Plan Now for Bad Atmosphere in August

Linnea Lindquist, a prominent Swedish school leader and debater, is challenging the nation's education policies by demanding equal opportunities for all children. Her stance, which emphasizes providing the best possible education for students in disadvantaged areas, should not be controversial, yet it faces resistance from those who prefer a different direction.

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What I talk about when I talk about school

Lindquist, known for her unwavering support for vulnerable students, also possesses a "black belt in bad atmosphere," as she describes her role as a school manager in a suburb. Her latest book, "What I Talk About When I Talk About School," outlines her two primary responsibilities. The first is social policy-oriented, requiring staff to address issues like honor oppression, prevent children from being taken abroad for FGM or forced marriage, and ensure access to majority culture. The second is educational policy-focused. Lindquist admits to being uncomfortable for years setting high demands on students from difficult home environments but now embraces this approach, believing it's a betrayal of children not to have high expectations.

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It is a betrayal of children if they are not met with high expectations.

She stresses the importance of structured teaching methods for students who do not speak Swedish as their mother tongue to maximize learning outcomes. Both roles aim for the same goal: to provide children and youth starting from a disadvantaged position with equal life chances and the same freedom enjoyed by those from privileged backgrounds. Currently, this is far from reality, as socioeconomic background increasingly influences final grades, indicating the school's failure to fulfill its compensatory mission.

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Do we not want all children to play in the same league?

While many politicians acknowledge this problem on paper, practical interest in solving it appears weak. The recent debate has focused on separating students from affluent areas from those in suburbs, rather than on how to provide all children with a good education. Lindquist argues that to change this mindset, it is necessary to "dare to create a bad atmosphere," stop relativizing poor results, and ask what is truly required to give students like hers the same opportunities as their peers in central Stockholm. Solutions like longer school days or extra school years must be considered.

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it is necessary to dare to create a bad atmosphere, stop relativizing bad results and ask the obvious question: What is required for Linnea Lindquist's students to get the same chance as their peers in central Stockholm?