This article aims toward the examination of the students lived experience of being a school absentee, as well as their own description of possible ways back into school – experiences that are put into the context of the field of schools inSweden today; arguing that lived experiences at an individual level are shaped by the social relations in the schools as well as the social relations of the society as a whole. Previous research concerning students absent from school has identified children and youth with different neuropsychiatric disabilities as a group at special risk. The consequences of a failedor interrupted school career can be severe, where the individual can be faced with different kinds of psychosocial problems as well as a risk of exclusion from society – an exclusion that is a cost for both the individual and society. A neuropsychiatric disability can make it harder to cope with the conditions which apply in school, especially the unwritten social rules and the ability to create beneficial relations with other students and personnel. Though the awareness regarding school absenteeism and its potential effects has increased, few research studies have addressed the stories of absentees with neuropsychiatric disabilities, as well as their understanding about being absent. In order to achieve this, in-depth interviews were performed with an interpretive phenomenology approach, a method that allows the researcher to capture informants own experience and perspectives. The interviews were conducted during spring 2014, and participants were seven students from a small northern municipal. All the students had a history of a problematic school absenteeism and participated in a local school absenteeism project. Bourdieu’s field theory was used to analyse the empirical data, due to the argument that school absenteeism needs to be understood both in terms of individual and societal challenges. The following themes did emerged from the students stories: 1) a school failure that was incorporated in the self-conception (an opaque habitus), 2) a lack of social context and secure relationships with both peers and school personnel (in relation to social and cultural capital) and 3) a described alienation caused both by the individual’s difficulties to deal with the rules of the field, and by a school setting that wasn’t adjusted by the students’ need of support. This can be thought of as an absence of an inclusive approach, as well as a lack of knowledge about the requirements of an educational organization able to comprehend students with a neuropsychiatric disability. An understanding of the students’ needs as well as knowledge of the social context and its conditions is important and may increase the schools' ability to build inclusive environments for all students, not only those with neuropsychiatric disabilities.