Although school attendance in Sweden is mandatory, there are numerous absent students.Research studies have recognized that several of the absentee students have neuropsychiatricdisabilities. However, few studies have focused on the voices of these specific students.Therefore, this study focused on their experiences of being out of school. In-depth interviewswere performed with an interpretive phenomenology approach. Three themes emerged. Thefirst was a need for supportive structures and relationships; all of the students had long historiesof problematic schooling and described supportive structures and relationships with to teachersand peers as important to them. The second theme was a gendered understanding of the schoolabsences; there were gender differences in the students’ understanding, and the studentsdescribed their self-image and confidence as having been harmed by their failures in school,which caused the boys especially, to develop defence strategies. The third theme was a need tohave only a few secure relationships and to be taught in a smaller context. The study alsoillustrates the value of listening to students, partly because they know themselves best butmostly to show them respect and give them power over their own lives (i.e., empower them).The results are important for researchers and practitioners since the study provides in-depthknowledge on which areas the students felt were important and increased understanding of howthe students experienced their situations