AbstractThis article provides a review and discussion of formal support in Sweden for young children up to 6 years of age with developmental delay and in need of special support. Some of these children may receive a diagnosis of mild intellectual disability during their school years. The nature of Swedish support services, the pathways to access the various types of support, and the delivery of formal support services have been reviewed. The utilisation of formal support, expectations in relation to responsibilities of parents or guardians, and the transition of children into the school system are also discussed. The developmental systems approach was used to frame the discussion. Access to formal support services for young children is not easy. Formal identification and formal eligibility decisions do not necessarily equate to formal service utilisation. Factors important to the provision of formal support include Swedish laws and regulations; the knowledge and attitudes of social service officers, and the guidelines within which they work; the competence of teachers; and parental knowledge and skills. Obtaining support seems heavily dependent on a child's relationships with key facilitators, and their experience and expertise.