On 3 June 2026 the Riksdag adopted proposition 2025/26:195, Förbättrat stöd i skolan. From 1 July 2028, two familiar parts of how schools give early support disappear: the guarantee for early support measures (the “läsa, skriva, räkna” guarantee) and the regulation on extra anpassningar. In their place, schools will use standardized tests at the start of the autumn term in certain year groups to identify students who need support, together with early remedial teaching in Swedish, Swedish as a second language, and mathematics.
This is a real shift in the machinery of support, so it is worth being precise about what is changing and what it means for neurodivergent students in particular.
What is being replaced
Two things are being abolished.
The first is garantin för tidiga stödinsatser, the early-support guarantee, usually called the “läsa, skriva, räkna” guarantee. Since 2019 it has required schools to use mandatory mapping and assessment materials in the youngest year groups, make a closer assessment of a student’s knowledge development when the materials indicate a risk, put support in place, follow up whether it worked, and hand the results to next year’s teacher.
The second is the regulation on extra anpassningar, the lighter tier of support a teacher provides within ordinary teaching, below the threshold of a formal särskilt stöd decision.
What replaces them
The reform keeps the strongest tier and rebuilds the early one. In summary:
- A clearer general duty. The Education Act will state explicitly that all students are to be given guidance and stimulation (ledning och stimulans) so they can follow the teaching.
- Standardized tests at the start of the autumn term in certain year groups, used to identify students who need support, in place of the abolished guarantee.
- Early remedial teaching (stödundervisning) in Swedish, Swedish as a second language, and mathematics, given at an early stage in compulsory, upper secondary, and adapted upper secondary school.
- Särskilt stöd, reached earlier. A responsible teacher or mentor must notify the principal when a student’s need for special support has to be investigated, and such needs are to be investigated earlier than today. Decisions to give special support in a smaller teaching group or as individual teaching are made easier, and an adapted study path (anpassad studiegång) may only be decided once other options are exhausted or judged unsuitable.
The changes take effect on 1 July 2028. Until then, the current rules stay exactly as they are.
What it means for neurodivergent students
The stated intent speaks directly to a problem neurodivergent students know well: support that arrives late. Sweden’s own Parliament has documented that students with NPF fall behind on results and that formal support tends to come too late. A model built around earlier identification and earlier teaching is, on paper, aimed at exactly that gap.
Two questions decide whether it helps in practice.
First, what a standardized test can and cannot see. A test measures skills in reading, writing, and mathematics at a point in time. Many of the barriers a student with ADHD, autism, or dyslexia meets are not simple skill gaps a single term-start test captures: attention that varies by day, executive function, working memory load, energy, and anxiety. A student can score adequately on the test and still be unable to sustain the work without support. Identification has to reach those students too, not only the ones a test flags.
Second, what happens to the everyday adjustments. The reform strengthens the general duty of ledning och stimulans and removes extra anpassningar as a separately regulated step. The most intensive tier, särskilt stöd with an åtgärdsprogram, remains and is reached earlier. The open question is the low-threshold, day-to-day adjustments many neurodivergent students rely on: a checklist, a quieter room, more time, instructions broken into steps. Those still need to happen once they are no longer a named, regulated tier. The reform was adopted with 13 reservations from the committee, so reasonable people disagree about where the balance lands.
What does not change before 2028
None of this is in force yet. The current rules, including extra anpassningar and särskilt stöd as they stand today, remain in force until 1 July 2028. A school’s obligations to its neurodivergent students do not pause between a reform being decided and taking effect.
Whichever model applies, the hard part is the same one it has always been: turning identification into daily, individual support that actually reaches each student, without adding hours of manual work for teachers. That is the gap Nuro is built to close.