Purpose: Speech-language pathologists (SLPs) are a new but rapidly growing addition to the Swedish school work force. This study sought to inventory the employment and work task characteristics of school-based SLPs to assess equitable access to SLP services.

Method: We collected questionnaires from 111 SLPs currently practicing in Swedish schools. The respondents were asked for details regarding their employment.

Results: Roughly equal proportions of respondents reported to work with intervention and consultation to teaching staff. Almost all reported that the preservice training provided insufficient preparation for school-based practices. The work assignments of school-based SLPs were more similar than 10 years ago, likely a consequence of agreements between the parties caring for students with language disorder, and the vast majority of SLPs now being employed within student health teams. However, differences in workload and assigned tasks affect the nature of the work performed, to the point that current best practice cannot always be upheld.

Conclusions: The results indicate that the services provided by Swedish school-based SLPs can be expected to vary because of qualitative and quantitative differences in employment and work task characteristics. The results are discussed in light of reviews of language interventions for children and young people.