Short answer: in August 2025, Riksförbundet Attention, Sweden’s largest organisation for people with neuropsychiatric conditions (NPF), published “Attentions skolrapport 2025”, based on a survey of more than 2,800 guardians run at the turn of April and May 2025. It is a member survey, so it reflects what families report rather than official statistics, but the picture it paints is stark and consistent: most students in the survey have school absence tied to their condition, a third of families expected no core-subject grades, and support often comes a year late or never.
What the survey found
These are the figures Attention published, all self-reported by guardians:
- 77 percent have absence linked to their NPF (a figure that includes anpassad studiegång, a formally reduced timetable).
- 36 percent of guardians were sure, at the time of the survey in May, that their child would not get grades in the core subjects.
- 10 percent of students get no support or adaptation at all, despite having a need.
- 41 percent of students have waited a year or longer for an intervention or support.
- 32 percent of students feel unsafe at school.
- 83 percent of students have physical or psychological ill-health connected to school.
Attention also frames the scale plainly: on average, three children with NPF sit in every class. This is not a rare edge case that a school meets once a decade. It is a group present in almost every classroom in the country.
Why a family survey matters next to the official numbers
This blog usually cites Skolverket, Skolinspektionen, and parliament’s own reports, and for good reason: those are the official record. A guardian survey from an advocacy organisation is a different kind of evidence. Families who answer are more likely to be families already struggling, so the percentages describe Attention’s respondents, not a random sample of all NPF students in Sweden.
That caveat does not make the survey less useful. It makes it a different lens on the same problem. The official data tells you roughly one in three NPF students leaves grade 9 without the grades to continue; the family survey tells you what that looks like from the kitchen table, a year before the grades are even set, when a parent already knows their child is not going to make it and the support still has not arrived. When the lived-experience data and the official data point the same way, the case stops being about interpretation.
The pattern it confirms
The survey lines up with what the official figures already show. Support is rationed and slow, and it reaches some students far less reliably than others. Girls in particular are recognised and given särskilt stöd later and less often, and many students who plainly need help are stuck behind the idea that support requires a finished diagnosis, which the law never says. The 41 percent who waited a year or more, and the 10 percent who got nothing at all, are the same failure the law is supposed to prevent.
Attention’s chairman, Eric Donell, put the point bluntly: “Det här är inte frågan om individuella misslyckanden. Det är ett systemfel när så många elever inte får de anpassningar och det stöd de behöver och har rätt till.” This is not a question of individual failures. It is a system failure when so many students do not get the adaptations and support they need and have a right to.
Where this connects to the work
The gap the survey measures is a gap of capacity and timing: schools that mean well but cannot see every student early enough, or act fast enough, before absence sets in. That is the exact problem Nuro is built for. Seeing each student’s needs from the start, adapting the material to how they learn, and surfacing the early warning signs while there is still time to act is how a school closes the year-long wait the families describe. The right to support already exists. The survey is one more account of how often it fails to reach the child in time.