In extreme cases, some native-born Swedish parents register their children for school soon after they are bom, resulting in long waiting lists that stretch years into the future (Bohlmark, Holmlund and Lindahl, 2015(21]). From lack of language skills to reduced social and professional networks of new arrivals, migrant parents face difficult challenges in utilising school-choice to their child’s benefit (Bohlmark, Holmlund and Lindahl, 2015[2ij). However, immigrant parents may make well-infomied choices of choosing a school in a segregated area because of its location or the presence of a large immigrant community which can help their children to feel a sense of belonging but can further segregation (Lund, 2015(37]). Segregation can also be intensified through the actions of both school actors and results in self-sorting of students who would like to be in schools with peers similar to themselves (Erixon Arreman, 2014(38], Holm, 2013(39]).