A recent mapping from Statistics Norway (SSB) reveals a concerning trend in the nation’s schools: an increasing number of students are completing 10th grade without earning grunnskolepoeng (basic school points). Students in this category are defined by a lack of grades in at least half of their subjects.
The data indicates a significant rise in this phenomenon, moving from 4 percent in 2015 to 8 percent in 2025. This means nearly one out of every ten Norwegian students now completes their primary education without meeting the standard grading requirements.
Did You Know? The rate of students missing grunnskolepoeng among the general population doubled between 2015 and 2025, rising from 3 percent to 6 percent.
Addressing the root causes
Kunnskapsminister Kari Nessa Nordtun describes the figures as serious, noting that much of the increase is linked to high rates of student absence. She emphasizes that the reasons behind these absences are often complex and varied, requiring coordinated efforts across different sectors and services to provide effective support.
In response to these findings, the government is introducing new national guidelines aimed at preventing and following up on school absences. Nessa Nordtun stated that these measures are intended to ensure schools intervene early—from the exceptionally first day of absence—a step she notes has been requested by school staff.
A shift in the school environment
Kunnskapsministeren points to the increased use of screens in the classroom as a potential contributor to the negative trend. To combat this, she advocates for a move away from a school day that is heavily focused on theory and digital screens.
Instead, the government is working to foster a learning environment characterized by more practical instruction, increased physical activity, and learning that promotes community. The goal is to create a school day where students experience a greater sense of mastery.
Expert Insight: The data suggests that the challenges facing the school system are multifaceted, with distinct patterns appearing based on student background. While high absence and a need for individual accommodations are primary drivers for the general population, the data highlights that for some immigrant students, the lack of points is more closely tied to shorter residency and limited time within the Norwegian school system.
Variations in student outcomes
The statistics highlight a clear difference in outcomes based on when a student arrives in Norway. For immigrants who arrived before school age, the share without grunnskolepoeng was 7 percent in 2025. This figure rose to 47 percent for those who arrived during their secondary school years.
Among immigrant students 20 percent finished 10th grade without grunnskolepoeng in 2025. For Norwegian-born students with immigrant parents, the rate mirrored the general population, increasing from 3 percent in 2015 to 6 percent in 2025. For these groups, the lack of points is primarily linked to high absence and exemptions from grade assessments.
Nessa Nordtun emphasizes the need for a clear stance on attendance, stating, “I believe we must be clear to our children that the threshold for staying home from school should be high. But let it be clear: Those who have challenges and need facilitation must of course receive help – and they must receive it quickly.”
Frequently Asked Questions
What defines a student without grunnskolepoeng?
These are students who complete 10th grade lacking grades in at least half of their subjects.
How has the trend changed over the last decade?
The share of students lacking grunnskolepoeng has risen from 4 percent in 2015 to 8 percent in 2025.
What is the government’s plan to address the issue?
The government is implementing new national guidelines for tracking and preventing absence, while simultaneously moving toward a school model with more physical activity and practical, less screen-based learning.
What strategies do you believe are most effective in helping students who struggle with high absenteeism?
