The primary aim of the proposed study was to understand the challenges faced by unaccompanied children during the integration into the Swedish education system. For this purpose, the following research questions were raised: What challenges are central to the integration of unaccompanied children in the Swedish education system in Jönköping area? How do the schools manage this process and what kind of strategies do they use? 

To gain more knowledge, the Ecological Systems Theory by Bronfenbrenner as a theoretical framework was applied. The empirical analysis was conducted based on ten semi-structured interviews with the unaccompanied children and teachers from the same high school. 

The results showed that various factors, such as the cultural and educational background of children, children’s age, family, living circumstances, language education significantly influence the integration process of the students into the school system. Both participants emphasized the role of teachers as central agents in facilitating this process. 

The research aimed to contribute to SDG 4 of the 2030 Agenda.