“You really want to call it equal, but it really is not” : A qualitative study about how teachers experience the conditions for conducting education at SiS homes

The purpose of this study has been to examine how teachers at Swedish SiS homes perceive theconditions for conducting education at special youth homes compared to the “regular” school,focusing on the challenges of conducting education and the education equivalency. The studywas conducted by using a qualitative method through semi structured interviews with five activeteachers at a specific SiS home.The result shows that the teachings at SiS is heavily affected by external frameworks, that isn’tas commonly occurring or isn’t occurring at all in the “regular” school system, but which carriesa heavy impact on education. Security aspects, lack of qualified teachers, limited access toexpedient facilities and the uncertainty regarding the students placement times and their priorschool information are recurring challenges that are raised by the teachers. These externalframeworks have a negative effect on educational equality compared to the “regular” schools.The analysis shows that the education at SiS homes are governed by more, stricter and morecomplex structural factors than in “regular” schools, which affects the possibility of executingeducation equivalent to that outlined by the Swedish curriculum.The study contributes insights into the structural and physical challenges that affects theeducation at SiS, as well as how education at SiS compares to the teachings in “regular” schoolsin terms of educational equality.