While Danish children entering kindergarten classes are proficient in letters and numbers, their social readiness for school has declined significantly over the past five years, say educators across Denmark.
Children Less Prepared Socially for School
As thousands of young Danish children begin their educational journey in kindergarten classes (børnehaveklasse), a growing number of teachers express serious concern over a troubling trend: children may know their ABCs and 123s, but they are increasingly struggling with basic social skills essential for the classroom setting.
According to a new national survey conducted by the Danish Union of Teachers (Danmarks Lærerforening), 66% of kindergarten-class teachers believe that children today are less socially prepared for school compared to five years ago. Only 6% think children are more ready. The findings are based on responses from 968 kindergarten teachers out of the 2,559 surveyed in June 2025.
The decline in school readiness is primarily linked to a drop in key social competencies. Teachers report that fewer children are able to handle conflicts appropriately, form friendships, and follow group instructions. Notably, 70% of respondents said children are now considerably less able to take turns or show consideration for classmates.
Shift in Educational Focus Blamed
One of the main factors driving this shift appears to be a growing academic emphasis in early childhood education. Many kindergartens have adopted more structured learning goals that prioritize literacy and numeracy—sometimes at the expense of play-based learning and interpersonal development.
This increased academic load is especially problematic in the kindergarten class, which traditionally served as a gentle introduction to school life. Today, these classes are more aligned with formal school structures, pressuring children to meet academic standards before they are developmentally ready.
Educators note that while it is helpful if a child can write their own name when starting school, social readiness—such as being a good friend, coping with losing a game, and showing patience—should take precedence. These are the qualities that teachers say are most difficult to cultivate under the current system.
Changing Expectations and Faster Pace of Family Life
The decline in social skills is not only blamed on institutional shifts in educational focus. Teachers and experts also point to lifestyle changes at home. Families today often have busier schedules, leaving less time for slow-paced, child-centered activities like cooking together or playing simple board games—activities that help develop patience, empathy, and cooperation.
Modern parenting habits, influenced by digital devices and packed family calendars, may not provide children enough real-world situations to practice social interactions crucial for functioning in the communal setting of a classroom.
Calls for Clearer Communication Between Parents and Schools
There is a broad consensus that parents have an important role in supporting their children’s social development. While schools are responsible for teaching academic subjects, educators believe that foundational skills such as respecting others, sharing, and handling emotions can be developed more effectively at home.
However, bridging the gap between home and school expectations remains a challenge. Parents often do not have a clear understanding of what school readiness entails, leading to mismatched expectations when children first enter the classroom environment.
This misalignment can strain the early years of a child’s education, creating tension between families and teachers. Experts are now calling for better communication and joint responsibility between educators and parents to clearly define what it means to be ready for school—not just academically, but emotionally and socially.
Redefining School Readiness for a New Generation
As Denmark reflects on how best to prepare young children for the transition to formal education, there is an increasing desire among professionals to return to a more holistic approach. Experts suggest that while academic skills will develop naturally in the school environment, prioritizing social and emotional skills during the preschool years is critical.
This shift may require not only changes in national educational policies but also a cultural recalibration of what society expects from its youngest students. With nearly 1,000 teachers across the country raising the alarm, the conversation around school readiness in Denmark is more urgent than ever.
