Positions of Newly Arrived Students in Nordic Education Policies and Practices


  • Jenni Helakorpi University of Helsinki, Finland
  • Marianne Dovemark University of Gothenburg, Sweden
  • Annette Rasmussen Aalborg University, Denmark
  • Gunilla Holm University of Helsinki, Finland
DOI: https://doi.org/10.23865/nse.v43.3986


This article aims to investigate how Nordic countries – exemplified by Denmark, Finland, and Sweden – govern the education and inclusion of newly arrived students. Approaching this through policy as text and practice, we identify the subject positions of the newly arrived students. Our research data consist of national policy documents, legislation, and evaluation reports on the education of newly arrived students, which we compare and analyse. We conclude that newly arrived students are subject to underachievement, bullying, discrimination, and at risk of not continuing their education. Despite all good intentions the Nordic policies do not seem to include all students.

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How to Cite

Helakorpi, J., Dovemark, M., Rasmussen, A., & Holm, G. (2023). Positions of Newly Arrived Students in Nordic Education Policies and Practices. Nordic Studies in Education, 43(2), 111–127. https://doi.org/10.23865/nse.v43.3986


newly arrived students, education policies, subject positions, ‘in lack of’ language, in need of adaptation