The Nordic countries aim to ensure that all children and young people receive a high‑quality education. As the number of students with diverse linguistic and cultural backgrounds has grown significantly in recent decades, the region faces both an opportunity and a challenge. Despite considerable variation within the group, students with migrant-language backgrounds – especially refugee children – continue to achieve lower educational outcomes than their native‑born peers. Proficiency in the local Nordic languages remains essential for participation, learning, and inclusion.
This report draws on a rapid systematic Nordic research review and expert presentations from the webinar The role of language for inclusion – How can we strengthen language development in the Nordic languages among students from migrant backgrounds? The webinar was organised in October 2025 by the Nordic Welfare Centre in collaboration with the Nordic Network for Education for Newly Arrived Students.
The research review found substantial heterogeneity across both interventions and student groups, making uniform recommendations difficult. A consistent finding was the strong influence of the age of acquisition on second‑language proficiency, underscoring the need to support older learners. Research professor Sabine Wollscheid emphasised the need for better data and more experimental studies to enable evidence‑based language policies in the Nordic region.
Professor Nihad Bunar highlighted language as a key driver of inclusion. While shared physical space is important, it is insufficient on its own; barriers to both physical and social inclusion must be addressed. Bunar identified four elements necessary for second‑language acquisition: hard work, motivation, opportunity, and strategy. The first two are individual assets, while the latter two depend on the education system. When opportunity and strategy fail, learning challenges arise. Bunar therefore urged attention to segregation, school placement, and the need for teachers to build on students’ existing abilities rather than treating them as blank slates. Individualised plans are essential.
Adjunct Professor Maria Ahlholm similarly stressed that no single model fits all learners. Both student heterogeneity and classroom composition must guide pedagogical choices. She underscored the importance of highly skilled teachers who can adapt instruction to diverse learners.
Associate Professor Renata Emilsson Pesková encouraged schools to maintain open dialogue between teachers and parents to support children’s language and literacy development. Plurilingualism should be recognised as an asset, and strategies must balance the child’s right to maintain their mother tongue with their right to learn and participate in society, in line with the Universal Declaration of Linguistic Rights and the Convention on the Rights of the Child.
All four researchers discussed whether separate or joint classrooms best support second‑language learning. They agreed that both models are valid, depending on the student’s age, sense of inclusion, and available resources.
The Nordic Network for Education of Newly Arrived Students – comprising representatives from Nordic ministries and directorates – provided recommendations for improving education quality for second‑language learners.
Better examination of language policies and programmes
Advantages in applying a holistic approach, also referred to as a ‘whole-school’ approach
Pedagogical leadership: Municipalities and leaders must actively participate and support change.
A systematic approach to developing vocabulary and concepts for the individual student
Increased focus on reading
Language-aware school culture: Acknowledging multilingualism and making an aware pedagogical strategy
Increasing teacher competencies for teaching heterogenous language students.
A coherent strategy for newly arrived students’ second-language learning is still needed across the Nordic countries. More research and improved statistics are required to equip teachers and policymakers to make informed decisions. Given the heterogeneity of the student group, individualised plans and tailored strategies are essential to support second-language development and foster inclusion in Nordic schools.