The aim of this study is to answer one question: How can teachers work with gender equality in teaching with the help of socially oriented subjects? To be able to achieve the purpose of this study a search was made in several databases with some keywords in restriction. There are various scientific texts selected for our research. To get the most useful scientific texts we used English while searching to get a successful finding of relevant texts. The texts have different perspectives to problematize and dispute the issue. A review of the data also illustrates the complexity and lack of clear answers to the key question. The results show many different approaches but a certain denominator is the teacher- student relationship. It really requires an understanding of gender equality and teachers´ commitment for change.    The study showed that Swedish teachers and schools have a completely different approach to equality   compared to other countries such as New Zealand and England. In Sweden, the teacher saw the gender   equality task as very important, but also considered that we have some way to go and much to improve   as it is not completely equal. In New Zealand and England they described that girls were one way and   boys another and described how a girl should be and also how a boy should be. Another study   showed that by having surveys and themes, it contributed to a learning environment where gender    equality came up more and was discussed with the students. Sweden is one of the top countries that   works based on gender equality in its education.

Gender equality is a fundamental pillar of democracy, and its absence significantly impacts societal development. Educational institutions play a central role in fostering democratic citizens who actively champion gender equality. The principle of equal rights and responsibilities is integral to the educational mission, placing a significant onus on schools and their staff (Skolverket.se). From an early age, children encounter gender stereotypes, presenting challenges for gender equality efforts in childhood and education. These challenges persist into adulthood, emphasizing the crucial role of schools in shaping ongoing progress towards gender equality. The aim of this thesis was to investigate whether professional teachers employ diverse strategies to fulfill the Swedish National Agency for Education's guidelines on gender equality. Additionally, we aimed to explore the challenges, difficulties, and opportunities encountered by these teachers in implementing their strategies. Our research drew upon gender theory, incorporating key concepts such as gender systems and gender contracts to comprehend and analyze gender equality issues. Compensatory pedagogy also played a vital role in understanding teachers' chosen strategies. Furthermore, leadership and collegial collaboration were essential components of our investigation, revealing significant disparities in how gender equality issues are addressed in the various schools where our semi-structured interviews were conducted. We interviewed 5 practicing teachers from three different schools, and through comprehensive data collection and analysis, we discovered that the concept of gender equality is complex. There are both similarities and differences in the strategies used by teachers, and schools encounter distinct challenges in their gender equality initiatives. However, a common theme among all teachers was their dedication to establishing and maintaining a gender-equal classroom and school environment. We extend our gratitude to the 5 teachers who participated in our interviews, contributing to a deeper understanding of gender equality issues. We also express our thanks to the university and our supervisor for their invaluable support throughout the entire process.

De samhällsorienterande ämnena ligger till stor del i grund för att skapa ansvarstagande medborgare i dagens samhälle. Elever inom autismspektrumet har generellt svårt med sociala interaktioner och kunskapskraven för de samhällsorienterande ämnena i grundskolan årkurs 4-6 kräver att man ska diskutera, resonera, jämföra och analysera. Hur hjälper och motiverar verksamma lärare dessa elever att bli ansvarstagande medborgare genom att nå upp till kunskapskraven i de samhällsorienterande ämnena? Hur ser problematiken ut för elever inom autismspektrumet och hur upplever lärare den problematiken? Syftet med studien är att ta reda på hur verksamma lärare anpassar sin undervisning för att motivera elever inom autismspektrumet att nå upp till kunskapskraven inom de samhällsorienterande ämnena i grundskolan årskurs 4-6. Studien vilar på ett sociokulturellt perspektiv och kvalitativa intervjuer används som metod. Resultatet visar att anpassningar som lärare använder för att motivera elever inom autismspektrumet att nå upp till kunskapskraven i de samhällsorienterande ämnena stämmer överens med det tidigare forskning visar.