From assessment to intervention: A study on the realisation of special support in compulsory school. Using the theory of practice architectures (Kemmis 2022), this study explores the conditions for realising special support for students in eight compulsory schools in two municipalities in central Sweden. The study is based on a method of collegial learning dialogues and open-ended survey questions, and includes a total of 47 participants from the selected schools. In the study, two areas of instability in the practice landscape could be identified. One instability concerns different ways of understanding and explaining school difficulties in terms of compensatory and relational perspectives. The other concerns the imprint on the practice architecture entailed by a governance ideology rooted in New Public Management. Arrangements in three areas were identified as particularly important for the realisation of special support, namely organisation and structure, collaboration, and consensus. The findings indicate that the realisation of special support, like other (special education) policies, involves extensive and multifaceted processes of change within school practices.