There is growing awareness of the need to enhance learning environments for autistic students in schools. The Autism Program Environment Rating Scale (APERS) has shown potential for improving educational quality in schools and preschools, but its feasibility in Swedish primary schools remains untested. This study examined the feasibility, acceptability, and preliminary outcomes of an APERS-based intervention…

We analyze provider differences in preschool using linked worker–workplace data that span 20 years and that include the full population of municipal, for-profit and non-profit preschools in Sweden. We find that for-profit providers hire workers that have lower qualifications in all observed dimensions. (pdf)

This study aimed to explore how the role of schools is approached in Swedish municipal policy documents governing mental health efforts. (pdf)

School attendance problems (SAPs) have received increased attention internationally in recent years; however, there are still few qualitative studies that explore attendance promotion from the perspective of young people with such experiences and who have managed to increase their attendance. This study contributes by focusing on six young people's experiences of and perspectives on pathways…

This study by Helena Ackesjö is situated in Ifous research and development (R&D) programme "Fritidshemmets bidrag till elevers måluppfyllelse", which explores how contemporary Swedish childhoods are constructed through analysis of 5,933 children’s drawings and conversations about their living conditions and leisure time. Four constructions are identified: scheduled, isolated, digital, and restricted childhoods.

Syftet med denna studie av Helena Ackesjö och Marina Wernholm är att fördjupa förståelsen av hur kompletterande fritidspedagogisk undervisning tar form i fritidshemmet, samt att analysera hur denna undervisning bidrar till utbildningens demokratiska, sociala och kunskapsrelaterade funktioner. Studien är gjord inom ramen för Ifous FoU-program "Fritidshemmets bidrag till elevers måluppfyllelse".

This study by Åsa Hirsh is situated in Ifous research and development (R&D) programme "Fokus undervisning", which is focused on instructional development, involving 170 Swedish teachers across five municipalities (2021–2024). It investigates how teachers’ professional agency developed through the appropriation of conceptual and practical tools introduced within the collaboration.

Care ethics in research and practice: To do good and not give poison. This article draws on the insights made though my research engagement in mathematics education, assessment and inclusive education. (pdf)

Learning engagement (LE) is a crucial mechanism of successful learning. Log data from technology-enhanced learning environments offer numerous opportunities to assess learner behavior unobtrusively, reflecting learning processes, and thereby to understand why learning opportunities work. (pdf)

While research in educational leadership often relies on surveys and interviews that capture participants’ reflections after the fact, fewer studies examine how innovative thinking is co-constructed or unfolds during interaction. This paper introduces linkography, a protocol analysis method from design research, as a method to study the moment-to-moment interactions and conversations during collaborative problem solving. (pdf)

Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. (pdf)

This essay examines six persistent myths: that the principal is ‘the instructional leader’; that instructional leadership is the principal’s only responsibility; that it is enacted through top-down authority; that it directly influences student learning; that it focuses on teaching rather than learning; and that it is at odds with social justice leadership. (pdf)