Danish public schools show limited improvement in student well-being despite targeted interventions

Recent evaluations of student well-being in Danish public schools have shown that overall satisfaction levels have not improved significantly in the last decade. However, there are notable efforts to address issues such as bullying and classroom disturbances, especially among the schools that previously reported the lowest well-being scores. A review indicated that 60% of these schools managed to improve student satisfaction within just a year, demonstrating that targeted interventions can yield positive outcomes.

Gordon Ørskov Madsen, president of the Danish Teachers’ Union, emphasized that these challenges are not insurmountable and that when schools actively work on these issues, progress is achievable. Education Minister Mattias Tesfaye expressed optimism, acknowledging that most schools can enhance student well-being when they approach the matter systematically.

It is essential to note, however, that student dissatisfaction may also stem from factors unrelated to the school environment. Karen Wistoft, a school researcher, pointed out that female students in their final years tend to report the lowest levels of well-being, often due to issues like eating disorders or self-harm, which the school environment cannot directly mitigate.

In terms of improvements, research showed that 59% of schools increased social well-being, while 58% enhanced orderliness. Despite these positive changes, other schools with poor well-being metrics did not improve the following year, highlighting that support systems and adequate resources play a crucial role in fostering a healthy school environment.

Although efforts to reduce student distress remain crucial, Wistoft noted that the vast majority—around 90%—of children already report feeling good. Her recent book emphasizes the importance of shifting the focus from individual performance to community and collaboration, as excessive emphasis on individual issues can lead to increased anxiety and feelings of inadequacy among students.