‘We can make a difference’: School leaders’ claims about School-Age Educare in areas with socioeconomic challenges

The aim of this study is to explore how School-Age Educare Centers (SAEC) adapt to the circumstances and needs of pupils living in areas with socioeconomic challenges, and how SAEC can contribute to promote pupils’ continued learning and knowledge development for further education and for life. The Swedish school-age educare offers education and care for children aged 6-12 years old, before and after school. The following research question guides the study: What claims are made about the SAEC contribution to pupils in terms of subjectification and qualification? Data consist of 13 interviews with school leaders working in schools in vulnerable areas, neighborhoods at risk, and particularly exposed zones identified by the Swedish Police. Qualitative content analysis was applied. The study is theoretically grounded in Biesta’s concepts subjectification and qualification, which are used as aspects of education. This study contributes with nuanced descriptions of how the SAEC mission to compensate and complement is claimed to be put into practice. One conclusion is that school-age educare centers can make a difference in children’s life conditions and prerequisites for succeeding in school. Another conclusion is that school-age educare centers emerge as potential arenas for crime prevention.