Recipes for School Turnaround: Strategies for Turning Around Low Results

A new study examining low-performing schools in Sweden challenges universal solutions and highlights the importance of tailored approaches. The study identifies three main pathways to school turnaround, all of which show that schools do not need to improve everything at once but emphasise the need for careful analysis before implementing changes.

The challenges facing schools are numerous and varied. Politicians and school consultants often propose broad universal solutions such as increased teacher qualifications or screen-free teaching. These solutions rarely work because the specific conditions of schools affect how effective they are. There are significant differences between small rural schools, large inner-city schools, and schools in socioeconomically disadvantaged areas. Others propose comprehensive research-based intervention packages, but these measures often place unreasonable demands on resources that schools do not always have.

Why did you conduct this study?

What were the main results?

This unique research study has examined all secondary schools in Sweden from 2008 to 2019 to identify factors that improve outcomes in the most vulnerable schools. The study shows that 42 out of 369 low-performing schools managed to turn their performance around by focusing on a few core factors. Three main pathways to success were identified. For schools that did not improve their results, the lack of effective teacher collaboration was a common factor.

What do you hope the study will lead to?

Decision-makers should conduct careful analyses before implementing major measures, considering the specific situation of the school and its governing body. The new study provides inspiration and optimism by demonstrating that significant improvements are possible with the right combination of measures. However, it warns against extensive "checklists" that can confuse more than help.

About the authors:

Stefan Arora-Jonsson is a professor of organization at Uppsala University and a guest professor at the Center for Educational Leadership and Excellence, Stockholm School of Economics. His research focuses on the organization of competition, particularly among schools.

Ema Demir holds a Ph.D. in educational science from Cambridge and is a researcher at the Center for Educational Leadership and Excellence at the Stockholm School of Economics. Her research focuses on professional learning, school organization, and leadership.

Karl Wennberg is a professor and the director of the Center for Educational Leadership and Excellence at the Stockholm School of Economics. His research spans educational leadership, school segregation, and organizational science.

Axel Norgren is a doctoral student at the Institute for Analytical Sociology at Linköping University and affiliated with the Center for Educational Leadership and Excellence, Stockholm School of Economics.