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Education systems around the world have experienced a rise in the number of newly arrived students. This article explores the manner in which the Swedish education system responds to the diverse needs of these students. Using the concept of post-migration ecology, the authors outline and critically discuss the legal, organisational, and pedagogical responses that make up the educational landscape and structures of post-migration opportunity. The authors point to the emergence of a parallel educational structure and a deficit model in relation to newly arrived students and argue for a shift in perspective to one that recognises individual needs and resources. At stake in such a shift are not only the educational careers of newly arrived students, but also the realisation of the Swedish school system's stated goals of social solidarity and equity.
Nilsson et al. (Tue,) studied this question.