A growing number of Danish kids are starting school without key social skills, sparking concern among educators and renewed discussion about resources in early childhood education. Experts point to both the pandemic and broader shifts in childhood as contributing factors.
Children Starting School Less Prepared Than Before
As children across Denmark begin school this fall, educators are observing a troubling trend: kids entering the first year of school — known as “børnehaveklasse” — are less socially ready than previous generations. A recent survey by the Danish Union of Teachers found that a majority of kindergarten class teachers believe that children’s ability to listen to instructions, wait their turn, and show empathy has noticeably declined compared to just five years ago.
The decline doesn’t appear to be academic; many of the children know basic letters and numbers. Instead, the concern is focused on social readiness, which educators say is critical for adapting to classroom routines and collaborating with peers.
Parents and Educators Point to the Pandemic
One of the most commonly cited explanations is the impact of the COVID-19 lockdowns during early childhood years. Many five- and six-year-olds entering school now were toddlers during Denmark’s extended periods of isolation. These so-called “pandemic children” often missed out on crucial social development opportunities, such as regular play with peers in daycare or neighborhood settings.
For families like the Smiths in Skive, preparation for school included practicing routines at home — mimicking a classroom environment to help their son Magnus adjust to expectations. However, many parents express concern that societal changes have made it harder to foster strong local communities or unstructured outdoor play, both essential building blocks for early childhood development.
Educators Call for Increased Support in Daycare
Denmark’s national union for pedagogues, BUPL, argues that the solution begins well before school starts. According to the organization, a lack of trained early childhood educators is impacting the ability of Danish kindergartens, which children attend before starting formal education, to cultivate basic social skills in smaller, attentive group settings.
The union’s president believes Denmark is at a crossroads and in need of a new direction — shifting away from narrowly focused school-preparation programs and toward a broader commitment to social and emotional development in early childhood care. Educators are especially concerned by increasing academic pressure in preschool-aged programs, such as expectations for children to begin reading before age six.
The Numbers Reinforce the Concerns
A national report released earlier this year found that only 9% of Denmark’s kindergartens were rated “good” in terms of overall quality. This report has prompted further debate among policymakers, as both the quality of care and the number of staff available in early institutions appear to be falling short of children’s needs.
At the same time, teacher surveys have shown that more than two-thirds of kindergarten class leaders believe children’s readiness for school has declined — a concerning indicator for long-term educational and social outcomes.
Government Open to Adding Resources But Maintains Standards
Minister for Children and Education Mattias Tesfaye has acknowledged the problem and says the government is prepared to look at improving the quality of daycare centers. Though he remains open to discussions about increased funding, he insists that higher expectations in kindergarten are here to stay.
The minister emphasized the importance of kindergartens not just serving as childcare, but as environments where children learn important life skills and values. He remains confident that early school years, including the kindergarten class, can still provide space for children to develop these key competencies — even if some arrive slightly behind.
Balancing Expectations and Development
While some experts are calling for a rollback of formal school preparation programs that start months before children begin regular schooling, the Danish government has no immediate plans to eliminate them. Critics argue these transition programs rely too heavily on academics and not enough on social growth.
Nevertheless, there is a growing consensus that a recalibration is needed — one that balances academic preparation with a renewed focus on interpersonal skills. As Denmark considers how to shape its policies for young learners, many believe the country must take stronger action to ensure all children are truly ready to thrive when the school bell rings.
