This study explored latent profiles of motivation, attitudes toward learning, and well-being in school among high-ability Grade 6-students in Sweden and examined how these profiles relate to academic achievement and socio-cultural background. Data were drawn from a nationally representative cohort (N = 9775) in the longitudinal study Evaluation Through Follow-Up (UGU) and from Statistics Sweden. High-ability students (n = 523) were identified as the top 10% scorers on a cognitive assessment test. Latent Profile Analysis based on self-reported measures of intrinsic and extrinsic motivation, attitudes toward learning, and cognitive, social, and psychological well-being identified two profiles: one profile characterized by high motivation and well-being (85.2%), and one profile characterized by lower motivation and attitudes toward learning, as well as lower cognitive well-being (14.8%). Psychological and social well-being and socio-cultural background factors were non-significant. The findings highlight the heterogeneity within the high-ability student population and underscore the importance of considering both motivational and contextual factors in supporting high-ability students. Educational implications and future research areas are discussed.

The chapter provides an overview of school legislation, regulations, and policy guidelines concerning the education of students with high abilities and gifted students within the Swedish educational context. It includes a historical review of earlier standpoints and perspectives on these matters. The chapter describes specific provisions and approaches to identification, as well as current practices in teacher education and ongoing professional learning. Recent initiatives and emerging networks have contributed to the development of research efforts in this field, with the potential to inform future education policy and teaching practices. The chapter also examines current challenges and cultural aspects that may have contributed to the historical lack of interest for students with high abilities and giftedness in Sweden and concludes by suggesting possible ways forward, such as avoiding myths and negative stereotypes, as well as conducting rigorous empirical research.

Background: Extremely preterm birth increases the risk of neurodevelopmental impairments. Early interventions supporting child and parent may improve child neurodevelopment, but evidence is limited. We aimed to evaluate the effect of the Stockholm Preterm Interaction-Based Intervention on neurodevelopmental outcomes at 24 months’ corrected age. Risk of autism spectrum disorder was examined as separate outcome. We also investigated whether the effect varied according to biological and psychosocial factors including maternal depressive symptoms.

Methods: This randomised controlled trial included 130 infants born extremely preterm. Participants were randomised to receive either the intervention in addition to an extended follow-up program (intervention group) or solely the extended follow-up program (control group). Neurodevelopment was assessed at 24 months' corrected age using the Bayley Scales of Infant and Toddler Development 3^rd edition.

Results: No significant group differences were found in cognitive, language, or motor development, neither in the overall group nor within the sub-group of children at risk of autism spectrum disorder. No interaction effects by biological and psychosocial factors were observed.

Conclusion: Neurodevelopmental effects of the intervention were not observed at 24 months' corrected age in our cohort of children born extremely preterm. Follow-up is important to evaluate long-term effects.

In Sweden, the PIRLS 2021 results demonstrate an increased number of poor readers. Moreover, socioeconomic background (SES) remains a strong predictor of students´ reading ability, favoring students from high SES backgrounds, as well as whether Swedish is spoken at home or not (Mullis et al., 2023). The current study adopts the Simple View of Reading  (Gough & Tunmer, 1986) as its theoretical framework. The Schoolwide Enrichment Model-Reading Framework (SEM-R) (Reis et al., 2018), was designed to strengthen reading interest and reading achievement across all reading ability levels and has been proven to increase reading comprehension and reading interest. The aim of this case study is to explore Grade 4-teachers´ experiences of the SEM-R in the Swedish middle school, and the reading ability among participating students of various reading ability levels and linguistic backgrounds before and after the intervention. Teachers (N=3) and four classes (Students N=46) were recruited from two schools located in socioeconomically different catchment areas. The classes participated in a twelve weeks SEM-R intervention employing Phase I and II in the SEM-R model. Each class received a large number of books of varying genres and levels to their respective classroom libraries to support the SEM-R implementation. Prior to the intervention, the teachers took part in a professional development session on the SEM-R. During the intervention, teachers could contact the researcher for implementation support. After the intervention, the teachers participated in a semi-structured in-depth interview, which were thematically analyzed. The students took part in pre- and post-screening tests (i.e., oral reading fluency, reading comprehension, vocabulary, spelling) to measure reading ability before and after the intervention. The main results align with previous research (e.g., Little et al., 2014; Reis et al., 2018): 1) the model promote reading growth among struggling, average, and advanced readers, 2) the SEM-R facilitates differentiated reading instruction, and 3) its structure enable a deeper assessment of students´ use of reading strategies and reading comprehension compared to traditional reading comprehension material and screening tests. Thus, the SEM-R seems suitable to employ in diverse middle school contexts in Sweden. This approach to differentiated teaching in reading in inclusive, mixed-ability classes could be of interest to Nordic researchers. 

Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://doi.org/10.1177/074193258600700104

Little, C. A., McCoach, D. B., & Reis, S. M. (2014). Effects of Differentiated Reading Instruction on Student Achievement in Middle School. Journal of Advanced Academics, 25(4), 384–402. https://doi.org/10.1177/1932202X14549250

Mullis, I. V. S., von Davier, M., Foy, P., Fishbein, B., Reynolds, K. A., & Wry, E. (2023). PIRLS 2021 International Results in Reading. TIMSS & PIRLS International Study Center. https://doi.org/10.6017/lse.tpisc.tr2103.kb5342

Reis, S. M., Little, C. A., Fogarty, E., Housand, B. C., Eckert, R. D., & Muller, L. M. (2018). Case Studies of Schoolwide Enrichment Model-Reading (SEM-R) Classroom Implementations of Differentiated and Enriched Reading Instruction. International Journal for Talent Development and Creativity, 6(1–2), 63–86.

This pilot study examined the utility of a practice-based coaching (PBC) intervention in Swedish elementary schools designed to support the classroom climate and benefit students. The intervention involved activities, self-assessment, observation, and coaching to the teachers, with the aim of improving the classroom climate and students’ self-concept, prosocial behavior, well-being, and academic achievement. The design was a cluster randomized trial with the school as the assignment unit. Participants in the intervention were 66 students in four classes, and in the control, four classes with 77 students. The duration of the intervention was five months. An autoregressive structural equation model was estimated. The correlations between the latent variables at pre-test ranged from low to high. There were significant standardized path coefficients concerning all the latent variables pre- and post-test. The estimates of the intervention at the post-test were non-significant. The results suggested a longer duration of the intervention with more frequent coaching sessions, which may enhance its effect.

The Evaluation Through Follow-up (UGU) is a large cohort-sequential research study which is used for evaluation and research about schools and education in Sweden (Härnqvist, 2000). The aim of this poster is to investigate academic achievement, attitudes toward school and learning among the share of students who demonstrate the highest cognitive abilities from cohort 10, one of these nationally representative cohorts. The sample of cohort 10 was divided into two subpopulations (i.e., students with high cognitive abilities, other students), where the division of the two groups was based on the 10 percent highest achieving on the aptitude test consisting of two verbal parts (i.e., synonyms, antonyms), one spatial, and one inductive part, carried out in Grade 6 for the UGU data collection. 523 of the students from cohort 10 were identified as students with high cognitive abilities. The students also participated in a student questionnaire about the perceptions of teacher practices, motivation, and attitudes toward school. The questionnaire items were answered on a 4- or 5-point Likert scale with different answer alternatives. The answers to a selection of questions were analyzed with descriptive statistics in IBM Statistical Package for the Social Sciences (SPSS) version 29 and visualized. The main results indicate that students with high cognitive ability in the current sample, demonstrate a strong academic performance, are motivated to learn, and that they have a strong belief in their own academic ability. 

Härnqvist, K. (2000). Evaluation through follow-up. A longitudinal program for studying education and career development. In C.-G. Janson (Ed.), Seven Swedish longitudinal studies in behavioral science (pp. 76–114). Forskningsrådsnämnden. https://gupea.ub.gu.se/handle/2077/26970

This study aimed to investigate the perceived collective teacher efficacy, teacher attitudes to inclusion of students with special educational needs, and the relationship between the constructs in a sample of Swedish teachers. The participants were 930 teachers involved in the Inclusive Behavioural Support in Schools implementation programme. The teachers answered the two questionnaires: The Teacher Attitudes to Inclusion Scale Swedish version (TAIS-Sw) and the Collective Teacher Efficacy Scale (CTES). The questionnaires were analysed and adapted to fit the sample adequately. This exploration identified a three-factor model for TAIS-Sw that is suitable for the data. The three latent variables related to classroom management, perception of the positive effects of inclusion for all students, and objections towards segregated special education. For CTES, a two-factor model showed a good fit for the data. The latent variables were related to aspects of teachers’ competence, including belief in competency and skills to teach all students. The questionnaires identified positive expressions of collective teacher efficacy but more hesitant attitudes to inclusion. Structural equation modelling was used to investigate the relationship between the constructs of collective teacher efficacy and attitudes to inclusion, revealing a small positive relationship. Further investigations could help identify factors supporting successful inclusive practices.

Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.

The aim is to identify protective factors, measures and interventions to adopt in order to prevent students’ dropout, non-completion of education and unemployment among young people, in particular regarding young people with disabilities, as they are overrepresented among NEET. Despite resources and good intentions, the equity of the education system in Sweden has decreased over time, and stakeholders are looking for ways to improve the educational system and reduce school failure.

Theoretical frameworks employed are: bio-ecological development theory; Heckman’s theory; theories on developmental cascades and resilience. These theories explain how early interventions can promote positive development and prevent later difficulties.

Method. A broad scoping review was carried out, including systematic literature searches of peer-reviewed articles in SCOPUS, EBSCO, and ProQuest databases; relevant reports from authorities; and other sources.  The results builds on analyses of a selection of reviews and meta-analyses, and empirical studies, of which 18 from Sweden were reviewed in details.

Results. There is support for initiatives and reforms at different levels: education system, school organisation, teaching, professional development and individual level. More young people would be expected to complete their studies by reforming the education system and introducing adaptations in curriculum and in school organisation. Early evidence-based interventions for families and in preschool can be effective in preventing difficulties, reducing the negative effects of socio-economic factors and disabilities, and promoting good school outcomes later on. There is strong evidence from long-term follow-ups that a preschool of good educational quality has positive outcomes in adult life in terms of education, employment and health. Other follow-ups show positive effects on school-age outcomes, including reduced costs for special education provisions. However, early universal interventions, in term of extended preschool attendance, must have high educational quality and adopt methods supported by the science on child’s development. The literature overview finds support for: 1) reforms in the education system: for example, educational pathways that do not exclude young people; continuity of support for transitions, vocational training with more practical elements; support measures that facilitate the transition to work for students with disabilities. 2) Investments in early universal interventions, as early educational environments of high quality have a compensatory effect and should be introduced and evaluated in Sweden. 3) Evidence-based and multi-component systems for support throughout schooling, primarily in inclusive school settings. 4) Targeted and indicated interventions and alternative forms of support can fulfil a function for young people with the greatest support needs.  The study has relevance to the Nordic educational research field for various reasons:  it includes a comparison of types of peer-reviewed publications on this topic from the Nordic countries. The comparison shows that studies on prevention of NEET and promotion of students’ success are more common in Norway than in other Nordic countries.

Relationerna och det som händer socioemotionellt i klassrummet kan stödja eller hindra elevernas utveckling och lärande. Ett positivt och stödjande klassrumsklimat gynnar alla elever, men kan vara av särskilt värde för elever i behov av stöd. En intervention med inspiration från teorier om motivation och socioemotionell utveckling och lärande har testats. Möjligheten att förbättra klassrumsklimat och elevers resultat undersöktes genom observationer och återkoppling till lärarna om styrkor och utvecklingsområden. Denna modell skulle kunna användas av specialpedagoger för att stödja lärare att genomföra förbättringar av klassrumsklimatet och främja elevernas resultat. Kapitlet beskriver interventionen och lärarnas uppfattningar av att delta. Samtidigt som instrumenten och interventionen presenteras med positiva resultat, diskuteras även deras begränsningar och studiens potentiella bidrag till det specialpedagogiska fältet.