The number of students in Sweden's adapted school forms is rising rapidly, but only 15 percent of teachers are qualified. Special educators, researchers, and advocacy groups are raising alarms about serious deficiencies in instruction. For 11-year-old Sarah with an intellectual disability, school feels more like storage than education.
In Sweden's adapted school forms, designed for students with disabilities, the number of pupils is growing avalanche-like. Yet the situation is alarming: only 15 percent of teachers are qualified, meaning 85 percent lack formal competence for the role. Special educators, researchers, and advocacy organizations are now warning of widespread deficiencies in instruction, marked by constant teacher changes, unstructured teaching, and low expectations.
A telling example is 11-year-old Sarah, who has an intellectual disability. For her, the adapted primary school has felt like storage rather than a place for learning. Her mother Mira expresses desperation: "What shall I say to her when she grows up and asks why she can't do anything?"
Jeanette Persson, a member of the national federation FUB's working group for school and education, underscores the issue: "It is remarkable that the children with the greatest need for pedagogical support should have the lowest proportion of qualified teachers." These voices highlight a systemic crisis in the most vulnerable parts of the Swedish school system, where students' needs are not met despite rising numbers of placements.