Abstract
This paper presents the findings of a study investigating School-Age Educare (SAE) teachers’ conceptions of care and care practices and how these conceptions of care and actual practices relate to pupils’ needs. The study is based on observations and interviews with two experienced SAE teachers and one young teacher in a Swedish SAE centre, working with pupils between 9–11 years old. The study was undertaken between March 2018 and April 2019, and provides insight into different forms of care and caring practices. The study also shows that pupils nowadays, according to the teachers, have needs that were previously met by their families. The teachers’ conceptions of the importance of a well-functioning group and pupils’ needs to be able to share their feelings, dreams and worries and to value each other’s differences were also salient findings of the study.
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