In March 2026, the Swedish Parliament’s education committee published a follow-up report on how students with neurodevelopmental conditions (NPF, meaning ADHD, autism and related profiles) actually do in school. It is worth reading, because it stops the conversation from running on impressions and puts it on numbers.
The headline number: in the 2023/24 school year, only 62.4 percent of students with NPF met the requirements for a vocational upper-secondary program (yrkesprogram). Among students without NPF, the figure was 87.2 percent. That is a gap of nearly 25 percentage points, in a country whose Education Act promises every student the support they need to reach the goals of their education.
What the report found
The report (2025/26:RFR13) was produced by the education committee’s follow-up and evaluation group. A few of its figures, for the 2023/24 year:
- Eligibility. 62.4 percent of NPF students reached vocational-program eligibility, versus 87.2 percent of students without NPF.
- Mathematics. 31.4 percent of NPF students lacked a passing grade in maths, against 9.5 percent of their peers.
- Merit value. NPF students had an average merit value of 169.6 points; students without NPF averaged 237.3.
- Special support. 44.5 percent of NPF students received särskilt stöd at some point in years 7 to 9, compared with 8.1 percent of students without NPF.
The committee’s own conclusion is blunt: Swedish schools are not meeting the compensatory mission (det kompensatoriska uppdraget), the duty to even out differences in students’ preconditions, when it comes to students with NPF.
The support paradox, read carefully
One figure in the report is easy to misread, so it is worth slowing down on. Among NPF students who received särskilt stöd during secondary school, 45 percent reached vocational-program eligibility. Among NPF students who did not receive särskilt stöd, 83 percent did.
At a glance that looks like support makes things worse. It does not. Special support is targeted at the students who are already struggling most, so the group receiving it starts from a harder place. The right way to read the number is the other way around: by the time formal särskilt stöd is arranged, a student is often already far behind. The support is real, but it tends to arrive late, as a response to a problem rather than a way of preventing one.
That timing is the part worth fixing.
Why this matters for the mission
The report also makes a point that is easy to miss under the grim statistics: it is possible to build teaching that lets NPF students succeed. The gap is not a law of nature. It is the distance between what Skollagen requires and what an overstretched teacher can actually deliver for thirty different students at once.
That distance is where students slip, and it is the gap we keep coming back to. A teacher who believes completely in inclusive education still does not gain hours in the day. Adapted material, delivered early and by default rather than after a student has already fallen behind, is a capacity problem before it is anything else.
Nuro exists to close that specific gap: to make adapted, Skollagen-aligned support something a school can give every neurodivergent student from the start, without asking a teacher to build thirty versions of every lesson by hand. The Parliament’s report is a measurement of the problem. The work is making the next measurement look different.