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In Sweden, children residing in the country without a permit has had access to schooling since 2013. Yet, only a few people have taken the time to do research on the topic and evaluate the policy change that gave these children right to attend elementary and upper secondary school. This essay adopts an administrative politics-perspective to evaluate their schooling based on a goal-fulfilment criterion. The goals are then used as a reference with which to compare the real policy effects. To gather information about the policy effects, six interviews were performed with centrally given actors within Uppsala municipality, Sweden. The first goal of reference in this thesis is presented in Swedish school law and government bill; all children shall have access to basic schooling. The second goal of reference is that these children’s education should be equivalent to that of other children in the country. This means that they have should have access to the school resources necessary for them to fully participate in their education. Generally, one can see that the achievement of these goals is questionable in Uppsala municipality. This result can also be generalised to a nation-level, with the help of the Swedish School Inspectorate, and thus demonstrating that the issues with the goal fulfilment in Uppsala municipality is strongly dependent on the lack of effective nationally stipulated measures and strategies.

1 juli år 2013 trädde en ny skollag i kraft i Sverige. Den nya lagen ger papperslösa barn i Sverige rätt till utbildning. Detta gäller både om barnet har fått avslag av Migrationsverket på sin uppehållstillståndsansökan och om barnet lever gömt och inte sökt uppehållstillstånd. Idag har papperslösa barn rätt till utbildning men detta innebär inte att dessa barn har en skolplikt, utan det avgör barnet själv eller familjen till det papperslösa barnet om rätten ska nyttjas. Denna valfrihet leder till att flera papperslösa barn inte utnyttjar sin rätt till utbildning. Det finns flera orsaker till detta som exempelvis att många papperslösa familjer inte känner till den nya skollagen och att polisen de facto har rätt att omhänderta en papperslös elev från skolan. Då det inte existerar någon garanti för att den papperslösa elevens trygghet i skolan väljer många papperslösa familjer bort denna rättighet på grund av rädslan att barnet skall bli omhändertaget av polisen. I samband med detta har vi identifierat olika dilemman för lärare, dilemman som uppstår vid en sammanstötning mellan lärares yrkesetik och lärares lagstadgade plikter såsom anmälningsplikt. I Sverige har lärare en skyldighet att anmäla, om de misstänker eller får kännedom om att ett barn far illa skall de meddela socialtjänsten. Denna anmälningsplikt orsakar ett stort dilemma för lärare då konsekvensen av en anmälning kan bli förödande för den enskilde papperslösa eleven och dennes familj. För att få en klarare bild av lärarnas dilemman utförde vi intervjuer med olika lärare på Skånska skolor. Vid intervjutillfällena fick vi förklarat för oss att dilemmat med anmälningsplikten och skyddande av papperslösa elever är någonting som lärare fruktar. Utifrån Barnkonventionen, lärares yrkesetik, tystnadsplikt samt specifik skolsekretess kan lärare skydda den enskilde papperslösa eleven. Dock så finns rädslan kvar bland lärarna om vad som händer om en specifik situation leder till att socialtjänsten måste kontaktas. Resultatet av analysen ger en bild av att lärares yrkesetik inte är så stark som andra yrkesetiker, således kan lärare stå upp mot andra myndigheter och neka deras begäran om tillträdde på skolan. / July 1 2013 a new law entered into force in Sweden. The new Education Act gives undocumented children in Sweden right to education. This is regardless whether the child has been rejected by the Migration Board on their residence permit application and shall be rejected or if the child lives in hiding and has not applied for a residence permit. Today, undocumented children's right to education does not mean that undocumented children have a school attendance, this determines the child himself or the family of the undocumented child´s the right to be utilized. This choice leads too many undocumented children do not exercise their right to education. There are several reasons for this, such that many undocumented families are not aware of the new Education Act, but also that the police actually have the right to seize an undocumented student from school. Then there exists no guarantee that the undocumented student's safety at school, many undocumented families declines this right because of the fear of being found and cared for by the police. In connection with this issue, we have identified various dilemmas for teachers, dilemmas that arise when there is a clash between teachers' professional ethics' and teachers' statutory obligations such as notification requirements to authority. In Sweden, teachers have an obligation to notify if they suspect or become aware that a child is being abused to social services. This notification requirement causes a big dilemma for teachers as the consequence of a notification can be devastating for the individual undocumented student and their family. To get a view of the teacher's dilemmas, we conducted interviews with teachers from Skåne. In the interviews we got told by teachers that the dilemma with the notification requirements and protection of undocumented students is something that teachers fear. Thanks to the Convention of Children´s Rights, teachers' professional ethics, teacher´s obligation to observe silence and confidentiality that exists at the school, teachers can protect the individual undocumented student. However, there are fears remain in the teachers about what happens if it comes to the situation where a claim must be made to social services. The results of the analysis gave us that the teachers' professional ethics is not as strong as other professional ethics so that teachers can stand up to other authorities and deny their request for the entry of the school.