Abstract 

This study examines the relationship between school segregation and residential segregation with a focus on Malmö municipality and the compensatory work of the Rosengård school. Through a qualitative examination of the case, Rosengård school approaches to preventing inequality in the school environment are analyzed. The information presented includes a document from the primary school administration, statistics from the city of Malmö, and interviews with two teachers. The study is based on Pierre Bourdieu’s theory of social reproduction, where the concepts of habitus, capital and field are used to analyze the school’s structural and pedagogical measures. The results show that methods such as increased study calm, language- developing teaching, and individual adaptation led to changes in students' habitus and future outlook. The study also points out that successful measures at Rosengård School can serve as inspiration for schools in similar socioeconomic contexts. The study points out the importance of locally adapted strategies and the need to understand the mechanisms of segregation from a political science and structural perspective.