In recent years, a large number of refugee children have arrived in Sweden. In this article, 15 Afghan boys tell us about their normative longing for education and schooling (should), their experiences of school as an opportunity structure (being) and the resilience of their personal agency as regards succeeding in school (doing). Our empirical data indicate that, particularly thanks to the efforts of many individual teachers, the boys’ should, being and doing are connected and relatively strong. Nevertheless, school as an opportunity structure also entails challenges: an overly one-sided concentration on the Swedish language as well as frequent absence of multilingual classroom assistants, native language instruction, and inclusion. At the same time, the boys long for and work hard to achieve school success. Strong resilience is not individual, however; it works in connection with a preserved should and a strongly developed, activating being.

中文翻译：

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“我永远不想失去那个钥匙”：

近年来，大量难民儿童抵达瑞典。在这篇文章中，有15名阿富汗男孩向我们介绍了他们对教育和就学的规范性渴望（应该），他们作为机会结构的学校经历（存在）以及个人机构对成功学习（做事）的适应力。我们的经验数据表明，尤其是在许多老师的共同努力下，男孩们的应该，存在和做事是相互联系的，并且相对牢固。然而，作为机会的学校结构也带来了挑战：过于侧重于瑞典语，以及经常缺少多语种教室助手，母语教学和包容性。同时，男孩们渴望并努力取得学校的成功。强大的适应能力不是个人，然而; 它与保存的食物和强烈发育的活化存在有关。