After 1945, the Swedish welfare state transformed society with universal, and egalitarian welfare provisions. Central to this was a single comprehensive school system emphasising universal access and democratic ideals. The School commission of 1946 (SOU, 1946) was organised to review the existing school system and produce guidelines for new policy. In its report the commission highlighted the need for a shift from old authoritarian methods of discipline and pedagogy to modern and democratic methods. The commission saw the education system as arguably the most important instrument to bring about a truly humanitarian and democratic Swedish society. In the 1970s these ideals waned in part because of difficulties to implement the far-reaching ambitions. This was the start of a new layer of reforms focused on decentralisation and market-orientations focusing on individual rights and responsibilities as well as entrepreneurial ideals. The contemporary Swedish education system continues to be influenced by all these reforms and mandates, whilst also responding to new societal challenges. These challenges include segregation, increasing inequitable conditions and outcomes in and between schools, cuts in school funding and deteriorating mental health among children and young people. Justifiable or not, many of these issues are placed in the hands of school leaders to address. So, how should school leaders in Sweden respond? This paper approaches this question by investigating principals’ perceived controversial issues and how they manage them. Focusing on controversial issues lays bare what is found fraught, difficult and hard to manage. So far, most research on controversial issues has focused on teachers and educational situations, despite the fact that controversial issues are a recurring part of life in schools, inside and outside the classroom. In Sweden it is the responsibility of the principal to ensure that students receive an equal education and foster democratic ideals which often involves managing controversial issues (Brauckmann, Pashiardis & Ärlestig, 2023). In addition, the principal is directly responsible for evaluating and developing equality and diversity strategies (Swedish Education Act, SFS 2010:800). These requirements are to be realised within an educational context which also values competition and accountability. This paper is based on findings from interviews with 26 Swedish principals where they were asked to identify their controversial issues and how they managed them.

SFS (2010:800). Skollagen. [Swedish Education Act]. https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk-forfattningssamling/skollag-2010800_sfs-2010-800/ Brauckmann, S., Pashiardis, P., & Ärlestig, H. (2023). Bringing context and educational leadership together: Fostering the professional development of school principals. Professional Development in Education, 49(1), 4–15. https://doi.org/10.1080/19415257.2020.1747105 Statens Offentliga Utredningar (SOU), 1946 års skolkommissions betänkande med förslag till riktlinjer för det svenska skolväsendets utveckling. (Stockholm, 1948:27), 1.