New report: The role of language for integration

Despite wide variation within the group, students with migrant‑language backgrounds, and refugee children in particular, continue to achieve lower educational outcomes than their native‑born peers. One factor stands out consistently: proficiency in the Nordic languages remains essential for participation, learning, and inclusion in school and society. 

No single model fits all learners

This report is based on a systematic Nordic research review, combined with expert perspectives shared during 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. 

A central finding of the research review is the high degree of heterogeneity among both students and interventions. This diversity makes uniform recommendations difficult. However, one consistent result emerges clearly: the age at which a second language is acquired has a strong influence on proficiency. This highlights the need for targeted support for older learners. 

Separate or joint classrooms?

The report shows that while the countries’ education policies share a common emphasis on multilingualism and inclusion, the practical implementation differs significantly across countries and regions. Although these differences make generalised conclusions difficult on what works best, they also create fertile ground for exchanging experiences and developing new solutions together. 

All 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.  

Recommendations for improving education quality for second‑language learners

The Nordic Network for Education of Newly Arrived Students, comprising representatives from Nordic ministries and directorates, ties the report together with a set of recommendations to improve the quality of education for second‑language learners:

• Better examination of language policies and programmes
• Advantages of applying a holistic approach, also referred to as a “whole‑school” approach
• Pedagogical leadership: municipalities and school leaders must actively participate in and support change
• A systematic approach to developing vocabulary and concepts for individual students
• Increased focus on reading
• A language‑aware school culture that acknowledges multilingualism and applies a clear pedagogical strategy
• Strengthening teacher competencies for teaching linguistically heterogeneous student groups

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. 

The full report: The role of language for integration – Strengthening second-language development in the Nordic languages among students from migrant backgrounds | NVC