ABSTRACT

Our work deals with antisocial behavior among elementary school students between 7 and 16

years in the school environment. The aim of our study was to examine how school personnel

are experiencing antisocial behavior among students from a gender perspective. We were also

interested to find out what the school's staff has of the experience of the differences and

similarities between girls 'and boys' antisocial behavior. We used gender theory, when we

analyzed our individual responses to interview questions. We made six qualitative interviews

with low-and high school teachers, assistant principals, counselors and special education

teachers training in Kalmar County. We had 17 questions for respondents to answer. Based on

the responses we received in the interviews, we divided the issues into three themes; the

school staff's approach to antisocial behavior, what school officials consider to be the

differences between girls 'and boys' antisocial behavior and what school officials consider to

be the similarities between girls 'and boys' antisocial behavior. The results of the interviews

and literature study showed that informants felt that antisocial behavior occurred when pupils

do not follow regulations in school, if students do not come to school or do not want to go to

school and also pupils' rages. The informants also promoted the importance of absenteeism,

truancy, abusive behavior, self harm, concentration difficulties, delayed language and

bullying. The informants felt that there were more boys who had an antisocial behavior than

girls, as a consequence with antisocial behavior in a different way than with girls. They were

more specific to boys than they were against girls. With girls, they discussed more and used a

more emotional approach.