In this paper, I draw on interview data from an ongoing study with school staff about theirexperiences of working with involuntary social isolation in Swedish elementary schools. I discuss the experiences of teachers, special pedagogues, social pedagogues, and school counselors working in socio-economically heterogeneous areas. Since the beginning of the 1990s, ways of teaching and learning in Swedish schools have changed significantly (Skolverket, 2009). The changes in the Swedish school system (and other counties school systems as well) can be understood as a the, "changing view about what education is, what education is for, and how education should be shaped" (Dahlstedt & Fejes, 2019, p . 2). "Learning has thus "become an individual project" (p. 39). Overall, schooling, as well as perceptions of schooling – both in terms of knowledge goals and democracy goals – has changed in the direction of individualization and that there has been a shift in responsibility from teachers to students in Swedish primary schools (Skolverket, 2009). In relation to this background, I pose three questions: What are school staff’s experiences school loneliness, and social isolation, and bullying as phenomena in school?How can school loneliness, social isolation and bullying be understood beyond the individuals directly involved?What do school staff’s experiences mean for the preventive work against school loneliness, social isolation and bullying? The findings suggest that school loneliness and bullying is perhaps not so much about individual students withproblems, rather in difficulties underpinned by contextual aspects of schooling and societal norms, such as about perceptions of responsibility of school, teachers, pupils and parents.