Students from socioeconomically disadvantaged homes are typically depicted as lowperformers and more likely to fail in school (Sirin, 2005). However, a group of children, despite of their disadvantaged background, manage to overcome adversities in the education process and achieve satisfactory learning outcomes, a capacity referred to as Academic Resilience (Howard & Johnson, 2000; Agasisti et al., 2018). It has been noted that the educational reforms and social changes which occurred in Sweden during the past decades have affected the abilities that different education actors have to enhance educational equity (Gustafsson & Yang Hansen, 2017). These changes may also have an impact on the possibility of students and schools being resilient. The symposium is based on three studies aiming to identify and understand the factors behind academic resilience. 

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