That pupils succeed in school is an essential protective factor for their social establishment as adults. For pupils to complete school, efforts are not only required within the school. It is also about prevention and promotional efforts outside the school's responsibility. More precisely, it is about coordinating efforts primarily by actors other than the school. Collaboration models are about creating a lasting structure to better coordinate the government sector regarding pupils who must function beyond individual government assignments and policy areas. The overall purpose of the present study is to investigate cross-border coordination and collaboration between professionals in Sweden that strive to create added value for pupils in the school who have norm-breaking behavior. In this context, it means harmful and destructive behavior that, in various ways, means that the rules and norms of the society in which the individuals' lives are violated. It can be anything from seriously breaking parents' rules, truancy, stealing, stealing, and doodling (non-aggressive norm-breaking behavior) to more serious offenses such as fighting and threatening staff and other pupils in school. More precisely, the study aims to explore the implementation process of two organizational models that intend to provide increased support to pupils with norm-breaking behavior in school and contribute to completed schooling and social justice. One model has been created on a national level and a local level. The study also intends to investigate whether public, group, and individual cooperation can create representative added value for the pupils. RQ 1) what organizational processes can be identified locally at school? RQ 2) What organizational processes can be identified on the regional level in the municipality? RQ 3) In what way do the levels connect? RQ 4) If and how does cooperation create social value for the pupils?

The project is built around three types of data collection: focus groups, semi-structured interviews, and document analysis. Regarding Poole and Van de (2004), planned and emergent organizational change is often seen as the opposite. Still, studying the processes of relationships can also be fruitful since each other can stimulate and initiate them (Jacobsson, 2017). A narrative strategy involves constructing a detailed story based on the data collection. According to Pentland (1999), the narrative is a step to create a chronology, organize the data, and interpret it theoretically for further analysis according to Poole and Van de Ven's (2004) four ideal types. We will use Pickering's (1995) concepts; intention, resistance, and support from Jacobsson's (2017) activity, actions, change, and improvement. The construction of these concepts derives from Van de Ven (2007), who argues that process studies are built up around events and activities that lead to organizational change.