This chapter provides a comprehensive analysis of Sweden's educational policies during the COVID-19 pandemic, highlighting the strategies employed to ensure educational continuity. Unlike many other countries, Sweden chose to keep compulsory schools (grundskola) open while shifting upper secondary schools (gymnasium) to distance learning. The chapter examines the immediate effects of these policies on academic performance, but also on non-cognitive measures. The findings indicate that there were minimal or no significant impacts on average educational attainment among Swedish students in compulsory nor in upper secondary school, as measured by school grades, national tests, and the Swedish Scholastic Assessment Test (SweSAT). The results from international surveys are mixed. The 2022 PISA survey, as well as the 2021 PIRLS survey, showed decline in performance, while the 2023 TIMSS survey indicated an improvement in mathematics. When it comes to measures of student well-being, the findings are inconclusive. The impact appears not to have been uniform across all student groups. While many students seem to have fared relatively well during the pandemic, there are concerns about students from lower SES backgrounds and other vulnerable groups, highlighting the importance of considering equity in educational policy responses to crises. The chapter discusses these findings and potential explanations.