SVT ‘candidate’ reports hate mail to police

One of the participants in Swedish Television's political docusoap, Top Candidate, has been sent racist and threatening mail since the series began at the end of January.

Teysir Subhi, whose mother comes from Sudan while her father is part-Eritrean and part-Syrian, has reported the letters to the police.

“It was SVT who advised me to do it,” the 18 year old told Svenska Dagbladet.

“If I wanted to bring attention to this it was better to have first reported it to the police.”

The series pits six politically-engaged young people against each other in a mock election campaign, in which they put forward their views on how to improve society.

Teysir Subhi, who comes from the Hisingen part of Gothenburg, says that she wants to become a politician and has already started a youth association to aid integration in her area. If she wins the 250,000 kronor prize she says she will use the money to form a “Streetball league” and youth centre in Gothenburg.

She said that she probably would not have reported the letters to the police if she had not been on the TV show.

“The police don’t seem to have enough resources,” she said to SvD

“I want to draw attention to the fact that the police don’t do anything about hate mail. It’s completely absurd that it should be wrong to be engaged in Swedish society just because you don’t have a “real” Swedish background.”

The final of Top Candidate will be screened on SVT on March 12th.

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Sweden considers expanding mother tongue education

More students should study their mother tongue in Swedish schools, according to a proposal delivered to the government.

Sweden considers expanding mother tongue education
File photo: Drago Prvulovic/TT
Students in Swedish schools who have a parent or legal guardian whose native language is something other than Swedish are offered courses to help them strengthen their skills in the other language. 
Roughly 280,000 students are eligible for this education but only approximately 170,000 are actively participating in the courses. 
According to Nihad Bunar, a professor of youth studies at Stockholm University who has been appointed by the government to address this issue, part of the reason the participation is so low is that the mother tongue courses are often held at the conclusion of the regular school day. 
“The consequences of this are obvious: tired students who have competing free-time activities. There is also a general perception that the subject is not as important as other school subjects,” Bunar said. 
Additionally, schools are not required to offer mother tongue classes if there are fewer than five students who would participate in the classes. 


A commission report that has been submitted to the government calls for making mother tongue education a more integrated part of the school day and offering it to smaller groups. The report also suggests offering the classes via remote learning, as a lack of qualified teachers in other languages is also a significant problem. 
The report points out that students who are given the opportunity to develop their mother tongue also tend to develop better Swedish language skills and perform better in school all-around. 
Education Minister Gustav Fridolin welcomed the report’s recommendations. 
“Studying one’s mother tongue can strengthen learning in all students. Therefore, more students should receive mother tongue education and the quality of the education and the curriculum should be strengthened,” he said in a government press release. 
The largest languages in mother tongue education in Sweden are Arabic, Somali, English, Bosnian/Croatian/Serbian, Persian, Kurdish, Spanish, Finnish, Albanian and Polish.
The Local would like to hear from parents whose children are involved in a mother tongue programme at their local school. Please get in touch with us at [email protected] if you’d like to participate in a follow-up article. 
The recommendations on mother tongue education come just a few months after a report carried out by OECD at the request of the Swedish government, suggested that Sweden can and must do much more to help immigrant children perform better at school
That study noted that 61 percent of first-generation immigrant students do “not attain baseline academic proficiency”. The number decreases to 43 percent for second-generation immigrant students and that 19 percent differential is well above the OECD average of 11 percents.