ABSTRACT

In response to declining results in the Programme for International Student Assessment (PISA) surveys, the then governing Swedish coalition in 2010–2014 introduced earlier grading, more extensive national testing and a new standards-based curriculum. These reforms coincided with a greater emphasis on inclusive’ education understood in the ‘narrow’ sense of placement in mainstream schools. The combination of these two sets of reforms presents an interesting national case where traditional conservative demands for a core curriculum, testing and accountability were combined with calls to increase educational opportunity. Combining different methods and analysis of five separate waves of PISA data, we show that the reforms coincided with a decline in the sense of school belonging among pupils that was exceptional compared to other high-income countries, and especially among marginalised pupils. The study adds to the cumulative work of previous studies on policy effects on wellbeing, concluding that the Swedish compulsory school went from undergoing a mediatised results crisis to a mental health crisis among pupils.

摘要

为了应对国际学生评估计划 (PISA) 调查结果的下降，当时的瑞典执政联盟在 2010-2014 年引入了更早的评分、更广泛的国家测试和新的基于标准的课程。这些改革恰逢更加强调包容性教育，即在主流学校的“狭义”安置中理解。这两套改革的结合呈现了一个有趣的全国案例，其中传统的保守派对核心课程、测试和问责制的要求与增加教育机会的呼吁相结合。结合不同的方法和对五波不同的 PISA 数据的分析，我们表明，改革恰逢学生的学校归属感下降，这与其他高收入国家相比尤为突出，尤其是边缘化学生。该研究增加了之前关于政策对福祉影响的研究的累积工作，得出的结论是瑞典义务教育从经历了中介结果危机到学生的心理健康危机。