This investigation focuses the situation for students in Swedish compulsory schools who do not receive enough support in their school work compared to the amount school staff consider they need. The study is based on a qualitative study of the work of ten schools where about 50 professionals and 25 students and their parents have been interviewed. Despite the fact that the investigated schools are very different from each other, it is possible to distinguish a group of students whose need for support is often forced to become a low priority when resources are being allocated. These students are usually described as quiet, shy and reluctant to take initiatives. They have problems concentrating, are often poor readers and do as well as they can but do not stand out. Some of those interviewed feel that schools have difficulties in resisting pressure from forceful parents who assert their children's right to support. As resources are limited the unobtrusive parents are the ones who get the least attention and as a result their children become the losers in the battle for resources. The results also point out the importance of different school cultures and approaches for students who have different types of difficulties. It can be a question of language, speech, official or unofficial communication. In a reactive culture, communication is selective and informal and opinions about students are often based on vague assumptions and preconceived ideas. One of the characteristics of a proactive culture is professional communication in which language is used respectfully and characterised by confidence in the development potential of the individual.