Denmark’s Education Minister has ignited controversy by blaming misbehaving students on poor parenting, but critics say the focus should be on the low quality of public schools.
Minister Sparks Debate Over Student Behavior
In August, Danish Minister for Children and Education, Mattias Tesfaye, made headlines when he claimed that a growing number of schoolchildren in Denmark are not suffering from educational issues but are, as he called it, “pisse dårligt opdraget” a crude Danish phrase loosely meaning “terribly badly raised.” His remarks quickly triggered a national debate about responsibility in Denmark’s education system.
The minister argued that too often, bad classroom behavior is blamed on teachers or the school system, when in fact, the root of the problem lies in the children’s upbringing. He insists that some middle-class parents need to reflect on their approach to parenting, suggesting that respecting the school community is a learned behavior that should be instilled at home.
Influencer Pushes Back: “It’s About School Quality”
Sofie Bøcher Lindquist, a Danish influencer and mother of three, has publicly challenged Tesfaye’s viewpoint. Speaking on the early morning radio program P1 Morgen, Lindquist stated that the minister had oversimplified a complex issue by pinning it solely on parenting. She argued that when children misbehave, it’s often a response to the lack of support and poor quality of the educational environment they experience, not a failure in how they were raised.
Lindquist draws from her own family experience; one of her children attends a regular class, while another is enrolled in a “Nest” classroom designed for students on the autism spectrum. She highlighted that many schools are under-resourced and teachers overstretched, which makes it difficult for the school community to effectively meet the needs of every child. As a result, children often become disengaged.
Wider Parental Frustrations
According to Lindquist, Danish parents are already making significant efforts at home and are frustrated when problems at school are always redirected back to them. She noted that many families feel ignored or dismissed, especially when their children struggle with undiagnosed learning difficulties or mental health issues.
A 2023 survey by Denmark’s National Research Center for the Working Environment showed that nearly 1 in 3 teachers felt unable to provide adequate attention to students with special needs due to a lack of time and resources. Adding to that, data from Danmarks Statistik, Denmark’s statistics agency, showed a 12% increase in school absenteeism over the past two years, indicating broader dissatisfaction and disengagement within the education system.
Minister Stands by His Statements
Despite the backlash, Tesfaye has stood firm on his statements, claiming that many Danish parents privately agree with him. He reported that since his comments, his office has received more positive letters and emails from parents than at any other time during his tenure.
Tesfaye emphasized the importance of collective responsibility. He believes that students from well-functioning homes should demonstrate good behavior, such as showing up on time and waiting their turn, to create a stable learning environment. This, in turn, would ease the process of including children who require more support due to behavioral or developmental challenges.
Experts Call for Balanced Approach
Educational experts, however, argue that the discussion should not be about choosing between blaming parents or schools. Instead, they advocate for mutual collaboration where parents, educators, and government all take responsibility for improving the learning environment.
Experts note that Denmark’s public schools have changed significantly over the past decade. School reforms, budget constraints, and teacher shortages have all contributed to a system under heavy strain. In 2022, more than 19% of Danish teachers reported experiencing burnout symptoms – an alarming signal for any education system.
Looking Forward
As the debate continues, the Danish government faces increasing pressure to address public school quality head-on. While there is no doubt that parents play a central role in their children’s upbringing, much of the public remains unconvinced that scolding families will reverse what many see as systemic shortcomings.
Policy-makers are now called upon not only to challenge cultural attitudes but also to invest in meaningful reforms that can restore confidence among parents, support teachers, and, most importantly, serve the needs of all students, regardless of their behavioral or developmental starting point.
