Background: The curriculum for both adapted upper secondary school and adapted compulsory school states that everyone within the school must use the curriculum. Nevertheless, it is stated in the introductory chapter of the curriculum that the curriculum is aimed to all teachers and for all teachers. It shows an exclusion of other professions, including student assistants, which are so important for students in need of adaptations. Along with them, the school's goal is to provide the right conditions for the students and the conditions come from the staff but also from the collaboration meeting that the school staff has together with other professions and relatives of the students.Aim: The purpose of the study is to interpret and understand the picture of how student assistants at an adapted school, experience power structures and power relations that they may encounter in a collaborative process. The issues related to the purpose are: What perceptions do student assistants have about their participation and influence in a collaboration process and what perceptions do the student assistants have about their room for manoeuvre in a collaborative process.Methods: I have done a qualitative semi-structured interview study. Where I interviewed five student assistants.Results: The results show that the student assistants may participate before the collaboration meeting but not in the meeting. The results also show that they have room for manoeuvre that they can use when they encounter resistance in the operations.Conclusions: The result of the study showed that there is a balance of power based on mandate and status within the organisation because the educators and principals have the overall decisive decision-making.