Comparing 4 schools side by side in USD.
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.
SSHL is located in Sigtuna, with the old Sigtuna Town within walking distance, about 40 minutes by car from central Stockholm and 20 minutes from Arlanda airport. The campus sits by Lake Mälaren with views of the forest and landscape, offering a natural setting close to both nature and city amenities. Address: Manfred Björkquists allé 8, 193 31 Sigtuna, Sweden.
IB Diploma Programme Year 11–12; IB Career-related Programme Year 11–12; IB Middle Years Programme (MYP) 4–5 Year 9–10; Swedish High School Gymnasium Programmes Year 10–12.
Swedish boarding school and high school with an international outlook; boarding and day student options; combines Swedish Gymnasium programmes with International Baccalaureate programmes.
30 countries represented.
The school is based in Sweden.
Christian humanist heritage; no formal religious affiliation.
Boarding is offered on a full-time or part-time basis. There are eight boarding houses on campus (Backa, Berga, Björka, Haga, Midgården, Sandvreten, Skoga, Tallåsen) housing about 25–30 students each. Each House has a House Parent and a Pedagogical Advisor; daily academic support, home-cooked meals and a warm community are provided, and boarders have access to SSHL's sports and extracurricular activities as well as the campus café, library, music studio and clubs.
The SSHL uniform consists of a dark-blue jacket, white blouse or shirt, grey pants or skirt, and a necktie; black shoes. The uniform is optional, but when worn it covers the entire school day on Wednesdays, when representing the school, and on other days as specified; uniform days are listed in Schoolsoft. The uniform can be borrowed or purchased from SSHL's campus shop; uniform fittings and a first-term autumn tryout are arranged at the start of each school year.
Breakfast is served in the boarding houses; lunch is served daily to all students; weekend brunch is served in the school diner. There is always a choice of dishes available, including fruit and salad, and SSHL emphasizes high-quality, nutritious meals prepared by an experienced school kitchen team.
All SSHL students belong to one of eight school Houses, and the House Series Tournament features football, basketball, rowing, athletics and other activities, including a multi-sport option. The House Series culminates in the SSHL City Relay Run with broad participation across houses.
SSHL is governed by Sigtuna skolstiftelse, with trustees from The Sigtuna Foundation and The Knut & Alice Wallenberg Foundation. As a foundation, the school is not run for profit, and remaining funds are reinvested into SSHL.
SSHL offers three IB programmes: Diploma Programme (DP), Career-related Programme (CP), and Middle Years Programme (MYP). The Swedish high school programmes (Gymnasium) are offered for Years 10–12. Swedish programme subjects include Social Sciences, Natural Science, and Business Management and Economics. SSHL provides a Swedish-language track within the IB and Gymnasium options. The school serves both boarding and day students.
IB Diploma top score in 2025: 41. Average IB DP total points in 2025: 32. 33% of SSHL students are IB students. The Swedish high school graduates' pass rate in 2025 was 91% (81% nationwide).
Most SSHL graduates proceed to higher education after graduation, with destinations at universities around the world. Abroad, SSHL graduates have studied at institutions including University of Exeter, University of Warwick, University of Nottingham, King's College London, University of Edinburgh, University of Chicago, Yale, University of Bristol, and University College London.
The Mentorship Programme connects SSHL students with alumni to strengthen links between school, business and working life, and to show students opportunities in higher education and in working life. The programme expands students' networks through mentor sharing of experiences and runs for one academic year, including lectures, workshops and study visits.
SSHL provides a holistic, humanistic learning environment that develops life skills, self-care, happiness and health, guided by core values of humanity and equality.
The Students' Health team includes special education tutors, special education teachers, pedagogues, school counselors, a school nurse and a career counselor; a school psychologist and a school physician are available monthly. The approach is humanistic and holistic, focusing on the student as a whole and supporting each student's growth.
Mental wellbeing is supported by the SSHL Student Health team, which focuses on the student as a whole; a school psychologist and a school physician are available monthly to assist student welfare.
SSHL has zero tolerance for discrimination, harassment, sexual harassment and abusive treatment and aims to provide a safe and positive environment. There are policies for equal treatment (Equal Treatment Plan 2025-26) and ANDTS policies, and SSHL School Policies cover admission, attendance, language, inclusion and academic integrity. Abusive treatment is addressed in accordance with the Education Act, chapter 6.
1. Boarding admission. Applications are made directly with SSHL, independent of regional or municipal processes. Applications are accepted year-round; the school prefers early submission but a boarding application can be made up to the start of the school year in August. The application is not binding. Students applying to IB programmes may be asked to pass a language test. There are three boarding options. The boarding application is a two-step process; start the process by filling in the form below. 2. Day-student Swedish gymnasium admission. Day students apply for SSHL's Swedish gymnasium via gymnasieantagningen.storsthlm.se; admission depends on the number of places available and on grades; this route is for Swedish citizens only. 3. IB programmes day-student admission.
Scholarships: Swedish boarding students and all IB students at SSHL can apply for financial means from the school's scholarship funds. The prerequisite for an application is that the student has been admitted to a SSHL programme and guaranteed a place. Scholarships cover part of the boarding fee for Swedish citizens and part of the tuition fee for IB programmes. Scholarships exist for boarding students (Scholarship Fund for Swedish Youth Abroad; Scholarships from Swedish foundations) and for all students in IB MYP5, IB CP and IB DP (The Foundation for the International high school IB – Curt Nicolin 60 years).
Centre of Malmö, Sweden. Visiting address: Stadiongatan 25 E, Malmö. Postal address: Box 20093, 200 74 Malmö.
International preschool with Swedish and English; International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP).
International school.
Pupils come from 50 different nationalities.
Sweden.
The school operates as a day school with no boarding facilities. Students attend on-site during the school day. Boarding is not offered.
All students have lunch at Europaporten's school lunch restaurant starting September 2023. A physician's certificate is required for special diets; the kitchen does not use nuts, almonds or peanuts, and allergen content is provided daily; vegetarian options are available. Those with registered special diets collect their lunch boxes from kitchen staff.
Bladins International School of Malmö is part of Bladins Skola Foundation (Stiftelsen Bladins Skola), a non-profit foundation. The Foundation Board is the highest decision-making body, responsible for long-term strategy, budget and major investments, and it appoints the school leadership; the foundation oversees the school's governance.
Bladins International School of Malmö (BISM) delivers the International Baccalaureate (IB) continuum, comprising the Primary Years Programme (PYP) for ages 6–11 and the Middle Years Programme (MYP) for ages 11–16. It is an IB World School, authorized to deliver the PYP since 2000 and to teach the MYP. The PYP uses a transdisciplinary framework built around six global themes and inquiry-based learning, with flexibility to align with local curricula and to prepare students for the MYP. The MYP includes eight subject groups, requires study in at least two languages, and emphasizes service in the community, conceptual understanding, and learning in context to prepare for the Diploma Programme or other post-secondary pathways. The IB continuum at BISM underpins its international, multilingual educational approach and network.
A former student progressed to higher education at Lund University to study medicine in January 2025.
Altorp Campus is located at Östra Valhallavägen 17, 182 68, Djursholm, Stockholm, Sweden. It sits in Djursholm, a northern suburb of Stockholm. The campus is reachable from central Stockholm by public transportation, car, or bicycle.
Two campuses host different levels. Altorp Campus serves Nursery through Year 6; Ekeby Campus serves Years 7–13.
British international school
The school has 380 students from over 50 nationalities.
English as an Additional Language (EAL) support is provided for as long as necessary.
British
No school bus service is offered.
The school does not have a uniform. Students wear a BISS PE kit for physical education.
The school provides a lunch service on both Altorp Campus and Ekeby Campus; meals are prepared and served by kitchen staff.
The school has a House System. Every member of staff and student is assigned to a House, with House competitions across activities such as basketball, chess and baking.
The school is a non-profit institution managed by Stiftelsen Borgen 2. A Board of Governors elected by parents and staff provides strategic direction and financial oversight. Altorp Campus at Östra Valhallavägen 17, 182 68, Djursholm; Ekeby Campus at Rinkebyvägen 4, 182 36, Danderyd.
Foundation Stage (Ages 3-5) uses the UK Early Years Foundation Stage (EYFS) curriculum. Forest School is part of the program at Altorp Campus. Primary (Ages 5-11) and Secondary (Ages 11-16) follow a British-based curriculum with language options including Swedish, French, and Spanish. Cambridge IGCSEs are taught in Years 10-11, followed by the International Baccalaureate Diploma Programme (DP) in Years 12-13. The school operates on two campuses: Altorp Campus (Nursery–Year 4) and Ekeby Campus (Year 5–Year 13), located in Djursholm and Danderyd.
8:1
IGCSE: A-C 95%; Pass rate 100% (June 2022). IB Diploma: 100% pass rate; highest IB Diploma score 44 out of 45.
Transcripts for university applications include IGCSE results (Years 9-10), DP grades, and predicted DP grades, enabling applications to universities worldwide. The curriculum is designed to enable smooth transition to other English-speaking schools and examination courses around the world.
Student wellbeing is at the heart of learning, fostering emotional resilience, positive relationships, and a strong sense of belonging. The PSHE curriculum and school assemblies underpin social and emotional development and a whole-school approach to wellbeing. The pastoral system supports students through close relationships among staff, peers, and families, and the House system and end-of-term assemblies celebrate achievement and community. The school recognises the experiences of Third Culture Kids and Cross-Cultural Kids to build a family-like environment that supports belonging.
The Inclusion approach is inclusive and non-selective, welcoming students with diverse abilities. The Inclusion Team comprises specialist teachers and learning assistants who provide literacy, numeracy, and study-skills support through individualised and small-group interventions inside and outside the classroom. The school accommodates learning differences including dyslexia, ADHD, and autism, with tailored supports, and offers targeted English as an Additional Language support including small-group lessons. External services such as speech therapy, counselling, and family support are accessible; decisions about more complex needs are made on a case-by-case basis and are funded by parents.
EAL learners are supported through tailored assistance, with an Inclusion Team providing small-group sessions, visual supports, and translators as needed. The curriculum is scaffolded with resources to make learning accessible, and there is emphasis on helping learners develop listening, speaking, reading, and writing skills. The school celebrates multilingualism with library books in multiple languages and events that reflect home languages.
Pastoral care is central to student wellbeing, led by a senior leader with a team including school nurses, counsellors, safeguarding leads, and form tutors. The school places a strong emphasis on mental health within PSHE and offers initiatives such as the Peer Education Project (PEP) to empower students to support their own mental health and that of peers.
The school recognises its moral and statutory responsibility to safeguard and promote the welfare of all children and aims to provide a safe and welcoming environment. It is alert to signs of abuse and neglect and follows procedures to ensure effective support, protection, and justice.
1. Submit Your Application. Apply online using the application form. You'll need recent school reports, copies of passport/photo ID, and any learning support assessments if applicable. Applications are welcome year-round with no entrance exams. 2. Assessment (If Needed). If English language support or learning needs are required, the Head of Individual Needs may schedule a conversation to discuss the necessary support. This is not a test. 3. Receive Your Offer. If space is available and BISS can meet your child's needs, a formal offer letter by email will be issued. The offer includes the year group placement, fees, and start date. For questions about admissions, contact the Admissions Officer.
Waitlists are used when a year group is oversubscribed. Places are offered according to a priority system: 1) siblings of current students (who have been at the school for at least one full term at the time of application); 2) returnees—re-enrolment of previous students within two years of leaving; 3) students of expatriate families, living in Sweden for a limited time; 4) all other applicants according to the first category. BISS teachers' children gain entry and are not waitlisted, subject to spaces being available. Nursery places have priority for children who are three years old before August 31 in the year prior to entering Nursery. Placement on the waitlist does not guarantee entry, and the waitlist position can change as higher-priority applicants are added. If a place is offered and declined twice within an academic year, the name is removed from the waiting list. Early registration is advisable because the date of receipt of the application form and required documentation is decisive when multiple applicants are in the same priority group and only one place is available. Final confirmation of a place will be given as soon as possible.
