The purpose of this work is to investigate how the school’s digitization has affected history teaching for students with neuropsychiatric disabilities. In order to fulfill the purpose, the following question has been formulated: “What consequences does the school’s digitization generate for students with neuropsychiatric disabilities within the frame of history teaching?” The method for this work is based on systematic literature research through three databases, SwePub, Google Scholar and ERIC. These three databases were used to produce articles to further strengthen our question. The searches were done in both Swedish and English to get the largest possible selection of items. The results show that the school’s digitization has a positive impact on students with various neuropsychiatric disabilities but also all students. However, there are a limited number of studies that show the positive effects on NPF students. But based on the research found, it can be stated that digital tools play a crucial role in the child developing knowledge in order to achieve the goals in their education.