The right education can change the lives of young people in residential care

A new research report from Jönköping University (JU) and the University of Borås shows that schooling within the Swedish National Board of Institutional Care (SiS) can play a crucial role for students with intellectual disabilities (ID). For many, their time at SiS becomes a turning point where, for the first time, they feel seen, heard, and receive education tailored to their individual needs.

The report “Hope, Curiosity and Uncertainty” is the first study conducted on SiS students with ID. It has been produced by researchers Martin Hugo, Associate Professor of Education at the School of Education and Communication at JU, and Jörgen Frostlund, Senior Lecturer at the University of Borås. The study examines how education is organised and experienced by students with ID within SiS.

“What surprised us most in the study was that almost all the students we interviewed said they enjoyed school at SiS and encountered teaching that was based on their life situation and previous experiences,” says Martin Hugo.

At the same time, the study shows that many students have a problematic educational background. About half had already left their previous compulsory schools during the middle school years, which the researchers describe as concerning.

Students make progress with adapted education

Students with ID are clearly overrepresented within SiS—just over six percent compared to approximately 1.5 percent in the overall student population. Despite this, research on the group has for a long time been limited. The report shows that students often make significant progress when teaching is adapted to their needs. Discovering that they are able to learn and develop strengthens their self-image and fosters hope for the future. An important conclusion is that success is built on close relationships with the student and coordinated support around them.

“SiS can offer a chance for a fresh start”

“Students with ID are a heterogeneous group, and each individual must be met based on their specific strengths and weaknesses in teaching,” says Martin Hugo.

The researchers particularly highlight the importance of committed teachers, high teacher density, and close collaboration between school staff and care staff. Structure, repetition, and clear adult support are other crucial factors.

“Schooling at SiS can be a chance for a fresh start for these students,” says Kim Silow Kallenberg, Director of Research at SiS.

According to the study, SiS schools have the potential to function in a compensatory way, that is, to provide students with the support they previously lacked. This requires that education is cohesive and prioritised as part of the rehabilitation process.

The researchers see a clear way forward: well-organised teaching can make a significant difference—even for students with difficult educational backgrounds.

“At its core, it is about being seen as a learner,” says Martin Hugo.