Joacim Ramberg

Joacim Ramberg


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Arbetar vid Specialpedagogiska institutionen
Telefon 08-120 764 80
Besöksadress Frescati hagväg 10
Rum 425
Postadress Specialpedagogiska institutionen 106 91 Stockholm

Om mig

Joacim Ramberg works as a senior lecturer and researcher at the Department of Special Education. 

His main research interest concerns educational issues at the organisational and at the societal level. He is especially interested in issues regarding inclusive education, social justice, democracy, policymaking and school culture. He has a PhD in Special Education and a background as an upper secondary teacher, with about 15 years of teaching experience at different levels. He is highly involved in inclusive education policy issues and research at the European level where he is involved in the work of the European Agency for Special Needs and Inclusive Education (

He had a post doctoral postition at the Department of Public Health Sciences between 2017-2019 and conducted research in the project: “School-contextual pathways to psychological symptoms among Swedish youth in the wake of the 1990s school reforms.”


I urval från Stockholms universitets publikationsdatabas
  • 2020. Joacim Ramberg, Amanda Watkins.

    The European Agency Statistics on Inclusive Education (EASIE) work focuses upon the collection and analysis of longitudinal, comparative national data related to inclusive education systems and learners with officially recognised special educational needs (SEN) among its 31 member countries. In this article, the EASIE work is discussed in relation to the key concepts of presence, placement, participation and progress within inclusive education systems.

    The findings of the EASIE work indicate differences and variations between countries in how they respond to all learners’ rights to an inclusive education. There are substantial differences in the identification rates of learners identified as having SEN across countries. In addition, the EASIE data shows that all countries use some form of fully segregated settings for some learners, indicating a gap between inclusive education as a societal goal and practice.

    Possibilities for future, more comprehensive comparative data collection concerning inclusive education systems are discussed.

  • 2019. Joacim Ramberg (et al.). Scandinavian Journal of Educational Research

    Stress and stress-related complaints such as fatigue and depressed mood are common among teachers. Yet, knowledge about the links between the overall level of teacher stress within a school and individual student outcomes is scarce. This study investigates if the levels of teacher-reported stress, fatigue and depressed mood within a school are associated with students’ ratings of their school satisfaction and perceived teacher caring, respectively. Data derives from two separate data collections performed in upper secondary schools in 2016, the Stockholm School Survey (SSS) and the Stockholm Teacher Survey (STS), which were linked together (5367 students and 1045 teachers in 46 schools). Two-level linear regression analyses were performed. Results showed negative associations between school-level teacher stress, fatigue, and depressed mood and students’ school satisfaction and perceived teacher caring, even when controlling for student- and school-level sociodemographic characteristics. The findings suggest that teacher stress may have negative implications for students.

  • 2019. Joacim Ramberg, Bitte Modin. Social Psychology of Education

    Cheating is a more or less prominent feature of all educational contexts, but few studies have examined its association with aspects of school effectiveness theory. With recently collected data from upper-secondary school students and their teachers, this study aims to examine whether three aspects of school effectiveness—school leadership, teacher cooperation and consensus, and school ethos—are predictive of student’s self-reported cheating, while also taking student- and school-level sociodemographic characteristics as well as student grades and moral standards into consideration. The study is based on combined data from two surveys: one targeting students and the other targeting teachers. The data cover upper secondary schools in Stockholm and includes information from 4529 students and 1045 teachers in 46 schools. Due to the hierarchical data, multilevel modelling was applied, using two-level binary logistic regression analyses. Results show significant negative associations between all three aspects of school effectiveness and student cheating, indicating that these conditions are important to consider in the pursuit of a more ethical, legitimate and equitable education system. Our findings also indicate that the relationship between school effectiveness and student cheating is partly mediated by student grades and moral standards.

  • 2018. Joacim Ramberg (et al.). International Journal of Adolescence and Youth

    Truancy is a problem associated with a range of negative consequences at the individual and societal level, both in the short and the long term. Few earlier studies have investigated the association between school effectiveness and truancy. The aim of this study is to examine the links between three teacher-rated features of school effectiveness – school leadership, teacher cooperation and consensus, and school ethos – and student-reported truancy. Data were collected in 2016 among 4,956 students and 1,045 teachers in 46 upper secondary schools in Stockholm. Results from two-level binary logistic regression analyses show that higher teacher ratings of the school leadership and of the school ethos (but not of teacher cooperation and consensus) are associated with a lower likelihood of truancy at the student-level, even when adjusting for student- and school-level sociodemographic characteristics. The findings indicate that effective school characteristics may contribute to reducing students’ inclination to play truant.

  • 2018. Joacim Ramberg (et al.). Improving Schools, 1-17

    The effective schools literature has shown that school-contextual aspects matter for students’ academic and social outcomes. A potential link here may be the quality of the relationships between teachers and students, but few studies have investigated whether features of school effectiveness are in fact associated with students’ perceptions of teacher caring, which is the main purpose of this study. Based on recently collected data from 150 senior-level school units in Stockholm, school effectiveness in terms of teacher-assessed ‘school leadership’, ‘teacher cooperation and consensus’, and ‘school ethos’ (n = 2073) was analyzed in relation to perceived teacher caring as reported by students (n = 8022). Two-level linear regression analyses showed that all three aspects of school effectiveness were predictive of higher levels of perceived teacher caring among students. The findings suggest that these features of school effectiveness constitute an important foundation for promoting the quality of teachers’ relationships with their students.

  • 2016. Joacim Ramberg. International Journal of Inclusive Education 20 (7), 685-710

    Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity.

  • 2015. Joacim Ramberg (et al.).

    This dissertation aims to examine some aspects of special education in Swedish upper secondary schools. The availability of special education resources, the occurrence of ability grouping and the organisational modalities of special education support are investigated. The further aim of the thesis is to discuss how these phenomena can be understood on the basis of democratic educational theories and theories of social educational justice.

    The study describes how special education support was organised in 764 upper secondary schools in Sweden in the academic school year 2010/2011, with a response rate of 80.4% (n=764). The design of the study is a cross-sectional total population survey, where data have been collected by way of questionnaires and supplemented with public statistics.

    The results of the study show that about 37.5% of upper secondary schools lack special education resources in terms of special educators or special education teachers. Special education support is not provided in 68% of the independent schools compared with 10% of the public schools. This uneven balance between public and independent schools can be interpreted to be a threat to an equivalent and democratic school, since students in need of special support do not have the same opportunities to receive such support in all schools. Furthermore, schools with a higher average parental educational background have shown higher availability of special education resources. It seems that students with parents who have higher educational backgrounds have to a greater extent access to special education resources.

    Ability grouping is used in about 43% of the schools. It is most commonly used within foundation subjects, particularly in Mathematics. The schools that use ability grouping to a very large extent have lower and more varied merit rating values and greater availability of special education resources.

    Special education support is primarily provided outside the students’ regular teaching groups. This is also the case with support provided by other school staff: indeed, 87% of the schools report that the majority of special education support is provided outside the students’ regular teaching groups. This can be understood as a way to organise special support in which heterogeneity and pluralism are not considered important. Based on democratic theories, the support provided outside the regular teaching group might be a risk to the creation of a democratic school where all students are given opportunities to meet and interact.   

    Overall, the results from this thesis show that special education resources are unevenly distributed among independent and public schools; that 43% of the schools use ability grouping; and that special support is primarily provided outside the students’ regular teaching groups.

  • 2013. Joacim Ramberg. European Journal of Special Needs Education 28 (4), 440-462

    This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important.

  • 2017. Joacim Ramberg. Marginalization Processes across Different Settings

    In a society that increasingly requires educational skills, academic success is fundamental to overcoming social exclusion and marginalization. The longer a child stays in school and the more opportunities he/she gets to finish high school education, the better chances he/she gets to be included in the labor market and also become a participating member of a democratic society (Includ-ED 2006). The Include-ED report highlights that there is a relationship between academic success and social inclusion, which means that schools themselves must be inclusive institutions that can provide opportunities for learning for all students. Inclusive institutions can be described in many ways and on many levels. However, one important factor that is decisive for inclusive education is where the educational support is provided (Includ-ED 2006).

    This chapter focuses on how special educational support is organized in Swedish high schools, and especially where the special educational support is provided, by the schools’ special educational professionals and other school staff, including how these issues are related to marginalization processes. Most research within the field of special education in Swedish high schools, targets specific schools and/or specific programs. This study is a contrast in that it covers all Swedish high schools and the data focused on here builds on 764 schools.

    The chapter starts with a brief description of the Swedish high school education system and policy documents appropriate to special education.

    This is followed by a section which focuses on the concepts of marginalization, social exclusion, social inclusion and dropout. Then the results are presented and discussed in relation to previous research.

Visa alla publikationer av Joacim Ramberg vid Stockholms universitet

Senast uppdaterad: 20 januari 2020

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