Most internship periods go well. But sooner or later every school ends up in situations where they don't. A student is feeling unwell, a company withdraws the placement, or the tasks have nothing to do with the program. The way the school then acts is decisive.
When an internship is not working, the school's job is to quickly distinguish between small problems that can be solved through dialogue and serious problems that require a change of placement or action against the workplace. It's about the student's learning, their well-being and ultimately about trust in the entire internship system.
Why the school needs a clear process#
Without a process, individual coordinators and supervisors make individual decisions, often under stress. That leads to:
- different treatment of students depending on who happens to handle the case
- problems detected too late
- inadequate documentation if the matter is later reviewed
- uneven quality between classes and academic years
A clear process does not mean bureaucracy. It means that everyone knows what happens when the first signal arrives.
Common problems and how they differ#
| Type of problem | Example | How the school acts |
|---|---|---|
| Mismatch of expectations | The student finds the tasks boring | Three-party meeting and adjustment |
| Lack of supervision | The supervisor has no time | Clear dialogue with the workplace |
| Wrong tasks | Nothing to do with learning objectives | Demand for replanning or replacement |
| Work environment problems | Lack of safety equipment, high stress | Immediate dialogue, possibly replacement |
| Discrimination or harassment | Racist comments, sexual harassment | Immediate replacement and report |
| Personal crisis with the student | Mental health, family situation, finances | Support, possible pause or adjustment |
Every problem must be taken seriously. But the response should match the severity and what is possible to solve on site.
Early signals to listen for#
In the student:
- often calls in sick
- suddenly talks less about the internship
- shows decreased engagement in the classroom during the internship
- vague answers to "how is it going?"
- writes briefly or not at all in the journal
In the company:
- the supervisor is hard to reach
- the intern is mainly used for simple tasks outside the learning objectives
- no mid-term evaluation takes place
- the company postpones the teacher's visit
React early. It is always easier to solve a small problem than one that has grown over two weeks.
Step by step: the school's process for problems#
1. Confirm the signal and document it#
Note who signalled what, when and how. This forms the basis for all subsequent decisions. The documentation should be factual, not evaluative.
2. Talk to the student privately#
Before talking to the company, talk to the student:
- What has happened concretely?
- When did it start?
- How are you feeling?
- Do you want us to contact the workplace?
- Do you want to continue, change or pause?
The student should never be pressured to stay in a work environment they perceive as unsafe.
3. Talk to the supervisor and the company#
If the student approves, contact the workplace and describe the problem factually. Also listen to the company's view – the perspectives sometimes differ greatly.
4. Three-party meeting#
For most problems, a structured three-party meeting is the best way forward:
- school, student and supervisor in the same room or video meeting
- a clear agenda sent in advance
- concrete actions and timeline
- written summary after the meeting
5. Assess severity#
After the conversation, the school needs to assess:
- Can this be solved within 1–2 weeks?
- Is a change of placement required?
- Is a formal report required (Work Environment Authority, DO, police)?
6. Change placement when needed#
For work environment problems, harassment or repeated shortcomings from the workplace, the change must be quick. That means:
- end the internship at the current workplace
- find a new placement with the correct agreement
- assess whether part of the period can be credited
- follow up with the student more closely at the restart
7. Provide feedback to the company#
Even after a change has happened, the school should give the company feedback. It is about trust and about whether the workplace should be allowed to host more interns going forward.
When it's serious: harassment, threats or assault#
If the student is subjected to harassment, threats or assault, the school must act immediately:
- end the internship the same day
- offer counsellor support or other help
- document carefully
- file a child protection or police report when needed
- inform relevant teachers and the principal
- follow the school's equal treatment plan
The student must never return to the same workplace. The company should not automatically receive a new intern next term either.
What you as a supervisor at the company should do#
If you as a supervisor feel the internship is not working:
- contact the school early, don't wait until the period is over
- be concrete about what is not working
- suggest how you can adjust tasks or structure
- say so if you cannot provide meaningful tasks right now
It is better to end early through dialogue than to continue with an unclear situation.
How Prakto can help#
For schools it becomes easier to catch signals early when check-ins, journals and follow-ups are gathered in a digital internship platform like Prakto. When data is in the same place, it becomes easier to see patterns, document dialogue and act before a small problem grows.
Frequently asked questions about problems during internships#
How quickly should the school act when there are signs of harassment?#
The same day, or the next working day if the signal arrives in the evening or weekend. In acute situations the student should not return to the workplace without dialogue.
Must the student contact the company themselves about problems?#
No. The school can and should take the dialogue when needed. The student is never alone in a three-party relationship.
Does the time count if the student changes placement?#
It varies between programs. Some weeks can often be credited if the learning objectives are partially met. Assess individually and document the decision.
What does the school do if the company refuses to release the intern?#
The internship is based on voluntary participation. If the student wants to end it, it ends. The school stands on the student's side and manages the dialogue.
Can a company host interns again after a serious problem?#
That is the school's judgement. Smaller misunderstandings can be resolved through dialogue and new routines. For harassment or repeated shortcomings, the workplace should be paused until new conditions exist.
Conclusion#
Problems during an internship are not a failure – they are part of the reality of a system involving thousands of workplaces. What matters is how the school reacts: early, factually and with the student at the centre. Then even a difficult internship period becomes a learning experience for the student, the school and the workplace alike.
Sources#
- Skolverket – general guidance on APL and student work environment
- The Swedish Work Environment Authority – work environment responsibility for interns
- The Equality Ombudsman (DO) – guidelines for harassment in education and internships
- The Swedish National Agency for Higher Vocational Education (MYH) – quality and follow-up of LIA
