On 17 March 2026, the Swedish government submitted proposition 2025/26:195, Förbättrat stöd i skolan (Improved support in school), to the Riksdag. It proposes changes to the Education Act (skollagen 2010:800) that would reshape how schools are required to give students support. The changes are proposed to take effect on 1 July 2028. Here is what it actually says.
What the bill proposes
From the government’s own summary, the main measures are:
- A clearer duty of ledning och stimulans. The Education Act would state explicitly that all children and students in teaching are to be given guidance and stimulation so that they can follow the teaching.
- The early-support guarantee and the extra anpassningar regulation would be abolished. In their place, standardized tests would be carried out at the start of the autumn term in certain year groups, to identify students who need support.
- Early remedial teaching. Students would be given remedial teaching (stödundervisning) at an early stage in compulsory school, upper secondary, and adapted upper secondary, in Swedish, Swedish as a second language, and mathematics.
- Changed rules on särskilt stöd. A responsible teacher or mentor would have to notify the principal when a student’s need for special support has to be investigated, and such needs would be investigated earlier than today. Decisions to provide special support in a smaller teaching group or as individual teaching would be made easier. A decision on an adapted study path (anpassad studiegång) could only be made once all other options for special support are exhausted or judged unsuitable.
- Adult education. Teachers in municipal adult education would have access to, or the possibility of consulting, staff with special-needs teaching competence.
Why the government says it is changing the rules
The bill is blunt about the problem it is responding to. Its own analysis says a large share of students in compulsory and upper secondary school do not reach the goals, that results are weak in Swedish, Swedish as a second language and mathematics, and that the rules on extra anpassningar have not worked. It also argues there has been too one-sided a focus on the individual, and that the guarantee for early support has not worked as intended.
In other words, the bill does not remove the idea that students should get support. It restructures the machinery: less process around a named extra anpassningar step, earlier identification through testing, and earlier teaching for students who have fallen behind.
What it means for neurodivergent students
For students with NPF, the detail that matters most is timing. The outcome gap is already wide: Parliament’s own follow-up found only 62.4 percent of students with NPF reach eligibility for a vocational upper-secondary program, against 87.2 percent of their peers, and that formal särskilt stöd tends to arrive late. A reform built around earlier identification and earlier teaching is, at least on paper, aimed at that timing problem.
But earlier identification only helps if schools can act on it. Knowing in September that a student has fallen behind does not, by itself, give an overstretched teacher the hours to build adapted material for that student. That is the gap we keep coming back to: the distance between what the law asks for and what a teacher can actually deliver for thirty different students at once.
It is also worth being clear about what does not change before 1 July 2028. The current rules, including extra anpassningar and särskilt stöd as they stand today, remain in force until then. A school’s obligations to its neurodivergent students do not pause while a bill works its way through the Riksdag.
Nuro is built for exactly the capacity problem the reform leaves open: giving every student adapted, Skollagen-aligned support early and by default, without asking a teacher to build thirty versions of every lesson by hand. Whichever legal mechanism the support is delivered under, the work of actually delivering it stays the same. That is the part we build for.