DR reported on August 11, 2026, that social belonging in the classroom can shape how much children learn, as many Danish pupils return to school this week. A new Epinion survey for DR Ultra found that 68 percent of 9 to 14-year-olds say the atmosphere in class matters most about going to school.
According to DR, good teaching is not the only factor deciding how much children learn in the coming school year. The broadcaster spoke with Mette Molbæk, docent and research leader at VIA University College, who studies children’s well-being.
Molbæk told DR that when children feel part of the community, motivation and the desire to come to school can rise. She said they dare to ask more questions, are less afraid of making mistakes, and become more persistent. In her description, they believe someone has their back.
The reverse also applies, per Molbæk. If a child does not do well socially in class, concentration drops, absence can rise, and learning outcomes and grades can fall. She said the class community can determine whether a pupil enters an upward or downward spiral.
The survey carried out by Epinion for DR Ultra asked children aged 9 to 14 to choose between the atmosphere in class and the teaching itself. 68 percent pointed to the atmosphere in class, while 20 percent said the teaching was most important.
Molbæk said the result did not surprise her. As reported by DR, she argued that the social side of class should not be seen as something running alongside the academic side. She described it as a precondition for feeling safe and motivated to learn.
She said schools should therefore treat the social dimension as part of their core task rather than as an extra. In her view, Danish schools should build social work into everyday teaching. She criticized well-being days and well-being lessons that are detached from academic content.
Molbæk also said parents can make a difference by supporting the social life of the whole class. When some pupils experience being left outside, it affects the community for everyone, she told DR. She said the focus should be on the broad community, not only on one’s own child.
VIA University College lists Molbæk on its expert page as a specialist in inclusion in primary school. According to VIA University College, her work as docent and research leader covers children’s well-being and inclusion in school.
DR linked the publication to the seasonal timing, noting that many children are going back to school this week. The broadcaster paired that with the newly published Epinion figures for DR Ultra. DR also published four pieces of advice from Molbæk on how parents can support the social community in their child’s class.
