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Tyst i klassen (2025) Season 1 Episode 2- Part 2- A Cult-Like Culture
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00:00Hello parents and students. We're so pleased that you're considering International
00:07English School. Choosing a school is an important decision. You need to find the
00:12best school for you and your family.
00:14It was very structured to go in lead before you go in the classroom and not sit down before you have said hello to the teacher.
00:21What would you call them Mr. and Miss? It was just new.
00:25Everyone would be happy and behave well.
00:28When Barbara Bergstrom founded IS, she was convinced that every child can succeed if they're given the right conditions.
00:37They never listen to us. We don't exist anymore.
00:40Starting with a safe and calm learning environment. That conviction still guides the daily work in our schools.
00:49The problem doesn't fix us. It's as much as you forget it.
00:53We've all worked together to create a safe and calm learning environment and a strong school culture.
01:02With tough love, with holding the students accountable, that enables the students to reach their full potential.
01:12The students at the largest free school in Sweden tell them once upon once that they are sexually impaired.
01:20But no one acts.
01:22This company has a culture that is like sect.
01:26It's your own responsibility to keep you apart from them.
01:30We were upset from the children. We were upset from them. We were upset from them.
01:34And so I love that nobody listened to them.
01:38This school has protected a pedophile.
01:40The crisis is over, and so what they have been told.
01:58Yeah, but then it's okay. We'll try to start.
02:03My father has been in a new place and I see quite quickly that my grandmother is my cousin.
02:26He has a window right next to me.
02:33It didn't feel like he lived there, but it became a typical thing when he had this idea.
02:43It was clear that it was him who lived there.
02:48I think the first time I see him on his balcony, he had a good view to me.
02:58Then it happened a disease.
03:05I and my friend were home with me.
03:11I think it was her who noticed that the leader stood by the window and looked at us.
03:19He had a lot of flowers in all windows.
03:25He had yellow lamps, yellow lamps.
03:29He looked up.
03:31He just looked at it.
03:43We were very shocked.
03:45We really got caught up on what he was doing.
03:48He was trying to get our attention or just to scare us.
03:54It was very unbelievable.
03:57After a while, he looked at us in maybe 20 minutes.
04:01Then it was really bad.
04:07I called my father.
04:08He was on the way home.
04:09He was there a few minutes later.
04:11He reacted very strongly.
04:14He thought it was ugly and ugly.
04:18Then we went down to all the person.
04:21After a while, my father told me what happened.
04:38My father told me what happened.
04:41My father's response is something like that.
04:46He has an interest for children.
04:49That he probably just kept on with them.
04:59Just a day after this happened,
05:02it happened again.
05:06He looked at us.
05:10I really believe that my father felt that he was tired.
05:13That's why he contacted the school again.
05:16He talked to both the chief and the director.
05:19He talked to both the chief and the director.
05:21But it happened nothing.
05:25It was nothing.
05:32The student who works at a school
05:34shouldn't be able to act what happened.
05:37But not following their obligation to call the anger to the police department.
05:44It was failed.
05:46If he works with his children...
05:48so you have the responsibility to ensure that the children are safe in the environment where they are.
05:59Hello, Edvard, how are you doing?
06:01Can you tell us a little bit about how you think?
06:04Of course, we would like to ask for an interview, given the question and the answer that you asked.
06:10We will take up all of these things in the documentary.
06:14There are some of the things you can talk about, but some of the things that are more of a gist,
06:21that there are parents who have a lot of speculation and so on.
06:26It can be good to meet or what it is.
06:29But I'm going to put it on you.
06:31And that's what I want to do.
06:33In about a half a week, you know, that we are in the time.
06:44The school's attitude towards the children at school is that they know the best,
06:52and it's the ones who decide.
06:53And it's also what makes them listen to the students when they have a goal.
06:58You've talked about something that has happened, but they haven't taken it to themselves.
07:03It's hard to understand it.
07:06I've noticed a lot of things.
07:10Hold on your back,
07:12protect each other,
07:14not tell certain things.
07:16It's a tysternal culture.
07:18It's going to be a nice facade out there.
07:22They didn't want to lose control over the different situations that could happen.
07:30They could come to the classroom and say to us,
07:32that they don't have to talk about it.
07:34They don't want to talk about it.
07:36They don't want to talk about it.
07:38They hold everything behind closed doors.
07:40They try to solve everything themselves.
07:43Some things are even the police's errands,
07:46but they try to solve it on their own hands.
07:50It's a sad feeling.
07:54It's a sad feeling.
07:56It's often when you came home and came home with a bad feeling.
08:02It's often when you came home with a bad feeling.
08:04Very often.
08:12In the summer of 2021,
08:14the chief of health care said she had been forced to the director.
08:18the director.
08:20And the director had said to her
08:22that now you should also have a loan
08:24for all the job you do.
08:26And she was on a wonderful humeur.
08:30She was so happy for her new job and new loan.
08:34She was so happy for her new job.
08:36She was so happy for her new job,
08:38she was so happy for her new job.
08:42She had often problems with how school was structured.
08:48And then often I was able to find the director.
08:52And it was always the two he talked about.
08:57I would probably describe it as a two-man dictatorship.
09:02It was not the only time a curator or another person with.
09:07It was the two. And it was the woman who did almost everything.
09:11Rektorn just sat there, tyst.
09:14If there's a problem in the school,
09:19you can put it in a paper and put it on the locket.
09:23It seems like it doesn't exist.
09:25It's nothing that needs to be removed,
09:27because then our image might be destroyed.
09:44It's nothing that needs to be removed.
10:03As many people have lived a normal Swedish life.
10:11For my part of this story was completely different.
10:14I could almost have gotten to be a heroist figure.
10:28I actually had the opportunity to tell the police what the guy held on with.
10:35But I wanted to keep the contact,
10:39because I thought about a different person's life in my hands.
10:50It was the tension.
10:52I was tired of the power.
10:55I looked at him and realized that I could cross this person totally.
11:00I felt like it was so weird.
11:07It's unusual to talk about being a person who does not want to do it in any way.
11:13But I was a great deal of death.
11:20It was because it was the truth that I had no doubt about it.
11:22It was no one who thought about it.
11:24But...
11:28But I was afraid of being on the ground.
11:35Everything had been out of place.
11:43But it never happened.
11:45Fritids ledaren Àr en person som jag hela tiden har upplevt som ensam.
12:02Han passade inte riktigt in bland lÀrarna.
12:06Jag uppfattade inte att han hade nÄgon kollega som han pratade med, utan det var alltid barnen han pratade med.
12:15Han var vÀldigt öppen med eleverna, sÄ man visste att han var singel och hade inget liv utanför skolan.
12:25Nej, han syntes inte med sÄ mÄnga andra vuxna. Han var med de som han jobbade med, men han stod ofta sjÀlv.
12:34NÀr jag tÀnker tillbaka pÄ det nu sÄ var han ofta ganska sjÀlv.
12:45Han berÀttade att han var adopterad och om jag förstod rÀtt sÄ hade han inte direkt en familj hemma.
12:55SÄ nÀr det handlar om familj och sÄnt dÄ blir jag vÀldigt kÀnslosam.
13:08Jag vill ju det bÀsta och jag vill att alla ska fÄ nÄgon slags kÀrlek och nÄgon att gÄ hem till.
13:14SÄ jag tyckte vÀldigt synd om han.
13:17Jag kunde inte prata med nÄgon om det hÀr. Jag kunde inte prata med en kollega eller en kompis om det. Det gick ju inte.
13:27Men jag vet att pÄ nÀtet sÄ kan man ju hitta likasinnande.
13:45Och dÄ tog jag den idiotiskt dumma, kalkulerade risken att om jag delar lite med nÄgon sÄ tycker de det Àr kul och sÄ kan vi prata om det och dÄ fÄr vi ut nÄgonting av det.
13:57MÄnga av de hÀr personerna Àr ensamma. En del lider av psykisk ohÀlsa. Man söker sig till porren för att fÄ kickar.
14:12Och sen sÄ eskalerar det sÄ man flyttar fram sina grÀnser allt mer.
14:17Och vissa har det som ett sjÀlvskadebeteende.
14:20De mÄr sÄ dÄligt sjÀlva men nÀr de ser att andra mÄr dÄligt sÄ gör det att de sjÀlva mÄr lite bÀttre.
14:26Fritidsledaren han fÄr bekrÀftelse och beröm för det materialet han skapar och han har tillgÄng till de hÀr flickorna.
14:39Och ocksÄ dÄ kan skapa nytt material hela tiden.
14:42Det blir inte samma gamla material utan det kommer nya flickor med nytt material hela tiden.
14:47Och entreprenören Àr beroende av fritidsledaren för att fÄ nytt material.
14:55Och dÀrför fortsÀtter han med det.
15:03Jag var ju livrÀdd.
15:05Om inte jag gjorde som han sa sÄ skulle han ju avslöja mig.
15:08SĂ„ gjorde ju allt han sa.
15:10Jag kan inte förklara varför jag tÀnkte sÄ. Jag vill ha den hÀr makten.
15:17Jag vill kÀnna att jag har hans liv i mina hÀnder.
15:23Jag förstÄr inte riktigt logiken i hans agerande.
15:35För jag fick en kÀnsla av att han gillade materialet.
15:38För jag delade med mig mycket mer material Àn vad jag nÄgonsin har gjort innan.
15:42Varje gÄng han kontaktade mig svarade jag för jag vÄgade inte dosa honom.
15:47Han var ju rÀdd.
15:52Och jag ville lugna ner honom.
15:55SÄ jag frÄgade honom.
15:57Finns det nÄgonting du behöver?
16:00Och han sa att han behövde en dator.
16:03Ja men dÄ köpte jag en dator till honom och skickade den.
16:12Grunden i det hela för min rÀkning det Àr att hÄlla kvar honom med mitt grepp.
16:18För att han skulle fortsÀtta helt enkelt.
16:21Det var sommaren innan sjuan.
16:35Jag och en vÀn var typ sist kvar pÄ skolan.
16:39Det var varmt ut sÄ jag hade en kjol pÄ mig.
16:43Och en av skorna hade ju fÄtt en dubbelknut.
16:48Och jag fick inte upp den och inte hon heller.
16:50Sen sÄ sÄg vi han fritidsledaren.
16:54Jag kÀnde ju dÄ att jag egentligen inte ville be han om hjÀlp.
16:59Han knötte och jag kÀnde vÀl obehag att han stod liksom bakom mig pÄ det viset.
17:06NÀr vi gick dÀrifrÄn till bussen sÄ sa min kompis att han hade kollat upp i min kjol pÄ min rumpa.
17:15Jag blev vÀldigt Àcklad.
17:17Man vill ju inte tro sÄ om folk.
17:19Och speciellt inte en som jobbade med barn.
17:25Det som uppstÄr i skolmiljö Àr ju att man bygger ju relationer.
17:30Man bygger upp en tillit.
17:31Man bygger upp ett förtroende för skolpersonal.
17:34Fritidsledaren har ju kunnat komma nÀra de hÀr barnen.
17:38SÄ det blir ett svek nÀr han vÀljer att missbruka det förtroendet.
17:43Ja, sÄ det var ju dagstid och det var ju pÄ skolgÄrden bland pingispolen var det.
17:57Och ja, men mitt BH-band syntes ju dÄ.
18:03Och dÄ kommer han fram till mig och liksom sÄ hÀr och bara...
18:09Du drar i och sÀger att det hÀr mÄste jag dra upp.
18:16Och det var dÄ jag kÀnde att nu mÄste vi göra nÄgonting Ät det hÀr.
18:19SÄ hÀr ska det liksom inte vara.
18:21Vi blev faktiskt vÀldigt arga den hÀr gÄngen.
18:26Det var ju dÄ vi beslutat oss för att gÄ till den hÀr vice rektorn och berÀtta allt.
18:35Det var jag och mina vÀnner.
18:37Jag berÀttade ju vad jag hade varit med om med det hÀr med BH-bandet.
18:43Och vi berÀttade ocksÄ alla rykten vi har hört.
18:48Och vi mÄste fÄ bort han av skolgÄrden nu för att ingen kÀnner sig trygg nÀr han Àr nÀra.
18:55Men dÀr vi fÄr till svars Àr att...
19:01Det Àr ert egna ansvar att se till att ni hÄller er borta frÄn honom.
19:07Vi sÀger till henne, men hur kan det vara vÄrt ansvar?
19:13Hur ska vi hÄlla oss borta?
19:17AlltsÄ hans uppdrag Àr ju att vara nÀra oss.
19:21AlltsÄ hans uppdrag Àr ju att vara nÀra oss.
19:28Det som gör det sÀrskilt allvarligt att den hÀr typen av hÀndelser sker i en skola
19:34Àr ju den maktobalans som finns mellan lÀrare och annan skolpersonal och elever.
19:41Elever Àr beroende av skolpersonal och vi har ju ocksÄ skolplikt i Sverige.
19:48Vilket innebÀr att de hÀr tjejerna, de hÀr barnen, de kan ju inte vÀlja att inte gÄ till skolan
19:53för att inte trÀffa den hÀr fritidsledaren.
19:56Utan de tvingas ju spendera sina dagar i miljöer dÀr den hÀr personen finns.
20:03Det som Àr intressant det var ju varför man pÄ skolnivÄn inte fattade just de beslutna att
20:14plocka bort honom, utred.
20:17Vi svek barnen, vi svek de som vi har satt att skydda.
20:22Det gör ont i magen.
20:23Hur gÄr tankarna om det hÀr med att göra en intervju?
20:34Ingen förstÄr att du kan stÀlla frÄgan liksom.
20:37Jag skulle hellre vilja stÀlla mig pÄ torg till Karlstad och skrika om
20:41sÄ hÀr gick det till eller sÄ hÀr Àr det.
20:44Men jag har inget behov av att försöka övertyga mÀnniskor om vad jag har gjort eller inte har gjort.
20:49Okej, du vill överhuvudtaget inte prata om det hÀr eller?
20:53Det finns ingenting som jag kan prata om nu.
20:58Det finns inga ord faktiskt att beskriva hur en vuxen person som jobbar med pedagogik.
21:06Jag tÀnker i alla fall att vi har kommit sÄ lÄngt i utvecklingen att man lyssnar pÄ barn.
21:12Det kÀndes som att man sa saker om och om igen men de lyssnar aldrig.
21:16De hade liksom gjort klart sina svar.
21:20Det gÄr inte att förhandla hÀr utan det Àr sÄ.
21:23Och om ni inte tycker som oss dÄ fÄr ni lÀmna.
21:26Sluta bara. Ni fÄr sluta hÀrifrÄn.
21:29Och dÄ hade inte vi nÄgonting kvar att sÀga.
21:32Det cirkulerade ju rikten om skolledningen och bland annat var det att rektorn och vice rektorn hade en relation.
21:52De umgicks ju privat.
21:58Jag kÀnde redan tidigt att de tvÄ hade en relation.
22:03Och det genomsyrar otroligt mycket av det arbetet som pÄgick för den hÀr skolan.
22:08Jag mÀrker ju att hon slutar kalla honom för mister och hans namn och börjar kalla honom för hans förnamn.
22:20Det hÀr Àr ju nÄgonting som Àr vÀldigt noga med pÄ den hÀr skolan att man kallar varandra för mister och miss.
22:29Det hÀr var ju givetvis tankar som var av kÀnslig karaktÀr eftersom bÄda tvÄ var gifta pÄ varsitt hÄll.
22:39Jag var dessutom mycket god vÀn med hennes man.
22:42Det som hÀnder nÀr man hela tiden har de hÀr misstankarna och man ser att man tÀnker att de hÀr tvÄ har en relation.
22:50Det Àr ju svÄrt att ta allt seriöst liksom.
22:53Vilket jÀvla kalanka företag liksom.
22:56SÄ lite kÀnt det.
22:57NÀr man mÄr som absolut sÀmst.
23:12NÀr man inte Àr rationell det Àr att bÀra eller brista.
23:15Jag gör vad som helst för att mÄ bra nu.
23:24Det fanns ingen impulskontroll.
23:27Den existerade inte.
23:34Jag visste att det var fel.
23:41Det var surrealistiskt.
23:43Det var inte verkligt.
23:48Det var nÄgonting som var kopplat till...
23:52Ett ren och flÀr ondska.
24:00Ta bort empati.
24:02Ta bort konsekvenstÀnk.
24:04Bli ett djur.
24:08De allra flesta filmer han har gjort har han mejlats till mig.
24:18Entreprenören skickar egna filmer, alltsÄ tributefilmer som han gör pÄ rÄmaterialet han har fÄtt av fritidsledaren.
24:25Det Àr den relationen de har.
24:38Det var strax före skolavslutningen i sjuan.
24:40Och dÄ sitter jag och tvÄ kompisar utanför klassrummet.
24:46Och dÄ hade vi pratat om benfrakturer fast pÄ engelska.
24:49Och dÄ Àr det ju bone fracture.
24:53Och dÄ dyker fritidsledaren nu.
24:56Och börjar viska om att jag antagligen menar boner.
24:59Och sÄ börjar han förklara vad det hÀr betyder.
25:05Jag flyttar vÀl unnan lite och sen gÄr han ivÀg.
25:09NÀr han kÀnner sig klar.
25:12Efter den hÀr hÀndelsen med fritidsledaren sÄ berÀttade jag för min mamma.
25:18Det var första tillfÀllet.
25:21Andra tillfÀllet sÄ mötte han henne i en korridor.
25:24DÄ hade hon en hoodie pÄ sig med ett vitt kors.
25:30Han frÄgar om hon Àr doktor.
25:33Hon tycker ju redan dÄ att han Àr otÀck.
25:36SÄ hon skruvar vÀl lite pÄ sig.
25:39Och dÄ lÀgger han handen pÄ sitt könsorgan och frÄgar om hon kan hjÀlpa honom.
25:43För han har ont dÀr.
25:49Nej men jag blir helt galen.
25:51Jag blir riktigt galen.
25:54Jag blir riktigt galen.
25:59Hon skickade ett sms till Viserecton direkt.
26:02Och sÄ ringer Viserecton upp ganska fort.
26:06Jag berÀttar vad fritidsledaren har sagt.
26:09Och hon skrattar ut mig och sÀger att det var vÀl nÄgot som bara slankade ur honom.
26:16Att det var vÀl pÄ skoj.
26:18Och dÄ har Bill Viserecton pratat med mig.
26:22DÄ sÄ började hon med och skratta Ät mig.
26:25Försöker sÀga att det var ett skÀmt och att han inte menade nÄgot konstigt med det.
26:28Det hÀr Àr ju nÄgonting som de har hört förut.
26:32Det finns ju ingen frisk mÀnniska som skrattar nÀr ett barn berÀttar om sexuella trakasserier av en skolanstÀlld.
26:38Vi förvÀntade oss att hon skulle bli ganska förvÄnad.
26:42Vi försöker liksom göra nÄgonting Ät saken direkt eller i alla fall dagen efter.
26:46SÄ att hon reagerade sÄ var ju vÀldigt konstigt.
26:49Davin dÀrpÄ sÄ ringer rektorn upp mig och berÀttar att hans anstÀllda skulle aldrig sÀga nÄgonting sÄdant.
26:58Jag skriker till rektorn att det hÀr kommer jag polisanmÀla.
27:03Vilket jag gör senare samma dag.
27:05I september 2021 sÄ fÄr vi in en polisanmÀlan av sexuellt ofredande gentemot fritidsledaren.
27:19Det hÀr brottet utreds inte hos oss utan det utreds pÄ polisomrÄdet VÀrmland sÄ det utreds i Karlstad.
27:42De genomför flertalet förhör men sedan leder Àrendet inte vidare.
27:46SÄ det de sÀger Àr att ord stÄr mot ord och sedan sÄ lÀgger de ner.
27:54I brist pÄ bevis helt enkelt.
28:06Ja men hallÄ dÀr Edvard, det var Fredrik hÀr.
28:09Jag ville liksom, ja jag ville bara följa upp det hÀr att det Àr inte sÄ mycket som talat att det blir nÄgonting nÀsta vecka.
28:14Men samtidigt vet jag att det Àr en deadline.
28:17SÄ jag ska liksom jaga pÄ allt det hÀr och fÄ klarhet i det innan, innan, ja sÄ fort jag kan helt enkelt.
28:25Ja men dÀr kan jag ju sÀga med hundra procent sannolikhet att fridas nÀr vi Àr upp.
28:30SÄ att det dÀr finns ju en möjlighet ocksÄ.
28:33Ja jag fattar, men dÄ sÀger vi sÄ tills vidare.
28:35Ja men bra, dÄ hörs vi framÄt.
28:36Absolut, tack sÄ lÀnge dÄ.
28:38Ja det jag ska tacka. Tack sjÀlv.
28:40Tack sjÀlv.
28:49Jag anmÀlde att fritidsledaren sexuellt trakasserat min dotter till DO och de startade en utredning.
28:58Och jag vet att delar av skolledningen var pÄ förhör i Stockholm.
29:06Och jag har Àven lÀst det förhöret.
29:08De nekar ju. Det har aldrig funnits nÄgra klagomÄl pÄ den hÀr fritidsledaren förut.
29:23Aldrig nÄgonsin. Han Àr fantastisk. Han brinner för det han gör.
29:39What is that for you?
29:40What is that for you?
29:41Att K
29:46Being Betty
29:50This is served a
30:01a
30:02the
30:03we
30:04and
30:05The EU came back to that Skodan didn't have done this correctly.
30:35The school says that they took the measures.
30:41And it was to be able to give the personnel from my daughter.
30:47Their solution was to move on to a younger child.
30:54And then after our police report, he got a loan with almost over 3 000 in the month.
31:05The school says that they were able to move on to a younger child.
31:11The school says that they were able to move on to a younger child.
31:15The school says that they were able to move on to a younger child.
31:18That they were able to move on to a younger child.
31:23It's impossible to understand.
31:26We had a meeting once in a month with the office.
31:29Facket against the workers.
31:31And at one of these meetings we had at Carlstad as an övrig point.
31:34We had to ask questions.
31:36And then it came here.
31:37Why did they move on to a younger child?
31:40And then they did a local intern meeting on the school.
31:44That resulted in that it was the best.
31:48But it's not to be able to say that the police officers were able to move on.
31:55It's not to be able to move on to a younger child.
31:59It doesn't mean that the student says it doesn't matter.
32:01But you obviously choose to have the person.
32:05You know what?
32:06All the people of the community have full-
32:08full-time opportunity to buy a person.
32:11For example.
32:12It's just money.
32:13It's nothing else.
32:15It's super simple.
32:17Hello, Steph from IS.
32:20Hello, friends.
32:21Hello, friends.
32:22Hello, friends.
32:23Hello, everyone.
32:24What a fantastic day we have here today.
32:27We are a family.
32:28We are a family.
32:29We are a family.
32:30We are a family and we make up for each day.
32:32ro, folks.
32:33We have some friends with this country to know who's in the school.
32:35We have a family to help each other.
32:36At this point, we have all our children to know how to know what is happening.
32:40You always have decided to learn how to apply.
32:42You always have to know how to act like this.
32:43You will realize that you will accept all of our new school rules.
32:45We are a family. We are a family here, and that's why we stand up for each other, regardless of what it costs.
32:57This company has a culture that is almost like sect.
33:04The question is, what was the most important?
33:08To protect their own heritage, rather than their own heritage.
33:14Thank you. Thank you so much. Wonderful job.
33:24Hey, it was Fredrik again.
33:26I talked to Frida, and they thought that I was going to answer anything.
33:30Can I say so much to you?
33:32That I was working since 2002, and I have never ever heard about my job.
33:38Never.
33:39I think you understand that I really don't have anything to do.
33:43I think you also understand.
33:45And then, I'm going to put it on you.
33:47I wish you luck now.
33:49Okay.
33:51Have a good day.
34:00In 2023, I work on the local police in Hissingen.
34:07This day, we are going to have a proposal.
34:12We are going to make a proposal.
34:14We are going to make a proposal to ensure that they are in place.
34:19Before I come back to the police station, I call my colleague,
34:26and say that he has found films and images that seem to be filmed on children.
34:33What we see is that it is someone who is filming and has taken photos of children on children.
34:43But the focus is on the face, the face, the face and the face.
34:52And then we also find the so-called camp tributes.
35:02And it is...
35:06...that he has a picture in front of himself,
35:08while he has a picture in front of himself.
35:13Where is this? Is this in Sweden?
35:24That we want to take care of first.
35:30When you see the map system, you see many names that are very Swedish.
35:38Filmer and pictures, it looks like it could be from a Swedish school environment.
35:42And then it is the real place, the school environment.
35:47We will find out some very quickly.
35:52We see a plan on the walls with the name and the name of the school.
35:57We can compare them with pictures of the school that looks like.
36:00If we look at the internet,
36:03if we see them together with the pictures and films.
36:06And it's done.
36:07We started to make sure that we have been successful
36:11that we have found the right school.
36:19Our work is to try to identify who is the one in the camera.
36:35We are probably in the end of August.
36:39Then I am in one of my absolute life's biggest mistakes.
36:53I have a spy clock.
36:59And...
37:04I film...
37:06I film my daughter and her friend in our bedroom.
37:14In my bedroom.
37:15In my bedroom.
37:16In my bedroom.
37:21I lived in my bedroom.
37:23I lived in my home.
37:25I lived in my own home.
37:26To my daughter.
37:28I was only thinking about no consequences.
37:31But he also does his own tribute films to his own daughter.
37:39And this material has been sent to the executive director.
37:45And so I sent this tribute film to him.
37:51Just as he does.
37:53The spread of this has been sent to one person.
37:59And so I don't know how to spread it to the other people.
38:03Yes, he has shared it with me.
38:05Chania has maybe shared something with someone in this group.
38:11In this case, the entrepreneur has children at home in the house.
38:27And if this is the first step, they are worried about what can happen then.
38:33Then we continue to look at what we can find for something.
38:41Who is it that is filming? Who is it that is acting like this?
38:47The person is someone who works freely in the school environment.
38:53The students or other adults may react to that the person is there.
39:02We look at if the person has managed to film themselves.
39:11We don't find any spegels or anything, but we find silhouettes from the window.
39:25And we also see the people who are holding on the camera.
39:32At the end of the camera, my colleague,
39:34he is sitting behind his computer when he is filming.
39:39And on the camera, on the camera, you see the name of the person who is logged in on the camera.
39:48It's a full-time number.
39:51In the beginning of April, we have an event from the West region.
40:03They have been recognized by a missing person in our region.
40:07We also know that this person works at a school,
40:12and has access to their children daily.
40:14We are prepared to make a decision in the middle of the person.
40:16We are prepared to make a decision in the middle of the person.
40:21We are prepared to make a decision in the middle of the person.
40:23We are prepared to make a decision in the middle of the person.
40:28We are prepared to make a decision in the middle of the school.
40:39No one has experienced it at school in this way as if you have warned of a person.
40:49You have not seen anything like that.
41:09You have not seen anything like that.
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