Från ensamkommande barn till deltagande elev : En undersökning om hur Huddinge kommun, Annerstaskolan och AB Vårljus hjälper de ensamkommande barnen att integreras i skolan

Sammanfattning: Many children and adolescents up to the age eighteen come from other countries alone to Sweden to seek asylum. Sweden receives many unaccompanied children and the number of unaccompanied children is increasing every year. There are various reasons to why the unaccompanied children flee their homeland to come to Sweden. Many of the unaccompanied children come from countries such as Somalia, Afghanistan and Eritrea. The unaccompanied children’s families choose to send their children to Sweden to protect them from armed conflict and other social or political unrest going on in their homeland.  This essay aims to explore how the integration of the newly arrived unaccompanied children works in schools. The following questions in my survey I have assumed to achieve the purpose of this essay are, how does Annerstaskolan work to integrate the newly arrived unaccompanied students in school, how the staff at the accommodation, Vårljus, where the unaccompanied children live help these students integrate into school and how Huddinge municipality supports Annerstaskolan and other schools in Huddinge in their work to integrate the unaccompanied children. To achieve this purpose I have done qualitative research interviews and two days of structured non-participant observations in the preparatory class. The qualitative research interviews were conducted with the teacher in the preparatory class, Dan Fränkel, who is an officer in Huddinge municipality and Damir Tomic, who works at Vårljus accommodation.  Annerstaskolan is using the path that Peder Haug is describing as segregating integration (Haug, 1998). The option Annerstaskolan is using is that the child is being removed from the regular class and placed in a smaller group. The student is being removed from the regular class and placed into a preparatory class.