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About the Swedish Schools Inspectorate

The Swedish Schools Inspectorate scrutinizes schools and assesses applications to run an independent school. You can also turn to the Swedish Schools Inspectorate if you think that a school has done something wrong. The objective is good education in a safe environment. Here, you can read more about our activities and how to contact us.

The Swedish Schools Inspectorate is an agency under the Swedish government. The agency is responsible for supervision and quality assurance in regard to preschools (primarily the municipal preschools), compulsory schools, upper secondary schools and the various forms of adult education.

University colleges and universities, however, have a different supervisory authority. The primary aim of the Swedish Schools Inspectorate is to contribute to school improvement and development. The overall goal is a school system where all children have equal rights to a good education and knowledge in a secure environment.

The agency is headed by a Director General appointed by the government; however, it is not a part of the Ministry of Education and Research, but an independent agency. The agency's commission is based on the Swedish Education Act, a special comission and on appropriation directions written by the government each year.

The Swedish Schools Inspectorate was formed as a separate agency in 2008. The agency's tasks were previously carried out by the Swedish National Agency for Education, which is still the normative and evaluating authority for the Swedish schools.

The Swedish Schools Inspectorate has approximately 450 employees at five locations around the country. The main office is in Stockholm.

The Swedish Schools Inspectorate also includes the Child and School Student Representative, a legal expert appointed by the government to investigate and make decisions in matters relating to offensive treatment of individual pupils. The Swedish Schools Inspectorate is responsible for the Child and School Student Representative's investigative resources.

Also connected to the Swedish Schools Inspectorate is the Board of Appeal for Education, which is a court-like authority that receives appeals from private individuals in regard to certain types of decisions concerning pupils in school. This authority receives its office resources from the Swedish Schools Inspectorate.

The consequences of remote teaching during the Covid-19 pandemic in english.

The Covid-19 pandemic has meant great challenges for the entire school system and in particular for those students in years 7 to 9 of the compulsory school, the upper secondary school, and adult education who to a large degree have been instructed through remote teaching. The Swedish Schools Inspectorate has reviewed the impact of remote teaching on students’ learning and wellbeing during the pandemic.

The review shows that large parts of the mission of the school system have worked well in spite of the transition to remote teaching. Students and school staff have in many cases approached the challenges posed by the situation with great flexibility and a high level of commitment. 

But in spite of all these efforts it has rarely been possible for remote teaching to offer the same conditions for learning and wellbeing as teaching on site in the school has done.

Principal observations

One important finding, applicable irrespective of school form, is that the consequences of remote teaching have been affected by:

  • the degree of remote teaching,
  • the institutions’ starting point for the transition to remote teaching,
  • the quality of the implementation of remote teaching, and
  • the extent to which it has been possible to gradually compensate the students. 

The review also shows that students’ chances of reaching set goals have deteriorated and that their health has suffered because of the remote teaching.

Students’ chances of reaching set goals have deteriorated

For the majority of those students who received a significant degree of remote teaching, the situation has meant worse conditions for learning and knowledge development.

  • Curriculum items and courses have usually been completed but students feel that they have learnt less
  • Poorer quality of teaching in remote education giving poorer opportunities for learning
  • Students’ domestic situation affects their ability to benefit from remote teaching
  • Several schools lack a clear picture of students’ support needs and the impact of the teaching
  • Difficult to work remotely on issues related to social values
  • Awarding grades remotely has been a challenge for teachers.

Students’ health has deteriorated

Remote teaching has had a negative impact on both mental and physical health for many students.

  • Stress, loneliness, and poorer lifestyles were common when teaching was delivered remotely
  • The student health team has prinipally been reactive and focused on interventions benefitting individual students.

About the review

The review has been carried out at the request of the Government and is based on findings from eight remote inspections during the period February to September 2021. The majority of these have already been published as memoranda. The remote inspections have taken the form of a learning and forward-looking inspection and differ in several respects from the authority’s normal inspections.

The conclusions drawn by the Swedish Schools Inspectorate are based on observations at 426 reviewed schools. The material has been collected via telephone or digital interviews, surveys, and digital lesson observations.

The findings provide many important insights concerning the consequences of remote teaching, but do not present a nationally representative picture of the situation. The extent of the described consequences is largely dependent on the amount of remote teaching that students have been receiving. Other factors that should be considered are, for instance, increased student absenteeism and increased use of supply staff within the compulsory school.

This is what we have reviewed 

The Swedish Schools Inspectorate has reviewed remote teaching carried out during the spring term of 2021 in years 7 to 9 of the compulsory school, the upper secondary school and municipal adult education, as a result of the Covid-19 pandemic.

The purpose has been to review the consequences of remote teaching for students’ chances of reaching set goals and for their health, during the Covid-19 pandemic.


The report "The consequences of remote teaching" - Findings based on observations in lessons and interviews with students, teachers and principals in ten compulsory (9-year comprehensive) and upper secondary schools.

The report "Quality in distance learning" - Findings based on observations in lessons and interviews with students, teachers and principals in ten compulsory (9-year comprehensive) and upper secondary schools."

For more information about the reports, please contact:

  • Lars Thornberg, Investigator at the Swedish Schools Inspectorate,
    +46 (0)8-586 082 27
  • Press Office +46 (0)8-586 080 60

Telephone number 

+46 (0)8-586 080 00




Main Office

Box 23069
104 35 Stockholm

Visiting address Main Office

Sveavägen 159

Senast uppdaterad: 18 januari 2022