The purpose of this qualitative survey is to create a deeper understanding of the school-age educare in Swedish schools, the language development for newly arrived students and what challenges there are, as well as how school-age educare teachers collaborate with guardians and other people in the school to be able to contribute to the language development of newly arrived students. We interviewed four school-age educare teachers from schools in the greater Stockholm area and analyzed the results from a social constructionist perspective and previous research in this area. The results from our study indicate that school-age educare teachers work with newly arrived students' language development in different ways, but there are shortcomings in terms of strategies, tools, methods, and processes. There is a need for skills development to improve this work. In addition, good collaboration between the staff and guardians is essential to achieve better results. Since newly arrived students have different needs and backgrounds, it is important to take this into account and strive for the right conditions so that a safe, inclusive social environment can be created. The school needs to work to find solutions for competence development and improved cooperation in their operations. A fascinating future research area focusing on the language development of newly arrived students is regarding tools, training, and frameworks for after-school teachers. It is about how modern digital tools such as Google Translate and AI services can support after-school teachers in creating a more inclusive learning environment.