Denmark’s Education Minister Mattias Tesfaye is standing by his controversial comments on student behavior, insisting that poor conduct in classrooms is sometimes rooted in upbringing rather than external challenges. The remarks have sparked significant backlash from education experts and children’s advocates.
Minister Calls Out Poor Behavior in Classrooms
Denmark’s Minister of Children and Education, Mattias Tesfaye, has drawn sharp criticism after describing some students as “PDO”—a phrase he coined meaning “piss poorly raised.” He used the term while discussing disciplinary challenges in public schools, especially around students who disrupt lessons and fail to respect common classroom norms.
Speaking publicly through national broadcaster DR’s radio program “Ring til Regeringen,” Tesfaye suggested that disruptive behavior among pupils isn’t always a matter of undiagnosed learning disabilities or troubled home lives. Rather, he argued, some students simply have not been taught to behave appropriately in structured settings like schools. He noted that while educational shortcomings are often blamed on school systems or teachers, student behavior and upbringing cannot be ignored.
Widespread Backlash From Experts
Tesfaye’s comments quickly fueled backlash from teachers’ organizations, child welfare advocates, and education researchers. Critics argue that labeling children with a potentially stigmatizing term like “PDO” oversimplifies complex behavioral issues. They warn it risks creating a culture of blame and shame, rather than addressing root causes with empathy and support.
Advocates from Denmark’s largest child welfare organization, Børns Vilkår, say that Tesfaye’s labeling could incite bullying or marginalization among peers. The concern is that catchy abbreviations like PDO could easily become derogatory nicknames in schoolyards, further isolating vulnerable students.
Education expert Louise Klinge described the minister’s remarks as “shameful,” arguing that disruptive behavior is often a sign of deeper social, psychological, or familial challenges. Meanwhile, Denmark’s Teachers Association branded the language “regrettable” and out of place in a discussion about school reform.
Tesfaye Defends His Viewpoint
Despite the criticism, Tesfaye has stood firm. He clarified that his comments were not directed at children with diagnosed conditions like ADHD or autism, or those from homes experiencing hardship. Rather, he said his objective was to focus public attention on another category of children, those who appear to challenge structures and expectations because of what he frames as lax or ineffective parenting.
As an example, he pointed to students who show up to class after staying up late scrolling through TikTok, bring no lunch, interrupt lessons, and argue every direction instead of following instructions.
Tesfaye believes schools should be empowered to enforce stricter discipline in these cases. He referenced classroom incidents such as students using abusive language toward teachers or behaving violently toward peers. In those situations, he says, students should face consequences, such as being sent to the principal’s office or home for a few days, without prolonged debate about the underlying causes of their behavior.
Calls for More Resources, Not More Blame
The controversy unfolds amid a wider national conversation about public schools in Denmark. Enrollment has declined in some urban public schools, while private school attendance has risen by 23% over the past decade.
At the same time, many teachers and school counselors say they are under-resourced and overworked. They argue that schools need more staff, better access to mental health support, and more training in handling behavioral issues compassionately, rather than relying on punitive measures.
Educational organizations, including the Danish Teachers Association, agree that rules for managing classroom disruption may need an update. In fact, the Ministry of Education is currently reviewing laws concerning physical intervention by teachers during classroom disruptions. But experts say that legal changes should go hand-in-hand with policies that support students and address the broader needs of school communities.
Balancing Discipline and Understanding
Tesfaye has emphasized that he supports exciting, engaging teaching as well as increased resources for schools. Yet his central argument remains that none of these approaches can replace the necessity of disciplined behavior from students.
The debate has highlighted a fundamental tension in Denmark’s education system: how to balance a culture of inclusion and individual support with the need for structure, respect, and community accountability in classrooms. As Tesfaye works to revise school regulations, he faces mounting pressure to strike a tone that encourages reform without fostering stigma.
