This bachelor thesis investigates inequalities present within the elementary schools of Helsingborg during the period from 2013 to 2023. Through statistical analysis, it explores various dimensions of difference among students, considering factors such as gender, school affiliation, academic performance, and whether or not one recently arrived in the country. The study relies on data sourced from the Helsingborg municipality and addresses two main questions: the extent and nature of inequalities in Helsingborg’s schools and how these inequalities have evolved over the specified period. Two definitions of inequality are utilised: “Differences between groups” (e.g., between boys and girls) and “Differences within the same group” (indicated by high standard deviation within a group). These differences are quantified using three metrics: the sum of students’ grades (merit value), the number of classes passed, and whether or not the student qualified for further education (gymnasium). The methodology includes nonparametric hypothesis tests and regression analysis. The tests employed are Kruskal-Wallis’ test, Dunn’s test, χ2 test for independence, and Fisher’s exact test, with appropriate corrections. Standard linear regression is also applied. The findings highlight disparities in academic achievement and access to higher education. Notable results include a significant dichotomy between newly arrived students and other students across all performance metrics. There were no significant changes in inequality over the time period.