The focus of the present study is on how a number of Swedish schools define and categorise students who have been exposed to different forms of abusive acts and violence at school. The empirical study was designed to explore six Swedish urban secondary schools. The results indicated a recurrent pattern in school officials' narratives, which is that officials often express difficulty defining the actual problem or crime. The results also revealled ambivalence when students' problems were taken over by other professionals. Reporting to the police and the social services was sometimes a relief, it can provide an opportunity for professional advice; at the same time the informants reported a lack of information and control during this process. Consequently, there was also a socio-political struggle involved in defining 'problematic' situations and solutions to relational difficulties.