1. Key indicators

2. Highlights

3. A focus on well-being in education and training

Well-being of pupils in Sweden is decreasing. A recent inquiry also looking into students’ well-being found an increasing incidence of mental, social, and psychosomatic problems among children and young people (SOU, 2021). A national survey of citizens’ health also shows a downward trend in the mental well-being of students aged 16-29 compared to professionals of the same age (Folkhälsomyndigheten 2018), and that the proportion of 15-year-olds who had at least two psychosomatic problems more than once a week has doubled between 1985/86 and 2017/18 (Folkhälsomyndigheten 2018a). While early childhood education and care (ECEC) teachers’ education is focused on children’s well-being, this reduces progressively for teachers at higher levels of education. Current well-being measures consist mainly of anti-bullying measures and the unified student health services ‘elevhälsa’ (encompassing psychologists, special needs teachers, school nurses, school doctors and school counsellors) in schools and at universities, introduced in 2010. At universities these services are usually outsourced and their quality varies.

Prevention of bullying, as an aspect of well-being, is strong and effective. Conflict resolution is a part of teachers’ education. Anti-bullying is also part of continuous professional development initiatives, and measures are obligatory for each ECEC institution and school. The Education Act prescribes that staff has an obligation to report all forms of degrading treatment to the principal, who reports it to the school provider to investigate and take action. Additionally, the non-profit organisation ‘Friends’ is working with schools to stop bullying, providing them with knowledge and tools and offering to design a tailor-made three-year programme for each school based on the analysis of their challenges. All this has achieved good results: the share of students reporting being bullied at least a few times a month is among the lowest in the EU (19.3% v EU 22.1%) (Figure 3). Girls and high-achieving students are less likely to be bullied, but these differences are smaller than the EU average (-2.3 pps gap v EU -4.7 pps gap, and -8.3 pps gap v EU -15.9 pps, respectively). The effects of socio-economic status (SES), migrant background and school characteristics are negligible (OECD, 2019, Vol. III).

Pupils feel safe, but feeling of safety decreases in the higher grades. An annual national questionnaire examines the sense of security and well-being of children in ECEC and school pupils in compulsory and secondary schools. In 2020, 86.5% of pupils in the fifth grade of compulsory school said that they feel safe in school, 18.2% were afraid of other pupils and 9.8% of adults in school, and 81.6% believed adults will interfere if one pupil is mean to another. For grade 9, the same statistics are less favourable, with marked loss of trust in adults: 79.4% feel safe, 18.7% are afraid of other pupils and 18.3% of adults in school. Only 62.4% expected adults to help in conflicts (Skolinspektionen, 2020). This points to the need for further investigation of the causes and appropriate measures. Due to strong protection of children’s rights by the Education Act and Ombudsman for children, some teachers are afraid to intervene in conflicts, for fear of being reported for degrading treatment (Lärarförbundet, 2020).

No specific well-being measures have been introduced during COVID-19 as ECEC and schools did not close. ECEC facilities and compulsory schools up to grade 6 were kept open, without the use of protective masks. Secondary schools and higher education institutions (HEIs) applied distance or blended education as needed (see description of Swedish approach in Monitor 2020). For upper secondary schools, a survey of a pupils’ organisation showed that during distance education every second pupil felt worse, experienced increased stress and a lower sense of belonging and context (Sveriges elevkårer, 2020). In school year 2021/2022, schools returned to in-situ teaching, as it is best for majority of pupils (despite stress it caused teachers) except around Christmas and later blended learning until April. Upper secondary school principals believe that distance education went well, but that pupils in introductory programmes and with social anxiety at home were more vulnerable. Some principals tried to provide those students with additional support through individualised follow-up, communication and health interventions, but no national measures were taken for these groups (Skolinspektionen, 2020b). Temporary ordinance allowing schools to schedule teaching in other ways than usual during the pandemic has been extended until 31 July 2022 (Regeringen, 2021). A state subsidy of EUR 20 million for free and infection-free holiday activities for 6-15-year-olds in 2021 has been proposed (Regeringen, 2021b). In higher education (HE), the picture was mixed. Students experienced feelings of loneliness, isolation and longing for social student life, but some also felt increased flexibility, appreciated the opportunity to study more efficiently and access more study materials online (UKÄ, 2021). There have been more applications for higher education, more cheating during exams and more drop-outs among students whose parents have low educational attainment. Higher education staff experienced more stress (UKÄ, 2021).

Teachers’ well-being has suffered during COVID-19. According to the survey of a teachers’ union, teachers in ECEC and schools have experienced a high level of stress due to very high workload during the pandemic (78% of teachers) and conflict with parents due to unclear instructions on access to ECEC (58% of ECEC teachers) (Lärarförbundet, 2020b). Many teachers questioned the early return from distance teaching to presence in schools (opinion of 60% of upper secondary teachers) (Lärarnas Riksförbund, 2021). Every second teacher worried about being on sick leave due to work-related stress and 70% worried about colleagues being on sick leave (Lärarförbundet, 2020b). At the same time, 77% of principals in compulsory schools thought that the pandemic did not have much of an effect on the school’s ability to perform its task (Skolinspektionen, 2020c).

One third of all pupils feel that they do not belong at school, and this feeling is more frequent among disadvantaged and migrant pupils, further reducing their educational outcomes. The sense of belonging (67%) has decreased by 2.3 pps since 2015 (v EU 65.2% with 1.6 pps decrease). It is lower for students with low SES (0.27 mean index points gap v EU 0.2) and migrant background (0.13 mean index points gap v EU 0.1) (OECD, 2019, Vol. III), who are at higher risk to achieve lower educational results (see Monitor 2020). Higher sense of belonging positively affects reading score (4 points increase in reading per one-unit increase in the index of sense of belonging after accounting for students’ and schools’ socio-economic profile), while grade repetition has a strong negative effect on reading (87 points v EU 58.5 points). Loss of sense of belonging upon repeating a grade is the second biggest in the EU (0.27 v EU 0.11) (OECD, 2019, Vol. III).

4. Investing in education and training

Investment in education is high and continues to increase. Investment in education continues to increase, and spending on education as a share of GDP (6.9% v EU 4.7%) was highest in the EU in 2019, and as a share of total general government expenditure it is equally among the highest (14.1% v EU 10%)¹. The share spent on compensation of employees in total general government expenditure is the lowest in the EU (44% v 64% EU average)²

Substantial investments from the national budget are planned across all educational levels. In ECEC, language development is supported by EUR 10 million in 2021 (Regeringen, 2020). In preparation for the introduction of ten years of compulsory schooling by formally integrating the preschool class into it, a state subsidy corresponding to 70% of the school providers’ costs is planned for the professional development of ECEC teachers. EUR 10 million have been set aside for this in 2021, EUR 2 million in 2022 and from 2023 onwards EUR 17 million annually (Regeringen, 2021c). The Swedish school system has been given additional funding of SEK 1 billion (EUR 100 million) in the Budget Bill for 2021 to increase equity and continue to raise learning outcomes. A further EUR 38.5 million has been provided for schools in areas with socio-economic challenges, and EUR 17 million for holiday schooling (Regeringen, 2020). The government has also proposed to set aside EUR 770 000 annually in 2021 and 2022 for the project Uppdrag fullföljd utbildning³, to help more pupils complete upper secondary education (Regeringen, 2020b). To enable more people to study a foundation year offering preparatory education needed for eligibility for some HEI studies, the government proposed an investment of approximately EUR 40.5 million in 2021 (corresponding to 4 000 additional full-time students), and its extension to 2022 (Regeringen, 2020b). Due to the growing interest in studying, the Budget Bill for 2021 proposed funding corresponding to study places at HEIs for almost 19 000 new full-time students (Regeringen, 2020c).

5. Modernising early childhood and school education

ECEC participation is high, but it is lower for children with migrant background. ECEC attendance by children under three is high, at 53.1% in 2019 (EU 35.3%); and a little over two thirds of them spend 30 hours or more in ECEC (37.1% v EU-17 21.5%)⁴. Participation between age 3 and the beginning of compulsory primary education was at 95.6% in 2019, just below the new EU-level target of 96%, but above the EU average of 92.8%, and 0.5 pps higher than in 2018⁵. However, children with migrant background participate less (SCB, 2019). During COVID-19, some municipalities reduced access to some groups (like children of unemployed people) due to the lack of staff, and some parents kept their children at home despite ECEC being open. ECEC is not mandatory. Another challenge in ECEC is the increasing size of groups, which was aggravated during COVID-19 due to growing sick leave rates among ECEC staff (Folkhälsomyndigheten, 2021). A recently completed inquiry ‘Preschool for all children – for better language development in Swedish’ proposes that ECEC should be compulsory from five years onwards, that municipalities should do outreach activities and ensure that all children who are in need of ECEC for their Swedish language development (i.e. children of newly arrived migrants) are enrolled in ECEC to learn Swedish early on. ECEC staff should be provided with professional development in supporting language development (SOU, 2020a).

While basic skills results are promising, the pandemic has impacted national tests and possibly negatively affected equality. The percentages of low achieving 15-year-olds in Sweden are below the EU averages, but above the EU-level target. However, a national audit showed that the improvement noted in PISA 2018 might have been affected by participating schools excluding more foreign-born pupils than allowed (Riksrevisionen, 2021). The share of 16 to 19 year-olds whose digital skills are above basic level is high (71% v EU 57%) and has slightly increased between 2015 and 2019 (by 1 pps)⁶. The proportion of those eligible for upper secondary school increased from 82.5% in 2017 to 85.6% in 2020 (Regeringen, 2021d), as did the average grades in grade nine. National tests in primary and secondary schools have been cancelled during the pandemic (Regeringen, 2021e). Inequalities may have increased, as schools faced difficulties in responding to the different needs of children and pupils and providing individualised support (NAE, 2021). In the National Reform Programme (NRP) the possibility for pupils in grade 3 of upper secondary school to take part in holiday schools has been expanded to avoid pupils leaving upper secondary school without sufficient competences.

Early school leaving is below the EU average, but Sweden has the highest percentage of pupils leaving school without a certificate; variations point to inequalities. The share of early leavers from education and training is below the EU average and the EU-level target (7.7% v EU 9.9%), but it is twice as high for foreign-born pupils (15.6%). At the same time, the completion rate for upper secondary or post-secondary school (20 to 24-year-olds) is below the EU average (64.9% v EU 66.8%)⁷. The percentage of pupils who leave compulsory school without eligibility to national programmes in upper secondary school is the highest in the EU (20.2% v EU 4.4%) (see figure 4). Here Sweden records the biggest difference between private and public schools among the EU Member States (12.4 pps); pupils from public schools are leaving school without a certificate much more often. It is also much more frequent in schools that have many pupils who repeated a grade (8.7 pps v EU 3.4) (OECD, 2020). This points to inequalities and segregation issues in schools. Pupils with migrant backgrounds also generally attend public schools, and they are more at risk of leaving school without a certificate/diploma. The government is looking into ways to ensure that all pupils complete upper secondary education. The most important measures proposed in the inquiry ‘Upper secondary school for all’ are: providing pupils with mentors that would monitor their progress, extending teaching time, assessing the knowledge of all newly arrived pupils and developing supporting teaching materials, and providing teachers with in-service training in guidance, support and mentoring (SOU, 2016).

The government has initiated inquiries into the state governance of education and student health. The government has launched an inquiry into the possibility of the state taking over the following tasks from municipalities: the employment of school staff, the financing of schools, the management of education and the day-to-day running of the schools. The inquiry should also analyse the consequences of this for municipal self-government and the possibilities for adaptation to local needs (Regeringen, 2020d). Teachers and teachers’ trade unions are in favour of this change. An inquiry on active support and student health analysed how pupils could be supported to reach minimum competence levels together with improved mental health. For instance, the report includes recommendations on the maximum number of pupils for which a doctor, a nurse, a psychologist and a school counsellor can be responsible. The proposal requires more support personnel, and would mean annual cost increase of nearly EUR 82.6 million (SOU, 2021).

Several inquiries into reforms of the upper secondary education delivered their reports and proposals in 2020. The inquiry into the planning and dimensioning of upper secondary education proposes more nationally and regionally coordinated planning of the educational offer in upper secondary school and in adult education to better meet the needs of pupils and the labour market. Upper secondary school providers would also have to provide factual information about labour market outcomes and transition to HE (SOU, 2020b). The Assessment and Grading Inquiry proposed that subject grades should replace course grades, while maintaining division by levels and awarding grades by level (SOU, 2020c). Pupils in vocational schools should be given real possibilities to study the subjects they need to become eligible for HE studies (Regeringen, 2020e).

Education materials and secrecy of school data are currently an issue. Surveys have shown that teachers cannot buy the teaching materials needed, that schools’ purchases are very unequal (and have decreased since the 1990s) and that students and teachers see teaching materials as very valuable (Läromedelsförfattarna, 2020, 2021 and 2021a). Textbook authors, teachers unions and students organisations want to have the right to teaching materials introduced into the law, increased resources for them and teachers to have influence over their purchase. Regarding the recently introduced secrecy of school data requested by independent schools (see Monitor 2020), an attempt to change it due to the need for transparency was refused by the Parliament. A temporary secrecy-breaking rule has been introduced between 1 July 2021 and 1 July 2023 that enables open access to relevant school information, while a long-term solution is being investigated (Riksdagen, 2021).

6. Modernising vocational education and training and adult learning

A combination of language learning and VET should speed up labour market integration. It will consist of vocational courses in municipal adult education and Swedish for immigrants or Swedish as a second language. The focus will be on a specific profession, with language courses tailored for that field. This will shorten the time before establishment on the labour market for people who are often far from it.

The upper secondary business and administration programme has been replaced with a modernised sales and service programme focussing on digital and green skills. It is to be adjusted to provide retail-specific content concerning sustainability and digital competences, relevant to e-commerce, to be able to meet the demands of a changing landscape in commerce (Cedefop ReferNet Sweden, 2020). This ambition is also supported by the national strategy for digitalisation, which emphasises the importance of digital transformation at all education levels.

The government approved curricular changes to impede traditional gender patterns in February 2021. The curricular changes are a response to counteract sexism, sexual harassment, forced marriage and honour-related violence and oppression, and should communicate an overall modernised view of gender. This amendment would counteract the competence shortage so that more jobs traditionally done by males can be accepted as VET tracks for women, and vice versa (Cedefop ReferNet, 2021).

Municipal adult education benefited from big investments, including in mapping and validation. Large investments were made in adult education in light of the pandemic. In 2020, the state took a bigger responsibility for financing of vocational adult municipal education. Among the measures for 2021, Sweden increased funding for more study places in adult education (17 000 additional state-funded places). Funds were allocated for temporary mapping and validation of previous qualifications and knowledge within municipal adult education, to increase the number of validated qualifications, and improve the students’ opportunities for supplementary education.

The prioritisation rule for selection for municipal adult education has changed and a new preparatory degree for university study has been introduced. Previously, selection priority for municipal and regional adult education was given to those with ‘least education’, while now it is for those with the ‘greatest need’, to facilitate studying for a change of career path. A new preparatory degree for university study by municipal adult education has been introduced. It can be obtained by passing courses from several different programmes.

No national strategy or specific measures on well-being exist in adult education. Municipalities can choose to offer student health in adult education, but no national data exists on the extent to which this is done. Adult education is not legally required to have student health corresponding to that in primary and secondary school. The health authorities are tasked by the Government to develop a basis for a new national strategy for mental health and suicide prevention from 2023 onwards, but this is not limited to education and there is no specific mention of different types of education (Regeringen, 2020f).

7. Modernising higher education

Tertiary education attainment (TEA) is already higher than the new EU target. In 2020, the percentage of 25 to 34 year-olds with tertiary education was 49.2% (0.8 pps higher than in 2019), above both the EU average (40.5%) and the EU-level 2030 target of 45%. The gender gap is rather high, with women more likely to have completed tertiary education than men (17.7 pps v EU 10.8 pps)⁸. The gap between the native-born population (49.9%) and the foreign-born (47.2%) is small. The attainment rate for people born in another EU country is high, the third highest in the EU (69% v EU 40.4%)⁹. The TEA gap between the population living in cities (60.9%) and in rural areas (33.4%) is higher than the EU average (27.5 pps v 22 pps).

Interest in studying increased, but it is harder for students from a disadvantaged background and access to the aptitude test is limited. The pandemic caused an increase in HE applications and examinations. Teaching became digital and examination methods changed. It also made studying harder for new students with low-educated parents, whose dropout rates increased, while they decreased among students with highly educated parents. The number of disciplinary cases increased by 61% between 2019 and 2020, mostly for plagiarism and illicit cooperation (UKÄ, 2021). As the Swedish University Aptitude Test, granting access to one third of places at the university, has been cancelled (spring 2020) or severely limited in 2020/2021 (e.g. in spring 2021 they were only for those doing their last semester in upper secondary school or older) since the beginning of the pandemic, the government has been given the right to temporarily change the regulations for admissions to HEIs during peacetime crises (Regeringen, 2021f and Riksdagen, 2021b). It has not yet used this possibility. Long-lasting shortages of students for the professions of doctors, nurses and teachers persists, but interest in nursing education has increased due to the pandemic. In its NRP, the government proposes expanding resources to HEIs (the possibilities for part-time study, increasing the number of summer courses at HEIs and additional places at HEIs).

The pandemic has decreased general employment rate of HE graduates. The employment rate of recent HE graduates is high (90.8% in 2020, above EU 83.7%), but has slightly decreased by 0.9 pps in the last year, probably due to the effects of the pandemic¹⁰. The effect differed depending on the graduates’ sector of education, with fewer problems for nursing graduates.

Digitalisation and cooperation between HEIs have increased. An expert group’s report on the digitalisation of HEIs shows that HE has shifted to distance education relatively smoothly, resulting in a rapid expansion of digital teaching, use of digital resources and exchange of resources, information, knowledge and webinars, and cooperation between HEIs through various networks. However, it is important to keep in mind that digital transformation should only be a tool for developing HE pedagogy (Nyman, 2020). The report suggests, among other things, that more support should be given to HEI cooperation networks, the Recommendation on Open Educational Resources should be implemented, and the management of validation in HE should be reformed – transferred to a central government agency.

8. References

Cedefop ReferNet Sweden (2020). Sweden: modernised VET in retail is under way. https://www.cedefop.europa.eu/en/news-and-press/news/sweden-modernised-vet-retail-under-way

Cedefop ReferNet (2021). VET REF: developments in vocational education and training policy database. Cedefop monitoring and analysis of VET policies. [Unpublished].

Skola hemma [home schooling]. Support for the school during the Corona pandemic. https://www.skolahemma.se/

Folkhälsomyndigheten, (2018). Psykisk ohälsa bland högskole- och universitetsstudenter kan förebyggas (Mental illness among college and university students can be prevented). Folkhälsomyndigheten, Stockholm. https://www.folkhalsomyndigheten.se/publicerat-material/publikationsarkiv/p/psykisk-ohalsa-bland-hogskole--och-universitetsstudenter-kan-forebyggas/

Folkhälsomyndigheten, (2018a). Skolbarns hälsovanor i Sverige 2017/18. Grundrapport (Pupil’s health habits in Sweden 2017/2018. Basic report). Folkhälsomyndigheten, Stockholm. https://www.folkhalsomyndigheten.se/contentassets/53d5282892014e0fbfb3144d25b49728/skolbarns-halsovanor-2017-18-18065.pdf

Folkhälsomyndigheten (2019). Öppna jämförelser folkhälsa 2019 (Open comparisons of Public Health). Folkhälsomyndigheten, Stockholm. https://www.folkhalsomyndigheten.se/contentassets/ec714fca0b0145eab3d7924511550a74/oppna-jamforelser-folkhalsa-2019-18076.pdf#page=149

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Läromedelsförfattarna, (2021a). Vårdnadshavares syn på läromedel (Parents’ views on teacing materials). Läromedelsförfattarna, Stockholm. https://www.laromedelsforfattarna.se/globalassets/bilder/opinion-paverkansarbete/vardnadshavares-syn-pa-laromedel.pdf

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Nyman, Kjell., (2020). Uppkopplad utbildning – en ESO-rapport om högskolans digitalisering (Online education - an ESO report on the university's digitization). Rapport till Expertgruppen för studier i offentlig ekonomi 2020:5. Stockholm. Statens offentliga utredningar.

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Regeringen, (2020c). Förutsättningar för ett statligt huvudmannaskap för skolan (Prerequisites for a state governance for the school). Kommittédirektiv 2020:140. Regeringen, Stockholm.

Regeringen, (2020d). Övergång till ämnesbetyg kan ge yrkeselever bättre möjlighet till högskolebehörighet (Transition to subject grades can give vocational students a better opportunity for university admission). Press release. Regeringen, Stockholm.

Regeringen, (2020e). Övergång till ämnesbetyg kan ge yrkeselever bättre möjlighet till högskolebehörighet (Transition to subject grades can give vocational students a better opportunity for university admission). Press release. Regeringen, Stockholm.

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Regeringen, (2021f). Möjlighet för regeringen att tillfälligt frångå huvudregeln för fördelning av platser vid urval till högskolan vid extraordinära händelser i fredstid (Opportunity for the government to temporarily deviate from the main rule for the allocation of seats in university selection in the event of extraordinary events in peacetime). Regeringens proposition 2020/21:136. Regeringen, Stockholm.

Regeringen, (2021g). Möjlighet för regeringen att tillfälligt frångå huvudregeln för fördelning av platser vid urval till högskolan vid extraordinära händelser i fredstid (Opportunity for the government to temporarily deviate from the main rule for the allocation of seats in selection to the university in the event of extraordinary events in peacetime). Regeringens proposition 2020/21:136. Regeringen, Stockholm.

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Skola hemma [home schooling]. Support for the school during the Corona pandemic.
https://www.skolahemma.se/

Skolinspektionen, (2020). Skolenkäten våren 2020. Resultatredovisning för Skolenkäten (The School Questionnaire spring 2020. Results report for the school questionnaire). Skolinspektionen, Stockholm. https://www.skolinspektionen.se/globalassets/02-beslut-rapporter-stat/statistik/statistik-skolenkaten/vt-2020/totalrapport-skolinspektionen-vt-20202.pdf, https://www.skolinspektionen.se/inspektion-och-tillstand/skolenkaten/

Skolinspektionen, (2020b). Utbildning under påverkan av coronapandemin: Sammanställning av centrala iakttagelser från en förenklad granskning av 225 gymnasieskolor (Education under the influence of the corona pandemic: Compilation of key observations from a simplified review of 225 upper secondary schools). Dnr: 2020:4850. Skolinspektionen, Stockholm.https://www.skolinspektionen.se/aktuellt/nyheter/ny-rapport-utbildning-under-paverkan-av-coronapandemin-i-gymnasieskolan/

Skolinspektionen, (2020c). Skolhuvudmäns utmaningar och möjligheter under Corona-pandemin. Kartläggning med särskilt fokus på stöd till elever i grundskolan, baserad på intervjuer med 106 huvudmän (Challenges and opportunities of school owners during the Corona pandemic. Mapping with special focus on support for students in primary school, based on interviews with 106 school owners). Stockholm. Skolinspektionen. https://www.skolinspektionen.se/beslut-rapporter-statistik/publikationer/ovriga-publikationer/2020/skolhuvudmans-utmaningar-och-mojligheter-under-corona-pandemin/

SOU (Statens offentliga utredningar), (2016). En gymnasieutbildning för alla – åtgärder för att alla unga ska påbörja och fullfölja en gymnasieutbildning (A Upper Secondary Education for Everyone. Measures for all young people to start and complete a high school education). Betänkande av gymnasieutredningen SOU 2016:77. Stockholm. Statens offentliga utredningar.

SOU (Statens offentliga utredningar), (2020a). Förskola för alla barn – för bättre språkutveckling i svenska (Preschool for every child – for better development of Swedish). Statens offentliga utredningar, Stockholm.

SOU (Statens offentliga utredningar), (2020b). Gemensamt ansvar – en modell för planering och dimensionering av gymnasial utbildning (Shared responsibility - a model for planning and dimensioning upper secondary education). Betänkande av Utredningen om planering och dimensionering av komvux och gymnasieskola, SOU 2020:33. Stockholm. Statens offentliga utredningar. https://www.regeringen.se/rattsliga-dokument/statens-offentliga-utredningar/2020/06/sou-202033/

SOU (Statens offentliga utredningar), (2020c). Bygga, bedöma, betygssätta – betyg som bättre motsvarar elevernas kunskaper (Build, assess, grade - grades that better correspond to students' knowledge). Betänkande av Betygsutredningen 2018, SOU 2020:43. Stockholm. Statens offentliga utredningar. https://www.regeringen.se/4a3d31/contentassets/fe3346ccd9f84e00a50f340411515aa7/bygga-bedoma-betygssatta--betyg-som-battre-motsvarar-elevernas-kunskaper-sou-202043-ny-version.pdf

SOU (Statens offentliga utredningar), (2021). Bättre möjligheter för elever att nå kunskapskraven – aktivt stöd- och elevhälsoarbete samt stärkt utbildning för elever med intellektuell funktionsnedsättning. Slutbetänkande av utredningen om elevers möjligheter att nå kunskapskraven. SOU 2021:11 (Better opportunities for students to reach the knowledge requirements - active support and student health work and strengthened education for students with intellectual disabilities. Final report of the inquiry into students' opportunities to reach the knowledge requirements). Statens offentliga utredningar, Stockholm.

https://www.regeringen.se/492cd0/contentassets/77f91fad3fff4e9f85bc560b1e5c34d9/battre-mojligheter-for-elever-att-na-kunskapskraven-sou-202111

Statistics Sweden – SCB, (2019). 23 000 barn går inte i förskola. https://www.scb.se/hitta-statistik/artiklar/2019/23-000-barn-gar-inte-i-forskola/

Sveriges elevkårer, (2020). Uppföljande undersökning om gymnasieelevers upplevelse av distansundervisning VT2020 (Follow-up survey on upper secondary school students' experience of distance education the spring 2020). Sveriges elevkårer, Stockholm. https://sverigeselevkarer.se/media/1927/sek_rapport_uppfo-ljande-underso-kning-distansundervisning_2020.pdf

UKÄ, (2021). Universitetskanslersämbetets pandemiuppdrag. Delrapportering 1 (The University Chancellor's Office's pandemic assignment. Sub-reporting 1). Universitetskanslerämbetet, Stockholm. https://www.uka.se/download/18.3fca4e4d177db4cf57269e6/1615889428308/Rapport%202021-03-16%20Delrapport%201.pdf

Annex I: Key indicators sources

Annex II: Structure of the education system