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Policy for Integration - The contextual influence on the actors' role in integrating newly arrived children and youth into elementary school

Bygdemark, Olivia LU (2023) STVK12 20231
Department of Political Science
Abstract
In 2016, a national policy package consisting of six support measures was
legislated and clarified in the Swedish school law. The six support measures aim
to create clarity and guidance for teachers, principals and other relevant actors to
integrate newly arrived children and youth and ensure they achieve the national
curriculum requirements. Recent reports state that the gap between native and
foreign-born students continues to grow and that segregation increase in Sweden.
Foreign-born students fall behind in terms of study results and make up the
majority of those who are not eligible for high school.
This research focuses on those relevant actors whose primary responsibility is to
enforce the policy package 2016 into... (More)
In 2016, a national policy package consisting of six support measures was
legislated and clarified in the Swedish school law. The six support measures aim
to create clarity and guidance for teachers, principals and other relevant actors to
integrate newly arrived children and youth and ensure they achieve the national
curriculum requirements. Recent reports state that the gap between native and
foreign-born students continues to grow and that segregation increase in Sweden.
Foreign-born students fall behind in terms of study results and make up the
majority of those who are not eligible for high school.
This research focuses on those relevant actors whose primary responsibility is to
enforce the policy package 2016 into practice. The research aims to explore and
understand how these relevant actors experience, understand and enforce the
policy package 2016 in practice through the lens of critical policy analysis and
four contextual dimensions. This research undertakes a qualitative study with
interviews as the primary method for data collection.
The findings from the interviews show that context plays an essential role in how
the relevant actors experience, understand and enforce the policy package 2016
into practice. The main finding indicates that the policy package 2016 is perceived
as vague and open up for individual interpretation. The relevant actors' individual
interpretation is affected by their school's geographical location, student intake,
competence, experience, routines, resources, and collaboration. (Less)
Please use this url to cite or link to this publication:
author
Bygdemark, Olivia LU
supervisor
organization
course
STVK12 20231
year
type
M2 - Bachelor Degree
subject
keywords
integration, education, policy, sustainable development, policy enactment, newly arrived, migrants
language
English
id
9118701
date added to LUP
2023-09-07 17:04:18
date last changed
2023-09-07 17:04:18
@misc{9118701,
  abstract     = {{In 2016, a national policy package consisting of six support measures was 
legislated and clarified in the Swedish school law. The six support measures aim 
to create clarity and guidance for teachers, principals and other relevant actors to 
integrate newly arrived children and youth and ensure they achieve the national 
curriculum requirements. Recent reports state that the gap between native and 
foreign-born students continues to grow and that segregation increase in Sweden. 
Foreign-born students fall behind in terms of study results and make up the 
majority of those who are not eligible for high school. 
This research focuses on those relevant actors whose primary responsibility is to 
enforce the policy package 2016 into practice. The research aims to explore and 
understand how these relevant actors experience, understand and enforce the 
policy package 2016 in practice through the lens of critical policy analysis and 
four contextual dimensions. This research undertakes a qualitative study with 
interviews as the primary method for data collection. 
The findings from the interviews show that context plays an essential role in how 
the relevant actors experience, understand and enforce the policy package 2016 
into practice. The main finding indicates that the policy package 2016 is perceived 
as vague and open up for individual interpretation. The relevant actors' individual 
interpretation is affected by their school's geographical location, student intake, 
competence, experience, routines, resources, and collaboration.}},
  author       = {{Bygdemark, Olivia}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Policy for Integration - The contextual influence on the actors' role in integrating newly arrived children and youth into elementary school}},
  year         = {{2023}},
}