The aim of this study was to get insight into refugee children’s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant’s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children’s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction. The study is based on the qualitative interviews of four refugee children attending the class 7 and 9, two girls and two boys. The result of the study has been analyzed with a sociocultural- narrative- and a hermeneutic perspective in order to answer the study’s questions.

The study shows that the refugee children experienced the time in the preparatory class as positive. They partially developed their Swedish language and felt a strong belonging and solidarity towards their class mates. The transition from the preparatory class to the ordinary class is described as partially problematic, as they felt that they were partly socially excluded. The refugee children’s descriptions of the school situation can be interpreted as pedagogical and socially exclusion. A conclusion from this shows that preparatory classes activity must be more reflect upon how the newly arrived experience their situation in school. A development is needed and the school staff need to reflect upon their tutoring and what approach that needs to be used on the newly arrived.