Jämställdhet är en central del av skolans värdegrund enligt Skolverket. Trots detta visar resultat från Skolenkäten 2023 att många elever, särskilt flickor, känner sig mindre trygga i skolan och inte kan vara sig själva i samma utsträckning som pojkar. Bemötandet mellan lärare och elever spelar en nyckelroll i att skapa trygghet och meningsfullhet i undervisningen. Skolverkets rekommendationer betonar vikten av ett positivt bemötande, men inte i direkt relation till genus, vilket behöriga lärare bör ha god kännedom av genom sin utbildning. Det är därav intressant att undersöka hur fritidslärare förhåller sig till bemötande utifrån ett genusperspektiv. Denna uppsats undersöker hur fritidslärares personliga erfarenheter av genus och bemötande påverkar deras interaktion med eleverna genom intervjuer med fyra yrkesverksamma fritidslärare. Studien utgår från ett teoretiskt ramverk, som analyserar genus utifrån informanternas individuella syn på genus, strukturella genusnormer som förekommer i fritidsverksamheten samt samspelet emellan dessa. Genom tematisk analys av intervjudata syftar studien till att identifiera faktorer som påverkar fritidslärarnas bemötande och hur deras förståelse för genusperspektivet påverkar deras reaktioner, med huvudsyftet att klargöra deras uppfattningar och betydelse av detta perspektiv. I resultatet framgår det att informanterna huvudsakligen associerar begreppet genus med traditionella könsskillnader, snarare än med bemötande, vilket antyder en bristande koppling mellan deras förståelse av genus och deras praktik i social interaktion med eleverna. Samtidigt observeras en strukturell könsuppdelning både bland personalen och barnen i valet av aktiviteter, vilket kan påverka barnens beteende gentemot varandra och spegla en brist på verktyg och gemensam värdegrund för att hantera genusrelaterade problem i fritidsverksamheten. Resultaten av studiens jämförs med de av tidigare forskning, svagheter och styrkor i valet av metodik diskuteras, samt vidare forskning och bidrag till professionsutvecklingen. / Gender equality is a central part of the school's values according to the Swedish National Agency for Education. Despite this, in the School Survey 2023, many students, especially girls, stated that they feel less secure in the school environment compared to boys and expressed challenges in freely expressing themselvesfreely. The interaction between teachers and students plays a key role in creating a sense of security and meaningfulness in education. The recommendations of the Swedish National Agency for Education emphasize the importance of positive interaction, but not directly related to gender, which qualified teachers should be familiar with through their education. Therefore, it is interesting to examine how leisure-time educators relate to interaction from a gender perspective. This thesis examines how leisure-time educators' personal experiences of gender and interaction affect their interaction with students through interviews with four practicing leisure-time educators. The study is based on a theoretical framework that analyzes gender based on the informants' individual views on gender, structural gender norms that occur in leisure activities, and the interaction between these. Through thematic analysis of interview data, the study aims to identify factors that affect leisure-time educators' interaction and how their understanding of the gender perspective affects their reactions, with the main purpose of clarifying their perceptions and importance of this perspective. The results show that the informants mainly associate the concept of gender with traditional gender differences rather than with interaction, suggesting a lack of connection between their understanding of gender and their practice in social interaction with students. At the same time, a structural gender division is observed both among the staff and the children in the choice of activities, which can affect children's behavior towards each other and reflect a lack of tools and a common value base for addressing gender-related issues in leisure activities. The results are compared with those of prior related research, strengths and weaknesses of the study's methodology are discussed, as well as further research and contributions to professional development.

This thesis provides an overview of spending leisure time by a pupil of a lower secondary school at the level of organized activities. In the theoretical part the important terms, such as leisure time, leisure time education, leisure time teacher, are defined. In this part, a pupil of a lower secondary school and a gifted pupil are characterized, the sense of leisure time activities at the level of organized activities is mentioned and finally the educational facilities for leisure education and leisure facilities used by pupils are listed. The empirical part provides a list of various leisure time institutions which the city of Příbram offers and it also presents an elaborated research survey, which is subsequently evaluated using statistical functions into tables and graphs. Among other things, as a part of my teaching specialization, in addition to other leisure activities, I incorporated in this work a part aimed at natural and technical leisure activities that are helpful in educating gifted pupils as a future generation and who are a real shortage in this area.