A new national survey reveals that the inclusion of children with special needs in public schools in Denmark is contributing to increased classroom disruptions, more violent incidents among students, and overall lower well-being. Educators and parents are sounding the alarm about the lack of necessary support.
Sharp Rise in Violence and Frustration in Danish Classrooms
A new nationwide survey from Denmark’s Teachers Union, in collaboration with TV 2, indicates mounting pressure on the Danish public school system due to increased inclusion of children with special needs. Over half of teachers surveyed report being tasked with including more students this academic year compared to last. More alarmingly, 82 percent say they do not have sufficient resources to manage the increased demands.
This lack of support has led to increased noise in classrooms. But also a rise in violent behavior among students, and a noticeable decline in overall class well-being.
Spike in Violent Incidents in Schools in Denmark
According to the survey, 54 percent of teachers working in general education classes report experiencing violent incidents between students either daily or weekly. This marks a dramatic increase from January 2025, when 41 percent reported such incidents. A jump of 13 percentage points in under a year.
The trend is worrying educators. Many of whom say they are no longer capable of providing the care and attention necessary to maintain a safe and productive environment.
Six-Year-Old Eddie and the Reality of Inclusion in Schools in Denmark
Eddie Dufke, a six-year-old boy from Helsingør with infantile autism, serves as a vivid example of this issue. In preschool, he received 15 hours of individualized support each week. Now, in first grade at a mainstream school, that specialized help has vanished. Although he enjoys aspects of school, including the added opportunities for play, his mother reports that two days a week she must pick him up early because he becomes overstimulated and begins acting out.
The family is not alone in facing such difficulties. Many schools across Denmark are cutting down on individual support. Regardless of whether diagnostic or behavioral issues are present, schools are pushing for full inclusion.
Teachers Calling for Structural Support
Veteran teacher Cor Skjønning from Munkebo School in Kerteminde says that increased behavioral issues and violence in the classroom directly correlate with the spike in inclusion efforts. He believes that, with the current framework and lack of resources, the inclusion policy is failing both students and teachers.
He argues that schools needs more staff, both teachers and pedagogical assistants. Also better-designed classrooms are necessary, if we want the inclusion strategy to succeed.
Data Underscores Alarming Trends
The inclusion survey, conducted between September 30 and October 13, 2025, drew responses from 1,811 teachers and kindergarten class leaders – a 23 percent response rate. The findings illustrate two important data points:
– 92 percent of teachers asked to include more students this year say they have not been given matching resources.
– 7 percent of Danish students attend special education programs, consuming 27 percent of the national public school budget.
This reality reflects not only a strained system but a political agenda that, critics argue, prioritizes cost-saving over child welfare. Although intended to integrate children socially and academically, inclusion without support may be doing just the opposite.
Parents Demand Action from Politicians
Parents like Sheryll Dufke are urging officials to act. When Eddie struggles at school, it affects the entire family. She claims increased emotional stress spills over into their home life, leading to conflict with siblings and disruption to her own work schedule.
Helsingør’s mayor, Benedikte Kiær, acknowledges the concerns and says the municipality is hiring additional pedagogical staff. However, for many affected families, the steps being taken are far too modest and far too late.
Experts Urge National Investment on Schools in Denmark
Andreas Rasch, head of research at VIA University College and an expert in inclusion, stresses the need for adequate financial investment if Denmark wants any hope of successful inclusion. While the long-term benefits of integrating children with special needs into society are clear, he warns that current policies are driven more by budget cuts than meaningful education reform.
Both educators and researchers agree that investing in trained staff and improved infrastructure is essential. Without that, Denmark risks a system where both general education students and those with special needs fall through the cracks.
The Cost of Doing Nothing
Failing to act now comes with a price. According to the Danish Teachers Union, delaying investments means pushing large social and economic costs down the road. What’s needed, several voices agree, is systemic change – not just hope and good intentions.
