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Distance education as special education (DESE)

Research project

Active research

Project size

4 473 000

Project period

2026 - 2028

Project owner

Department of Education and Special Education

Financier

The project is partly financed by the Jane and Dan Olsson Foundation

Area

Health and medicine Education and learning

Topic

Pedagogy Psychology Educational Work

Short description

This interdisciplinary research project explores distance education as special education (DESE) for pupils with long-term school absenteeism. The aim is to investigate whether DESE can contribute to improved goal achievement, wellbeing, and reduced absenteeism. Through studies at both individual and organisational levels, the project generates new knowledge on how schools can develop evidence-based and inclusive approaches for pupils in need of support.

Background

Problematic school absenteeism is on the rise among Swedish pupils, and the issues are emerging at increasingly early ages. When the school system fails to meet pupils’ needs, their difficulties may intensify – leading to higher absenteeism, deteriorating mental health, and reduced goal attainment.

To explore alternative forms of support, the Swedish Schools Inspectorate has granted a small number of municipalities permission to offer distance education as special education. Implementing this model is complex, particularly in the absence of guiding policy documents and pedagogical frameworks.

DESE targets pupils for whom school has become especially challenging, and it is critical that the education system finds effective ways to meet their needs. Currently, there is no scientific knowledge about the efficacy of DESE or for whom and under what conditions it is beneficial. There is also insufficient understanding of how educational content can be adapted to digital formats. The need for knowledge in this area is therefore significant.

This project aims to generate insights into new evidence-based teaching methods that can open up additional educational pathways for children and young people. The findings also have broader implications, contributing to a better understanding of how schools can work more proactively and preventively.

Research questions

The purpose of this research project is to investigate distance education as special education (DESE). It explores both the challenges and opportunities associated with DESE, and whether it can lead to increased goal attainment, improved wellbeing, and reduced school absenteeism for pupils.

Data and methodology

The project uses an interdisciplinary, mixed-methods approach, combining qualitative and quantitative data collection to explore how DESE can be organised and implemented in practice for pupils with special educational needs.

The study is conducted across several levels:

Micro level (pupils): The project examines pupils’ goal attainment and perceived challenges and opportunities before and after receiving DESE. Data are collected through surveys, interviews, and document analysis.
Meso level (school staff): Teachers, school leaders, and other staff are interviewed to highlight their experiences with DESE and identify organisational enablers and barriers.
Meso and macro levels (system level): Case studies and a systematic literature review are conducted to summarise and contextualise the project’s findings more broadly.

The aim is to create a comprehensive picture of how different levels – from individual pupil needs to school structures and societal systems – influence the feasibility and effectiveness of distance education as special education.

The project has received ethical approval from the Swedish Ethical Review Authority (Ref. No. 2025-00143-01).

Societal relevance

Many schools struggle to provide adequate and appropriate support for pupils with complex needs. This can lead to school absenteeism, mental health issues, and – in the worst cases – early school leaving without qualifications. This challenge exists globally, and the demand for new, effective support strategies is urgent.

The DESE project provides valuable insights into how schools can meet pupils’ diverse needs through alternative means. The studies explore whether distance education can reduce educational exclusion, improve pupil wellbeing, and enhance academic achievement.

The knowledge generated is directly relevant for school staff, education departments, policy-makers, and researchers. It can inform future initiatives in student welfare and special education – particularly in developing more inclusive and preventative education systems. Findings will be shared continuously throughout the project in close collaboration with schools and education providers.