay is to examine preschool teachers’ knowledge and expertise in the approach  to children who are experiencing crisis and trauma. Our research aims to explore if the preschool  teachers’ methods in the work with small children in crisis are theory-based, and if not - what  kind of knowledge do they have to stand on in the meeting with children in crisis and trauma.  We have interviewed six pre-school teachers with various amount of time of work experience  in the preschool. We used semi-structured interviews with questions formulated with the intent  to get a wide perspective of the preschool teachers experiences in the matter. Our theoretic  approach is “Krispedagogik” by Raundalen &amp; Schultz (2007), with an immerse in Juul &amp;  Jensens book “Relationskompetens” (2009). We find it necessary to complement Krispedagogik based on that the book Krispedagogik is mainly designed to function with older children in  school while the meeting and work with younger children is in more need of caring and a closer  relation with the teachers - therefore are we using Relationskompetens as a complement. The  results are presented under the subheadings: Routine - Security, To see the child - the childs’  needs, and Parent collaboration. These are the concepts we mainly have seen in the interviews,  and they are also found in the theories we are grounding our analysis on. We found features of  crisis pedagogy (krispedagogik) in the way the pedagogues described their work with children  in crisis although none of them used the term in their answers. The relations between the  pedagogue and the parents and foremost the children are the foundation in their work. Their  view on their task as a pedagogue is that they are an important person in the child’s life, and  they implement their educational tasks accordingly.