This report presents the results of the OECD Diagnostic Review of Sweden, which draws on international evidence and comparative practices across OECD countries. This work forms part of the OECD’s Reviews of National Policies for Education, coordinated by the Policy Advice and Implementation Division of the Directorate for Education and Skills. It builds on the OECD’s long-standing engagement with countries to improve student outcomes through evidence-based dialogue and tailored policy advice.
A central component of the review was an in-depth analysis of Sweden’s PISA 2022 data, examining trends, student experiences and associations with learning outcomes. This work complements other research and analytical exercises undertaken by Swedish authorities in this area, including recent studies by the Swedish National Agency for Education (Skolverket). The OECD analysis was further supported by extensive desk research, a background questionnaire prepared by the Swedish authorities and a series of online interviews held in May 2025 with a wide range of national and local stakeholders (see Annex B).
The OECD review team (see Annex C) wishes to express its sincere appreciation to the Swedish authorities for their co-operation throughout the review. Special thanks go to Henrik Dahl and Annika Hellwell at the Ministry of Education and Research for their invaluable support in coordinating the review and facilitating discussions with stakeholders. The team is also grateful to representatives from the Swedish National Agency for Education (Skolverket) and to the many experts, practitioners and stakeholder organisations who generously shared their insights.
The OECD review team extends its thanks to all those who contributed to the preparation of the background questionnaire, as well as to the broad range of stakeholders who participated in the online interviews. These included representatives from national ministries and agencies, municipalities, researchers, and NGOs. Their perspectives were essential in shaping the analysis and reflections presented in this report.
The OECD review team was led by José-Luis Álvarez-Galván, who also served as lead author of Chapters 2 (Introduction), 4 (School Disciplinary Climate and Safety) and 5 (Policy Considerations), and oversaw the PISA 2022 analytical work across the review. Luka Boeskens authored Chapter 3 on digital education and contributed to the analytical interpretation of PISA indicators. Young Chang co-authored Chapters 2 and 4, while Karine Tremblay contributed as co-author of Chapter 5. Gwénaël Jacotin provided extensive analytical and statistical support for the PISA-based data analysis, and Camille Sirera prepared the statistical annex (see Annex A) and provided support in the finalisation of the review. Thomas Radinger and Camilla Stronati contributed to the initial phases of the project. The project also benefited from comments by Miyako Ikeda on the initial analytical framework and by Daniel Salinas on selected sections of the review. The work was conducted under the guidance of Paulo Santiago, Head of the Policy Advice and Implementation Division, and Andreas Schleicher, Director for Education and Skills. Administrative and editorial support were provided by Christina Mitrakos and Cécile Bily, with Rachel Linden overseeing the publication process.
The OECD Secretariat extends its appreciation to all those involved in this review. It is hoped that the analysis and considerations presented in this report will support Sweden in its continued efforts to foster high-quality, equitable and inclusive education for all students.