The aim of the suggested project is to study the enactment of digitalized management and control systems in Swedish schools. There is a risk that the increased influx of digitalized management and control systems (MCS) takes time away from actual educational practice and interaction with students, thus hinderingthe development of IT didactic competence,  IT enhanced learning,  students well‐being and school performance in general. Therefore, it is essential to investigate the consequences of the implementation and use of digital MCS in schools to provide support for relevant use of these systems. The Swedish schoolsystem is at the center of an intense public debate due to the dramatic decline of students' PISA results. Consequently, the Swedish government commissioned the OECD to analyze the Swedish school system and provide recommendations. The recommendations given are to increase control, accountability and evaluations through implementation and use of digital management control systems (MCS) in which indicators (KPI:s) play a key role. However, Swedish schools already use digital MCS and KPI but little is known about their relevance, effects and consequences. In a pilot study we investigated the use of a digital incident reporting system (a type of MCS) at one school. The results show that the enactment of the system risked to harm students subjected to being reported in the system. Therefore we need to learn more about consequences of digital MCS and KPI in schools. It is therefore important investigate intended and unintended consequences, both short‐term and long‐term, on individual (students/teachers/school leaders)‐, organizational (school)‐ and societal levels.  Three case studies will be conducted over three years, including three schools in different municipalities. Data will be collected through readings of regulatory‐ and policy documents,studies of existing digital MCS's and KPI's, interviews and shadowing.