Sweden closes Muslim schools over pupil radicalisation
Only the Islamic school in Växjö remains. The Education Inspectorate has dismissed the headteacher for preaching jihad.
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Since 2019, the Swedish authorities have closed 22 Islamic schools for reasons related to radicalisation and other irregularities. Sweden initiated a review process of independent faith schools that has been directed almost exclusively at Muslim schools: Of the 25 closures, 22 were Muslim schools..
Some schools have been closed due to financial irregularities or because they had not addressed the previously identified deficiencies. Others, the majority, because the country's intelligence services (Säpo) detected radicalisation among students, influence of organisations such as the Muslim Brotherhood or activities that could pose a threat to Swedish democracy.
The authorities do not say how many schools have been closed for Islamic radicalisation, financial fraud or irregularities. Säpo's information is not public, but it is known that they have found teachers with connections to radical Islamist groups and Middle Eastern armed groups. Opponents of the measure allege a lack of recourse in the face of an opaque process, a lack of clear evidence and a generalisation that criminalises an entire community for the actions of a minority.
Director of Sweden's last Muslim school dismissed for radical speech
The Växjö school is the last Muslim school in Sweden and is now facing serious problems. The school was penalised by the municipality at the end of December by being denied public funding for pretending to have enrolled 19 non-existent pupils. At the end of February, the situation became more complicated: Swedish education authorities have called for the headteacher's resignation over a radical speech recorded on video that came to their attention.
The background lies in a controversial sermon delivered during a Friday prayer. According to various reports, the director allegedly made statements that could be interpreted as an endorsement of armed struggle. At the outset, he says he delivers it in Arabic so that «they won't understand it.».
In this speech, he would have said that The vulnerable situation that Muslims suffer around the world is due to the fact that they have abandoned jihad.. I would have criticised that this concept is no longer taught in schools or at home. Moreover, he would have urged families to «teach our children to carry out jihad», making an explicit call to pass on this value as an educational priority.
In the same sermon, he had also cited the companions of the Prophet Muhammad as an example, stating that they They prioritised jihad even over issues such as food.. These statements were recorded in a tape, later revealed by the Swedish newspaper. Aftonbladet, which sparked a fierce public debate and prompted the School Inspectorate to take action.
In the same sermon, he had also cited the companions of the Prophet Muhammad as an example, stating that they They prioritised jihad even over issues such as food, such as dates.. These statements were recorded in a tape, later revealed by the Swedish newspaper. Aftonbladet, which sparked a fierce public debate and prompted the School Inspectorate to take action.
The headteacher of the Islamic school in Växjö has rejected the accusations arising from his sermon on jihad, stating that his words were taken out of context and that there were translation errors. Now, the Islamic school in Växjö has until 25 April to dismiss the representative. If this does not happen, more serious measures may be taken.
Radicalisation in non-denominational schools
Islamic schools have been under the state's scrutiny in recent years and have been closed down. In some cases, the owners apply for a new licence and reopen under a less religious guise. In others, the pupils are re-enrolled in other schools.
When the authorities close an Islamic school, many Muslim families experience this decision as a loss of control over their children's education, and they fear that the new public or secular school will not respect or understand their cultural and religious framework.
On the other hand, there is also concern among the other parents, pupils and teachers who view the new pupils with suspicion. In some cases, the tension arises because Muslim pupils pray in the corridors, show contempt for female teachers and classmates because of their dress, refuse to take part in certain activities and reject school rules.. It has even been reported that these students have a lower academic standard, which affects the rest.
What were the Islamic schools like in Sweden?
In the 1980s, religion was removed from the Swedish school system. However, private institutions were allowed to provide religious education. In the 2000s, Muslim communities took advantage of this to establish schools where Islam was at the centre of education.
Islamic schools operate within the legal framework of state-aided schools (free schools), and they are obliged to follow the national curriculum. The particularity is that they can offer subjects or supplementary activities based on Islam. Their offering includes:
- Religious subjects: Qur'an, Arabic, history of Islam.
- Halal food: Always available in the dining room.
- Time to pray: The centres reserve spaces for prayer.
- Islamic festivals: are taken into account in the school calendar.
- Muslim teaching staff: or with religious sensitivity.
- Separation by gender: even on school buses
Sweden's tense and complex relationship with Islam
Sweden has, for years, experienced a tense and complex relationship with Islam. Concerns about integration, radicalisation and cultural coexistence have seeped into various areas of society, and the school is one of the most visible settings. The debate over Islamic schools, their closure and the redistribution of their pupils to secular institutions is not merely an educational issue: it is a reflection of a deeper conflict over identity, values and belonging.
Beyond rules and curricula, what is really at stake is how Sweden defines the boundaries of what it considers compatible with its societal model.
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