Children and young people with problematic school absenteeism, often combined with neuropsychiatric disabilities, are increasing in society. Librarians from Högsbo and Frölunda libraries attempted for two terms to gather such youth digitally for Shared Reading, but it proved challenging. The turning point came in the fall of 2025 when a special educator with students aged 12–15, all with extensive absenteeism and dual diagnoses, contacted Frölunda library for a study visit.
Librarian Linnéa Martinsson asked if they would like to try Shared Reading during the visit, which turned out to be a success. Shared Reading is a method with research support, particularly effective in meetings with people living with mental illness, involving reading aloud, pauses, and conversation without performance demands. Librarians Axel Anfält and Linnéa Martinsson have organized the meetings, and both are trained reading leaders.
For the method to work, clear frameworks and a calm environment are needed, with a spacious but delimited room, limited and predictable time, no requirement to talk, stress toys available, and one librarian as reading leader and another as 'sidekick' participating on equal terms. Everything is done to break with classroom structures that many participants associate with stress. Continuity and routine are an important part of the method, with participants always feeling welcome even if they miss one or more sessions.
The focus is on literature and the shared reading experience, with literature chosen to provide genuine reading experiences. According to Göteborgs stad, the young people have managed the step of getting from home to the library and an hour of reading with discussion, which has strengthened their self-esteem enormously. According to Göteborgs stad, librarians remind participants there is no pressure to talk, freeing them from classroom expectations.
According to Göteborgs stad, meetings at the library have felt important to participants because they wanted to come, not because they were forced. The number of young people who participated, their specific neuropsychiatric disabilities or dual diagnoses, the literature used, and the frequency of sessions have not been disclosed. Long-term outcomes beyond self-esteem also remain unconfirmed.