| Summary: | Bland andra Skolverket och EU:s barnkonvention stadgar att staten har ansvar för att barn och unga ska ha en trygg uppväxtmiljö. Skolan utgör en stor del av uppväxtmiljön och på vissa skolor har man tillsatt insatsen elevcoach. Syftet med studien var att undersöka elevcoachers funktion inom högstadieskolan. Studien hade utgångspunkt i professionsteori och salutogent perspektiv. Genom kvalitativa intervjuer med tre elevcoacher och tre lärare gav studien resultatet att elevcoacher kan räknas som paraprofessioner, men inte som den klassiska definitionen av professioner. Elevcoacher beskrevs ha en tryggande roll och funktion både för elever och personal. Det framkom även av studien att elevcoacher upplevdes ha en avlastande funktion för lärare. Dock antydde informanterna på att elevcoachernas arbete inte alltid respekteras av övrig personal. Elevcoacher beskrevs ha betydelse både för elevers välbefinnande och skolresultat. Slutligen presenterades att elevcoacher som insats är betydelsefull och uppskattad av informanterna, som har erfarenhet av insatsen. === Student coaches in upper secondary schools -What function and significance do they have? Among others The Swedish Agency for Education and The EU Children’s Convetion determines that the government has a responsibility for children and youth to have a safe growing environment. The school is a major part of children’s living environment and in some schools the function and staff category student coaches have been added. The purpose of this study was to examine what function student coaches have in upper secondary schools. The study was conducted through qualitative interviews with three student coaches and three teachers, and the collected data were analyzed using profession theory and a salutogenic perspective. The results show that student coaches can be characterized as so-called para professions. Student coaches was described as having a supportive and calming function for students and teachers in upper secondary schools. However, the informants described that the work of student coaches was not always respected or understood by teachers and other adults. Student coaches were perceived as important, both for the well-being of the students and for the improving of their school results.
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