Three in ten Swedish teachers have never received feedback, even though there is a positive association between mentoring, peer observation and coaching, and teachers’ sense of self-efficacy and job satisfaction in Sweden. Those teachers who do get feedback, get it mostly from the principal, but the principals tend to spend most of their working time on administrative tasks, leaving insufficient room for pedagogical leadership (OECD, 2014d). Most municipalities distribute more than 80% of resources to primary schools based on the number of pupils and 87% of municipalities distribute less than 12% of the total primary school appropriations to pupils based on socio-economic factors (SNAE, 2009). This share has stayed constant since the 1990s, while immigration and rising income inequalities has led to higher shares of students with disadvantaged backgrounds (Holmlund et al., Only 74% of Swedish teachers report that their school provides extra assistance to students in need, the second lowest percentage in the OECD behind Mexico (OECD, 2014d). Despite a recent easing of procedures to provide support, decisions are often taken at the principals’ level without sufficient analysis and oversight of what happens in classrooms.