This qualitative study investigates how after-school teachers handle conflicts between students and what methods are used in three municipalities: Stockholm, Huddinge, and Botkyrka.Through interviews with five after-school teachers, empirical data has been collected and analyzed based on three theoretical perspectives: behaviorism, constructivism, and Vygotsky's sociocultural theory.

The results show that mediation, working within the zone of proximal development, and behavior modification are the most commonly used strategies. Mediation is highlighted as particularly effective, as it promotes dialogue and cooperation. The study also shows that teachers combine practical methods with a relational approach where adult presence, empathy, and respect are central.

The theories have contributed to interpreting the teachers’ reasoning about conflict management and how their approaches support students’ social and emotional development. The study concludes with suggestions for further research, including observations and students' perspectives.