Since girls were fully integrated into the mainstream education system, research has consistently shown that they, on average, outperform boys throughout compulsory schooling (e.g., Bergstrand, 2022; Brolin Låftman & Modin, 2011; Holmlund et al., 2021). Girls’ academic performance has also long been considered a key indicator of educational success in Swedish municipalities (Segerholm & Hult, 2018). Recently, however, the gender gap has narrowed due to declining outcomes among girls (Swedish National Agency for Education, 2025). At the same time, equity in Swedish education is decreasing (Francia & Åstrand, 2025) as a result of sociodemographic factors, despite a long-standing egalitarian tradition (Muench et al., 2023) and a legal framework emphasising equivalence across municipalities (Education Act, 2010:800). Declining results among girls is a trend that requires further investigation, making continued research in this area a shared Nordic, European, and international concern.

Empirical data show that some municipalities have long displayed gendered achievement patterns that diverge from the national norm, with boys outperforming girls over extended periods (Kolada, 2025). This raises fundamental questions about how formally equitable schooling systems can produce markedly different gendered outcomes across places. The project is based on the assumption that such variation reflects locally embedded social, cultural, and spatial conditions rather than school-internal factors alone.

Historically, girls have outperformed boys throughout compulsory schooling—a pattern that has generated a substantial body of research focused primarily on boys’ underachievement (Hillman & Brooks, 2025). Only recently have studies begun examining declining outcomes among girls, often linking these trends to factors such as social media use, extensive mental health issues, and increased performance pressure (Cashman, 2025; Swedish National Agency for Education, 2025). These explanations are, however, often treated in isolation from broader contextual conditions.

Previous research has documented gender differences in educational achievement (e.g., Bergstrand, 2022; Holmlund et al., 2021), but knowledge remains limited regarding how contextual and place-based factors interact over time to shape girls’ educational trajectories. Educational norms and gendered expectations appear to influence educational positioning and performance (Wahlgren, 2023). Earlier studies have mainly focused on school-internal processes, teachers’ expectations (Andersson et al., 2009), individual characteristics, or subject-specific outcomes, particularly in STEM education (Dennis et al., 2019; Hussenius, 2020; Lynch et al., 2024). Broader societal, cultural, and spatial dynamics remain comparatively underexplored.

Based on Fairclough’s Critical Discourse Analysis (2010), this literature review analyses girls’ achievement in compulsory school from a Nordic historical discourse perspective. It traces the social, cultural, and spatial conditions through which girls’ achievement has been constructed in previous research. The analysis encompasses three dimensions: (a) textual analysis (description), (b) processing/interpretative analysis (interpretation), and (c) social analysis (explanation). It also examines the implications of previous research and identifies a research gap concerning girls’ performance in compulsory school.

National averages also conceal substantial local variation. Municipalities where boys have consistently outperformed girls suggest that current trends are not solely recent phenomena but reflect long-term, structurally conditioned processes. There is a clear need for conceptual frameworks that connect gendered educational outcomes to place-based societal conditions. The study therefore asks: How do societal and discursive conditions influence girls’ academic performance in contemporary compulsory education?

This literature review constitutes the first step in a larger research project examining the emerging pattern of declining academic performance among girls in compulsory school. The project employs a mixed methods research design consisting of a systematic literature review, quantitative analysis, and qualitative case studies. Across all stages, ethical considerations are guided by the principles outlined in Good Research Practice (Swedish Research Council, 2024). Stage 1: A systematic literature review maps internal and external explanations for gendered academic outcomes in Nordic research, with particular attention to how girls’ achievement has been conceptualised across time and research traditions. The literature search was conducted in January 2026 in ERIC, Scopus, PsycInfo, and Web of Science (Core Collection). The search strategy was structured around three conceptual blocks: (1) girls’ academic achievement, (2) compulsory schooling, and (3) the Nordic countries. Both free text terms and controlled vocabulary were used, and search strategies were adapted to each database’s indexing system. Searches were limited to peer reviewed journal articles in English. Duplicate records were removed in EndNote following Bramer et al. (2016), and the processes of screening and study selection are documented in a PRISMA flow diagram. This review provides an overview of the existing Nordic research landscape. Stage 2: A quantitative analysis of Swedish national register data examines patterns of gendered academic achievement across municipalities. Through correlation analyses, the study identifies municipalities where outcomes diverge from the national pattern of girls’ higher achievement. These results guide the selection of municipalities for qualitative case studies (Simons, 2009). Stage 3: Case studies in five selected municipalities explore social, cultural, and spatial conditions shaping girls’ educational experiences. Approximately five in depth interviews with girls are conducted in each local compulsory school. In addition to interview data, municipal policy documents and other relevant cultural and spatial texts form a central part of the empirical base. Drawing on Fairclough’s (2010) framework for critical discourse analysis, the study examines how cultural, spatial, and policy related discourses are articulated in relation to girls’ achievement. Stage 4: Qualitative interviews with local actors—such as city planners, cultural workers, and representatives from local associations—focus on lived experiences, participation, and perceived possibilities for change. Together, Stages 4 and 5 help identify key external factors that may influence declining academic outcomes among girls in compulsory school.

Preliminary analyses indicate that girls’ educational attainment has long been a central topic in both public debate and educational research. The persistent finding that girls outperform boys in compulsory schooling has traditionally led scholars to focus on explanations for boys’ lower achievement. More recent studies, however, highlight emerging signs of declining results among girls, often linked to social media use, increased performance pressure, and growing mental health concerns. These trends underscore the need to understand how research has conceptualised and problematised girls’ achievement over time. The ongoing literature review reveals notable shifts in how girls’ academic performance has been represented across historical periods and theoretical approaches. Earlier research tended to emphasise individual or school internal factors, whereas more recent studies point to broader psychosocial and societal pressures. Across the literature, preliminary findings suggest evolving problem formulations and implicit assumptions about gender, performance, and wellbeing, indicating that research on girls’ achievement has been shaped by changing societal discourses. A further emerging result concerns the limited attention to contextual and place based factors. While many studies focus on classroom practices, pedagogical strategies, or individual characteristics, fewer investigate how cultural and societal conditions influence girls’ outcomes. Initial findings show that local contexts where girls have historically underperformed relative to boys provide important opportunities to explore the role of cultural infrastructure, spatial arrangements, and local gender norms. These contextual dynamics appear to interact with girls’ educational trajectories in ways not fully captured by school centred explanations. Together, the preliminary results highlight the importance of broadening the analytical lens to include societal and spatial conditions. They suggest that girls’ educational outcomes cannot be fully understood through school based factors alone, with implications for research on gender equality, educational policy, and the cultural geographies of schooling.

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