**Foreign Parents Offer Mixed Reviews of Swedish Schools**
*Stockholm, Sweden – September 2025* – A survey of foreign parents published by *The Local* in September 2025 highlights both praise and criticism of Sweden’s education system. The respondents, who were asked to share their impressions of Swedish schools, pointed to a philosophy that prioritises group cooperation and life skills over competition and high academic pressure.
### Survey Methodology
The survey was distributed to readers of *The Local* and received 38 responses. Fourteen respondents (approximately 37 %) expressed concerns about discipline and academic standards, while a similar number highlighted the benefits of a less authoritarian environment.
### Discipline and Classroom Management
Many parents described Swedish classrooms as “soft” and lacking authority. One Brazilian reader wrote that students “have it so soft” and that teachers “are limited from disciplining students who disrupt classes.” A Malaysian reader echoed this view, noting that teachers are “referred to by their first names” and that there are no punishments such as detention.
An Indian lawyer based in Stockholm added that from middle school onward, students have access to “snus, vapes, and energy drinks” on campus and that school‑issued laptops can be used to access any website, including adult sites. She said that “there are minimum consequences for children even if they are reported to school leadership.”
### Academic Standards
Several respondents felt that Swedish students start learning later and that the academic level is lower than in their home countries. One Indian parent compared the math curriculum, stating that “the kind of maths my kid did in Class 0 in India is at Class 2 in Sweden.” Another Indian parent who had home‑schooled their child until age six said their child was “way ahead of classmates in many subjects.”
Critics also pointed to a short school day and limited homework. A UK parent complained that “there is a lack of challenges for kids who do want to learn – kids are never asked to stretch or to try something that may be a little tough.” The same parent noted that the introduction of grades in the seventh year was “a shock to students who were unused to such pressure to perform.”
### Positive Aspects
Parents from the UK, US, and Eastern Europe praised the system’s focus on individual development and reduced hierarchy. A British parent who had worked as a teacher in Sweden said, “Children are happier than in the UK. Most leave each stage with happy memories.” An Eastern European parent described the environment as “kid‑centric” and “inclusive,” with “no feeling of elite groups.”
The emphasis on life skills also received positive feedback. A Malaysian reader valued the focus on “all‑around individual development, open discussions, nature and self‑reliance, critical thinking, and speaking up.” An Indian lawyer appreciated “play‑based learning and learning from nature,” as well as practical subjects such as cooking, swimming, and orienteering that she said were “absent or minimally focused on” in Asia.
### After‑School Activities
The availability of after‑school care was highlighted as a logistical advantage. An Irish respondent noted that the after‑school division “makes logistics much easier than in Ireland.” However, some parents felt that the activities lacked sports, music, or competitive elements. A British parent lamented the absence of inter‑school sports competitions, arguing that such events could “mitigate gang‑related problems” and help teach national values.
### Conclusion
The survey illustrates a divide among foreign parents: some appreciate Sweden’s collaborative, life‑skills‑oriented approach, while others criticize perceived lax discipline and lower academic rigor. The findings reflect broader debates about the balance between holistic education and academic achievement in Sweden’s compulsory schooling system.
Article and image source: thelocal.se
