for the past decades, a gender.based gap in school grade has emerged in Swedish schools. Boys in general, and immigrant boys in particular, are experiencing low schievements and school faliure more often than girls. Failing compulsury school is a risk factor for social problems, social exclusion and mental health problems in adulthood. Mainly due to obsticles that school failiure poses in further education, employment, and other necessities for entering adulthood. 

This study examines the relationship between social bonds to school during early teens and final grades from compulsory school. Data from 1627 participants, 801 grils and 826 boys, of which 252 immigrants, form the Longitudinal Research on Development in Adolescence, LoRDIA, was used. Data was collected through self-reported questionnaires and grade reports. Analyses were preformed through univariate, bivariate and multivariate procedures. 

Main findigs show a clear connection between social bonds to school in early teens and final grades. Most participants experienced positive bonds to school in 7th grade. During following years, social bonds changed in positive direction for boys and negative direction for girls. Despite stronger social bonds than girls, boys achieved lower school results. Student exhibiting weaker social bonds also had lower school achievements than students with strong social bonds. Thus, their choices for future education were limited. No significant differences were found between immigrant and non-immigrant students regarding social bonds to school. Implications for practice and policy are discussed. More research on the topic is needed.