Narrative-based literacy programs in disadvantaged schools: evidence from Swedish civil society engagement

Civil society organizations increasingly complement public education in disadvantaged areas. Yet little is known about narrative-based literacy programs in Swedish welfare contexts. This qualitative study examines teacher perspectives on two programs delivered by a Swedish nonprofit in compulsory schools. Drawing on self-determination theory and literacy frameworks, the study uses semi-structured interviews with 20 teachers to explore how narrative pedagogy supports motivation and literacy development. Findings indicate that readers and structured narrative frames enhance engagement, particularly for multilingual learners. A key finding emerged: while external narrative structure enabled pupil autonomy during program delivery, teachers struggled to maintain these motivational conditions without ongoing scaffolding. Sustaining these practices requires protected time, materials adapted for diverse learners, collegial structures, and deliberate handover processes through which teachers can make the underlying pedagogical thinking their own. The study identifies implementation conditions critical for equity-oriented civil society programs in Swedish education.