Compare International Curriculum International Schools in Sweden

Erik Dahlbergsgatan 58-62, 115 57 Stockholm, Sweden. The campus is in Östermalm, in the center of Stockholm. It is housed in an early 20th-century brick, 3-story courthouse renovated in 2011 to create Futuraskolan International School of Stockholm.

Grades F–9; Primary School – Grade 1-5; Middle School – Grade 6-9.

Private international school.

About 340 students representing roughly 55–60 nationalities. The largest contingents come from India, Sweden and the United States; approximately 10–15% are host-country students.

EAL (English as an Additional Language) and Learning Support are provided. The school offers enrollment to learners with mild to moderate special needs, with required psychoeducational reports and testing as applicable.

Authorized by the Swedish authorities; supervised by the Swedish School Inspection under the Swedish Education Act (International Schools).

School hours: Primary 8:30–15:00; Middle School 8:30–15:30 (classrooms open at 8:15).

The school does not provide a bus service.

Dress code is in place; students are expected to dress in a respectful manner.

Healthy lunches are served to all students. Meals are cooked from scratch with local and in-season ingredients. The program promotes balanced nutrition and exposes students to diverse cuisines; teachers eat with students as part of pedagogic lunches.

Independent and non-sectarian.

IPC in Grades 1-5 and IMYC in Grades 6-9, designed by Fieldwork Education, form the core international curricula; the school follows an international curriculum, not the Swedish National Curriculum. The IPC/IMYC are complemented by Common Core standards for Math and Literacy. English is the language of instruction; modern language courses are taught separately. The school emphasizes global and intercultural education. In Grade 9, students complete a six-month Discovery Project as a culminating independent project of the Middle School experience.

Discovery Enrichment classes are offered in Middle School once a week to extend learning beyond the curricular offerings, with sections limited to 25 students. The Grade 9 Discovery Project is a six-month independent project based on the student's interests and talents, culminating in a product or presentation. Through these enrichment experiences, students strengthen research, reflection, creativity and project management skills to prepare for high school.

The school's vision is to be the best stepping stone for future world citizens and to promote an inclusive climate. It supports students who need academic or social assistance and provides accommodations and differentiation to access the international curriculum. Life Skills classes and Social, Emotional Learning help students understand and manage emotions, set positive goals, empathize with others, establish and maintain positive relationships, and make respectful and responsible decisions. The Jigsaw curriculum is used in Primary and Middle School to ensure a consistent approach to social and emotional learning. The Student Support Department coordinates with parents, teachers, the Student Counsellor, special pedagogues, school leadership, and external specialists to tailor interventions and goals for each student.

The school provides accommodation and differentiation to access the curriculum for students in need. Support is provided in Primary and Middle School. A Student Support Department guides students toward goals set by the curriculum programs in place. Interventions vary based on each student's needs and the level of support required, and accommodations are flexible. Student support teachers work with parents, teachers, students, the Student Counsellor, special pedagogues, the school leadership team, and external specialists as needed.

The EAL Philosophy states that the EAL department provides social and academic English skills to empower students to participate in the mainstream classroom and integrate with the community. The EAL Programme uses a combination of pull-out and push-in instruction. Pull-out sessions occur in a smaller classroom to target specific language goals, provide a safe space to practice speaking, and receive individualized instruction. Push-in instruction supports students within the homeroom context and is planned with the classroom teacher. EAL teachers monitor progress in consultation with the class teacher, and students graduate from the EAL programme once they reach a competent standard for their grade; ongoing support remains available if required. In Primary School, EAL supports Grades 1-5 to increase proficiency across English language skills; in Middle School, EAL supports Grades 6-9 to develop content literacy in English; parental involvement is encouraged to extend language opportunities outside school, including maintaining proficiency in the mother tongue.

Mental wellbeing is supported through Life Skills classes and Social, Emotional Learning. These programs help students understand and manage emotions, set and achieve positive goals, show empathy for others, establish and maintain positive relationships, and make respectful and responsible decisions. The School's Student Support Department coordinates wellbeing initiatives and collaborates with parents, teachers, and external specialists as needed. EAL and academic support contribute to students' social and emotional adjustment. Support is provided in the most appropriate setting with clear long-term wellbeing goals.

The policy applies to all Futuraskolan International School of Stockholm employees, management, contractors, students, parents, guardians, and volunteers. Designated safeguarding leads include the Designated Safeguarding Lead (DSL) and Deputy Safeguarding Lead (DSM), with the Principal oversight; contact details are provided for the DSL and DSM. Staff must report concerns or suspicions of abuse within 24 hours; serious concerns are escalated to the DSL, DSM, Principal, and appropriate authorities as required. The policy outlines safeguarding responsibilities, reporting procedures, and confidentiality provisions, including the 3 R's: Recognize, Respond, and Report. Recruitment screening includes local and national police checks for applicants; staff and volunteers are required to undergo safeguarding checks. Safeguards include Staff, Learner, and Community Codes of Conduct, and procedures for safeguarding in school activities.