Significant Decline in Academic Performance Among Swedish-Born Students Post-Pandemic
Skolverket reports significant decline in Swedish-born students' academic performance post-pandemic, highlighting disparities linked to family background and teacher distribution.
Key Points
- • Swedish-born students' academic results have declined significantly since the pandemic.
- • Family background strongly influences educational outcomes, with affluent families faring better.
- • The proportion of students excluded from high school programs has increased, especially among Swedish-born students.
- • There are notable disparities in teacher distribution, contributing to the decline in performance.
Recent findings from Skolverket reveal a troubling decline in the academic performance of Swedish-born students since the COVID-19 pandemic. This drop marks a significant reversal of trends seen since the late 1990s, with the most dramatic declines noted among girls. According to the report published on September 2, 2025, the overall school results for ninth graders have worsened, especially among students with weak prior results.
Pernilla Jonsson, head of a unit at Skolverket, emphasized that despite various governmental initiatives aimed at improving educational equality, they have not sufficiently addressed persistent disparities in performance linked to family background. The report indicates that students from families with higher education and affluence continue to outperform their peers. For example, the percentage of Swedish-born students failing to achieve passing grades in key subjects such as Swedish, math, and English has risen significantly, with over 12% projected to lack passing marks in 2024, compared to approximately 8-9% in the years 2000-2021.
One alarming trend is the increase in youth excluded from national programs in high school, which has surged particularly among Swedish-born students. While the educational standing of foreign-born students has improved—attributed to their arrival at younger ages—Swedish-born students have seen their eligibility for high school programs diminish. The report also highlights that the decline is more acute among girls, which raises additional concerns about gender disparities in educational outcomes.
Furthermore, the report suggests that ongoing issues with teacher distribution may be exacerbating these declines. Experienced educators are increasingly drawn away from schools tasked with challenging demographics, leaving these institutions without adequate support to raise struggling students' performance. Jonsson reiterated that significant challenges remain, with the most affected students being those already facing educational hurdles as a result of the pandemic. The noted disparities in school compositions further complicate these issues, contributing to less favorable outcomes for Swedish-born students who are already disadvantaged.