Denmark’s education minister sparks controversy by blaming unruly classroom behavior on poor parenting in Denmark. His statements has triggered backlash from educators and parents who point to system-wide issues instead. However, many parents also appreciate his statements and for somebody finally addressing the behavioral problems at schools in Denmark.
Minister Calls Out “Poor Parenting in Denmark” Behind School Behavior Problems
Denmark’s Minister for Children and Education, Mattias Tesfaye, has ignited a heated public debate by coining the term “PDO” – short for “pisse-dårligt-opdraget,” or “damn poorly raised” – to describe a group of school children who, despite having no diagnosed learning or behavioral conditions, disrupt classroom environments with aggressive or inappropriate behavior. Speaking to the Danish daily Politiken, he accused some parents of raising their children like “princes and princesses” who struggle to adapt to shared rules and classroom discipline.
Tesfaye suggests the education system has spent too long adapting to individual student needs at the expense of classroom cohesion and blames a growing tendency among parents to prioritize the child’s individual desires over community norms.
Educators Fire Back at Simplification of Complex Issues
Not all educators agree with Tesfaye’s assessment. Louise Frilev, a teacher and local council candidate for Denmark’s Liberal Party in Hjørring, pushed back against PDO, labeling the minister’s rhetoric as “PDP” – short for “pisse-dårlig politik,” meaning “damn poor politics.”
Frilev argues that Tesfaye is unfairly placing the burden solely on families, ignoring widespread issues such as underfunding, oversized classrooms, and a failed national policy of inclusive education. Teachers across Denmark have expressed similar frustrations, pointing out that violence, disrespect, and disruption in classrooms are often symptomatic of larger systemic problems – not just lapses in poor parenting in Denmark.
Systemic Issues Plague Danish Public Schools, Not Only Parenting in Denmark
Denmark’s public education system has faced growing challenges over the past decade. Statistics from the Danish Evaluation Institute show that as of 2024, more than 60% of public schools reported moderate to serious issues with classroom disruption. More tellingly, 47% of Danish teachers report feeling unsafe or unsupported when managing student discipline.
Contributing factors include a decline in teacher-to-student ratios, which now average 1:22 in urban areas, as well as a poorly executed inclusion reform aimed at integrating more children with special needs into mainstream classrooms. Critics argue that although the reform was well-intentioned, it was never matched with adequate resources.
Social Democrats Double Down on Authority and Structure
Prime Minister Mette Frederiksen has echoed Tesfaye’s concerns during a recent speech at the Social Democrats’ party congress in Aalborg. She highlighted the need for children to meet clear authority figures who are not afraid to enforce firm boundaries – adding political weight to a broader government agenda aimed at strengthening school discipline and collective responsibility.
Sara Emil Baaring, spokesperson for education for the Social Democrats and a former teacher, supported the PDO designation. She describes it as children who haven’t often been told “no” at home and who struggle to respect collective rules. According to her, the problem lies not with children with recognized difficulties, but with those who have simply been raised with an excessive focus on self-expression and individual needs.
Parental Responsibility vs. Institutional Accountability
The central question underlying this debate remains: Is poor classroom behavior primarily a consequence of parenting, or is it a failure of Denmark’s education system?
Supporters of Tesfaye argue that some parents undermine school authority and flood teachers with lengthy digital messages defending their children regardless of behavior. They believe the school system alone cannot reshape behaviors children fail to learn at home.
Opponents, including educators like Frilev, argue that blaming parents sidesteps structural weaknesses. They point to years of budget cuts, high teacher turnover rates, and emotionally overtaxed families struggling under social and economic pressures. More than 100,000 Danish children currently live in households classified as financially vulnerable, often making engagement with schools more challenging.
Can the Debate Lead to Reform?
As the conversation unfolds, the issue has sparked widespread public interest and online polling. A recent TV 2 survey asked Danes whether parental upbringing is responsible for issues in public schools, early results show a nation divided.
While intentions behind the PDO term were to raise awareness, many fear it simply shifts blame without offering solutions. The next steps from the Ministry of Education, including possible proposals to increase classroom management tools for teachers, are expected in the coming months.
The broader hope among educators is that this debate, though contentious, could trigger long-overdue investments and structural changes to support both teachers and students more holistically.
