Choosing a School for Your Child: Navigating the Danish Educational School System

In the grand tradition of Danish explorers, who once navigated the treacherous waters of the North Sea, modern Danish parents face a no less daunting expedition: choosing the right school for their offspring within the serpentine complexity of the Danish educational system.

Just kidding, it’s not all that complicated! And with any luck, this guide will serve as your compass in navigating this question.

Let me share a bit of my background to understand better where my experiences come from: I’m originally from Sakhalin, a Russian island, but my journey took a turn when my family moved to Denmark when I was around 3 years old (1991). My educational journey began at Lilleskolen in Hørsholm. Later, as my family relocated to Hellerup, I attended Maglegårdskolen, only to move again to Skovshoved where I joined Skovshovedskole in the 6th grade. This particular move, I must admit, didn’t quite work out for me socially, and, seeking a better fit, I then spent some time at Prins Henrik Skolen, a French private school in Frederiksberg, before spending a year at the Russian Embassy School. Eventually, I found my way back to Maglegård for my 9th grade. My high school years were spent at Gammel Hellerup Gymnasium, which led me to Copenhagen Business School for further studies. These are the schools and high schools with which I am personally familiar. It’s quite a bit of moving around — something I wouldn’t necessarily recommend. However, these experiences have enriched me with diverse perspectives on the various educational systems, that I hope to be able to share with you here.

Given my geographical location this article is probably more relevant for those residing in the Copenhagen Area — however — some of the more general aspects can of course be applied within all of Denmark.

Step 1: Deciphering the Runes of Danish Education

First of all, education is obligatory in Denmark from the year your child turns 6. If you do not make any decisions by yourself you will be contacted by your municipality district through borger.dk to register your child. The schools in the municipality belong to their respective school districts. Your residential address determines which school district you belong to, and thus which school your child will be offered a place at. You can find more information here.

On the municipality’s website, you can find more information about which school your child belongs to. However, there is free school choice, meaning that if you do not want your child to attend the public school in your school district, you can freely choose to enroll your child in a public school located outside your school district or in a completely different municipality, as long as there is room.

There is transparency about several key figures at the schools. You can find information about well-being, average grades, absenteeism percentage, etc., for your child’s school on the Ministry of Children and Education’s website here.

If you do not think that your child is ready for school yet — you can apply for or consent to defer the school start for your child, so that the child starts one year after the compulsory education has begun. You need to fill out an application for this, and the municipal council must approve the deferral of the school start. The municipal council can also choose to let the school principal at the child’s district school decide on whether the school start can be deferred.

Unlike many other educational systems out there, Denmark has a pretty broad approach to education — meaning that within Denmark you can find various types of schools, as well as homeschooling being allowed. There are public schools (folkeskole), private schools (privatskole), international schools for those who speak the tongue of distant lands, and several others. Each type offers its unique teaching philosophies and methodologies.

Your mission is to find the one that aligns with you and your family — and with what you wish your child to gain from attending it.

Also, in Denmark, schooling is not merely about what happens between the ringing of the morning bell and the final release into the wilds of the afternoon. Nay, the SFO (Skolefritidsordning or after-school program) is where the real magic happens when it comes to your child’s social skills. And actually — social status acceptance and status matter a lot here. In the after-school program, educators are ready for the leisure-time pedagogical task: To support the children in the development of and create the foundation for their personal and social skills. This happens, for example, through activities that enhance the children’s creativity and teamwork abilities. So, keep this one in mind if you choose to send your child to a school.

Here is an overview of some of the different types of schools:

Privatskole: Private schools are elementary schools that can offer education for grades 0 to 10. Private schools often have roots in the tradition of secondary modern schools, which emphasize strong academic rigor and preparation for upper secondary education.

You can find various types of private schools — some with specific languages (English, German, French, etc), some for children with a high IQ. etc.

Friskole: “Free schools” are independent elementary schools that can offer education for grades 0 to 10. Independent schools are often founded on values and worldviews. This can, for example, be pedagogy, religion, or philosophy. Some of the independent schools are test-free, but it is a requirement that the student has at least the same knowledge as a public school student by the end of their schooling.

Efterskole: Efterskoles are a unique Danish form of boarding school for 14- to 18-year-old youths. One can attend an efterskole in 8th, 9th, or 10th grade. Efterskoles often have a focus on community, and most efterskoles offer specialized subjects where students can pursue their interests such as sports, outdoor life, music, theater, eSports, etc. Students live at the school and share responsibility for tasks such as cleaning and cooking. It is quite normal for people to attend a school like this — especially after 9th grade — some of them you need to sign up well in advance for.

I have friends who attend these generationally (so their mother or father went to a specific one, and they go to the same, it is a family tradition).

Lilleskole: A “lilleskole” (small school) is most often based on the tradition of reform pedagogy. The foundation is pedagogical and not ideological, political, or religious. Lilleskoler are built on a humanistic view of humanity, and the premise is that upbringing and education are two sides of the same coin.

Højskole: Højskole is a form of boarding school for everyone older than 17 and a half years. These schools have no admission requirements or exams. Instead, højskoles focus on community, education, and self-development, and offer the opportunity to pursue interests such as art, philosophy, sports, etc. You can read more about these here.

Hjemmeundervisning: There is compulsory education in Denmark, but not compulsory school attendance. Therefore “homeschooling” is legal. Section 76 of the Constitution states: “All children of compulsory school age have the right to free education in public schools. Parents or guardians who themselves ensure that the children receive an education that measures up to what is generally required in public schools are not obligated to have the children educated in public schools.”

How you choose to fulfill the compulsory education requirement is entirely up to you — so there is a wide framework, as long as the compulsory education is fulfilled, and the result of one’s education measures up to what is normally required in public schools. As a home educator, you fall under the Executive Order on Independent Schools and Private Primary Schools, etc., where Chapter 8 is relevant for home educators. However, keep in mind that this doesn’t mean that you can do whatever you want to do (I have received some questions reg. this from unschoolers and world schoolers who didn’t want to comply with any national curriculum.).

There are certain criteria (for example “Danish” is one of them). You can read more about this here. If you are interested in this topic I recommend you to join the FB group “Frit Læringsliv i Danmark”.

Step 2: Navigating the Fjords of School Districts

Is the school district a big deal? What about the school itself? After all, we’re talking about Denmark, a haven of socialism and economic equality, right? Now, this is a topic where opinions tend to diverge — for some, it matters little; for others, it’s crucial.

A common observation among expatriates in Denmark is the challenge of integrating into local communities. There’s a solid reason for this: Denmark is a society deeply rooted in social groupings that often form in childhood and persist for a lifetime. Friendships are tight-knit and not easily extended to newcomers. Despite the socialistic ethos, it seems we don’t stray far from the economic and social circles of our upbringing.

Here’s a personal anecdote to illustrate: I grew up in Hellerup/Charlottenlund, where social distinctions based on residence were stark. A classmate from Vangede found herself excluded from many social gatherings, supposedly because she “smelled” different — a clear instance of obnoxious snobbery, typical for Hellerup, perhaps. Living in an apartment myself, I was somewhat of an exception, but still accepted, likely because of its Strandvej location. Our leisure pursuits — tennis, football, horse riding, water polo, sailing — and our awareness of the schools’ hierarchical status within the Gentofte district, further underscored these social divides. I opted for GHG (Gammel Hellerup Gymnasium), seeking new social horizons, whereas most of my peers chose Øregård or Ordrup Gymnasium. My husband, whom I met by chance, not only hails from Gentofte but attended Ordrup Gymnasium, the same place my sister attended, and his grandfather designed GHG (the gymnasium I attended). Our overlapping social networks made connecting almost inevitable.

Does this play a role? It does because we get impacted by the people that we are surrounded by. This is vividly illustrated by the contrast between my upbringing and that of my stepfather’s daughter. My stepfather, like my mother, came from the Soviet Union and chose to settle in Brøndby Strand at the same time as us. Although the area has evolved considerably since then, it’s clear that his daughter and I experienced vastly different childhoods. Back then the area was quite dangerous, with several traumatic and violent incidents. She married a childhood friend from there, also an immigrant (a refugee from Yugoslavia), and their social circle primarily consists of immigrants today.

There’s nothing wrong with this diversity; it highlights the varied tapestries of life we each navigate. However, it does underscore the impact of our environments and associations, especially when considering educational paths, even in Denmark. Some actively actually try to navigate away from immigrants — for instance, a close friend of mine from GHG, upon noticing the high number of immigrants in his daughter’s public school class on Østerbro, decided to transfer her to Krebs’ Skole, seeking a different social environment.

But! Keep in mind that private does not necessarily mean better — and “better” is a subjective word as well. As an example a few years ago I lived in Allerød, next to a newly built private school. One of my friends had all her kids going there and was very proud of having this “social status”. The public school nearby however ranked higher within several key areas — and many sent their kids there specifically because they wanted to be considered “local”, and not as the “fancy” newcomers.

Many of my friendships today have deep roots, stretching back to my early years. Despite my international professional background, which naturally inclines me towards connecting with new expatriates, the truth is that my private life and circle of close friends are profoundly shaped by my upbringing. This intertwining of past and present illustrates how our early environments continue to influence not just who we become, but also whom we choose to keep close to.

So, does the choice of school matter? Absolutely. The friendships formed during these years are pivotal and have the potential to last a lifetime, significantly influencing one’s social integration within Denmark. However, this doesn’t necessitate a drastic move to places like Gentofte. This example primarily illustrates the profound impact of social stratification rather than dictating a need for geographical relocation.

Ultimately, the social atmosphere of your child’s class plays a crucial role. Both public and private schools can offer nurturing, positive environments or, conversely, be marred by toxicity and bullying. The essence lies in finding a school community that aligns with your family’s values and socio-economic standing.

Step 3: How do I know where my child will fit in?

The fundamental question to ponder here is what values and experiences you wish to impart to your child through their education and upbringing. What qualities do you hope to cultivate? What traits? This may seem like a straightforward question, but it’s one that not many people take the time to consciously address. Finding answers can provide clear direction in choosing the right path for your child’s educational journey.

To aid in navigating this important decision, consider these guiding questions:

• Do you see yourself residing in this country for the long haul? If the answer leans towards no, schools like Rygaardsskolen or the Copenhagen International School might be more suitable, offering a more transient-friendly environment.
• Is fostering multilingual abilities important to you? Do you have specific cultural or national ties you wish to preserve? For instance, I know several with French ancestry who opt for the French school, not only for the linguistic benefits but also for the potential educational opportunities in France.
• Are you inclined toward a particular educational philosophy? If you’re drawn to specific pedagogical approaches, schools following the Waldorf, Montessori, or various independent school models might align better with your educational values. I have close friends with Jewish backgrounds and they send their children to a Jewish school.
• Community and Social Environment: How important is the school’s community to you? Are you looking for a small close-knit environment where parents and teachers closely collaborate, or do you prefer a more hands-off approach? If you prefer a smaller environment, then perhaps a Lilleskole may be the right place to go. If you though are very concerned about the socioeconomic environment, then perhaps Herlufsholm Boarding School might be a better choice for you.
• Extracurricular Activities: What kind of extracurricular opportunities do you want for your child? Schools vary widely in their offerings of sports, arts, clubs, and other activities. How critical are these in your child’s overall development? As an example, if you envision a career in Ballet for your child — you can apply for the Danish Royal Ballet School. BTW, if you like sports, a great way to integrate and connect with others is actually to go to a family summer camp at a place like Oure.
• Innovation and Technology: How important is the integration of technology and innovative teaching methods in your child’s education? Do you value schools that prioritize digital literacy and innovative learning tools? As an example, I know that Zahles focuses on this.
• Academic Rigor versus Holistic Development: Do you lean more towards an academically rigorous environment or one that promotes a more balanced, holistic development including emotional and social learning? if you lean more towards an academically rigorous environment perhaps the traditional private school or catholic schools would be a good fit. If not, perhaps a Montessori school would align more with your views.
• Special Needs and Support Services: Does your child require any special educational support, and if so, how well are these accommodated by the school? This could include learning difficulties, gifted programs, or emotional support.

Taking the time to thoughtfully answer these questions can significantly influence the educational trajectory you choose for your child, ensuring it aligns with your family’s values and long-term goals. I have made this document — perhaps it can help you in the process.

Step 4: The Decision

Once you’ve pinpointed the elements you’re seeking in your child’s education, I recommend compiling a list of schools that align with these criteria and then proceeding to apply. This approach applies to public schools as well, where making a list is beneficial. I advise visiting these schools and connecting with parents who already have their children enrolled to gain insights.

Bear in mind, that the practice of registering children at private schools in Copenhagen right after birth is quite common, especially for the highly coveted ones like Krebs’ Skole, Ingrid Jespersens, Mariendal Friskole, Sct. Petri, Zahles, and Bernadotte. This also holds for alternative educational options like the Steiner schools. Usually, there is a registration fee (differs, but I’ve spent several thousand on this myself by now). To secure a spot in these institutions, it’s advisable to sign up well in advance — in fact as soon as possible. Also please do consider signing up to several schools — many of them favor previous students, siblings, etc.

Epilogue: Some Personal Thoughts on the Danish Educational System

These reflections are solely based on my personal experiences and observations of various educational systems. Compared to others, the Danish system is notably laid-back and laissez-faire in its approach. The national curriculum tends to prioritize the development of soft skills, with a strong emphasis on social interaction and play.

For those proficient in Danish, I highly recommend reading “Styrk dit barns karakter — et forsvar for børn, barndom og karakterdannelse” by Per Schultz Jørgensen. In this book, he offers a comprehensive overview of navigating Danish society’s cultural landscape and the expectations placed on children. Individualism is highly esteemed, often leading to young adults moving out at 18, entering the workforce early, and taking responsibility for their own lives. However, there is also a significant emphasis on the ability to collaborate within group dynamics, a skill cultivated from early childhood. Thus, achieving a delicate balance is essential for thriving in Danish society.

In contrast to the educational systems of France, Britain, or Russia, which prioritize STEM subjects or conceptual theoretical thinking, the Danish system takes a different approach. Unlike in other countries where the school system is structured into stages with grading and testing, Denmark lacks such categorization (folkeskolen encompasses grades 0 through 9). Typically, testing occurs only in the final year (9th grade exit examination). I recall receiving stars from my Danish teacher for my writing throughout 8th and 9th grade, although this wasn’t a widespread practice. Also, in Denmark, teachers are not referred to by their last names, and there is no expectation that your children are supposed to be able to spell, do math, or anything like that when starting school. There is no such focus in kindergartens — here the focus is on play.

Here is the current aim of the public educational system:

• Section 1. The primary school, in cooperation with the parents, shall provide students with knowledge and skills that: prepare them for further education and instill a desire for further learning, acquaint them with Danish culture and history, provide them with an understanding of other countries and cultures, contribute to their understanding of human interaction with nature, and promote the diverse development of each student.
• Section 2. The primary school shall develop methods of work and create frameworks for experiences, immersion, and a zest for reality so that students develop cognition and imagination, gain confidence in their own abilities, and have a basis for making decisions and taking action.
• Section 3. The primary school shall prepare students for participation, co-responsibility, rights, and duties in a society with freedom and popular sovereignty. The school’s activities must therefore be characterized by intellectual freedom, equality, and democracy.

Upon reflection, I find it fascinating how Denmark’s educational approach promotes student ownership of their learning journey. Interestingly, I’ve observed several individuals struggling with this approach when transitioning to university from other countries to pursue their master’s or PhD degrees. Coming from educational systems where an authoritarian teacher approach is more prevalent, many of them felt disoriented when studying at institutions like DTU, CBS, or KU, where they were encouraged to take initiative and figure things out independently. The cornerstone of Danish universities’ teaching and learning philosophy is their embrace of problem-based learning methods, which empower students to seek out their own solutions and cultivate innovative thinking. Denmark consistently ranks among the leading countries for innovative teaching styles, as highlighted by innovation scoreboards.

However, my personal experience reveals some critical flaws within this system. As a student with a strong academic inclination and a passion for intellectual challenges, I often found myself feeling deeply bored in school. It was only at University that I was truly challenged and found like-minded individuals. Instead of embracing and nurturing my love for reading and learning, I was often met with ridicule and labeled with nicknames such as “nørd,” “stræber,” or “læsehest.” Scoring high on tests was never really a point of pride. I have a memory of receiving an 11 instead of a 13 (old grading system) on my final Danish exam in 9th grade. The teacher’s explanation was quite something — she believed in my potential to become a published author one day but also wanted to keep me grounded so I wouldn’t feel too special. Certainly not a comment one would typically receive in many other school systems, where academic excellence is often emphasized, encouraged, or celebrated. Despite having advanced English skills compared to my peers, I was simply allowed to read books of my choosing outside the classroom, which did little to support my academic and social development. Unfortunately, this only served to further isolate me from my classmates.

Contrastingly, my exposure to the Russian school system (and French) introduced me to a more structured approach to education, which I was not familiar with before, particularly in subjects like history, literature, and mathematics (STEM). History was segmented into distinct categories such as ancient history, national history, and world history, providing a comprehensive understanding of the subject matter. Similarly, mathematics was divided into algebra and geometry from an early age, laying a solid foundation for advanced mathematical concepts. The literature curriculum was divided into two areas that encompassed both national and foreign literature, offering a well-rounded exploration of literary works. Interestingly, my elementary education in the Russian system provided me with a level of proficiency in mathematics that surpassed the standard curriculum in Danish elementary schools. This enabled me to bypass math classes in grade 9, having already covered the material in Russian school (grade 6). During math classes, I was allowed to just do the exercises offered in my Russian books. One positive aspect of my experience was the freedom granted to me by my teachers. They recognized my boredom and permitted me to pursue activities that I found more engaging — a level of flexibility that I suspect wouldn’t be tolerated elsewhere.

Reflecting on this now, I believe that this approach naturally steers individuals towards areas where they excel in life, unlike in other countries and cultures I’m familiar with. Social status in Denmark isn’t solely contingent upon becoming an engineer, doctor, or lawyer; there’s a more relaxed attitude toward career paths, and it’s quite common for friend circles to encompass individuals from diverse backgrounds.

This doesn’t inherently imply that Denmark offers a poor educational system. Rather, it underscores the uniqueness and differences within the Danish educational framework. It’s essential to recognize these distinctions, particularly if you have a child who is academically inclined or needs additional resources.

If we look at the data out there this is the current reality of the Danish Educational system (mainly based on this report):

• High Proficiency by 8th Grade: 75% of students are proficient in reading and mathematics by 8th grade.
• Lowest Literacy Rate in Scandinavia: Denmark has the lowest literacy rate compared to other Scandinavian countries.
• Challenges in 9th Grade Performance: The data highlights challenges in 9th-grade performance, with every tenth student failing to achieve minimum grades in Danish and mathematics, and a significant portion not meeting vocational education admission requirements.
• Incomplete Primary Education: Approximately every tenth student completes primary school without taking all compulsory exams, especially prevalent among students in special programs. This raises concerns about the effectiveness of primary education and the accessibility of exams for all students.
• High Need for Special Support: The fact that one out of four students requires special support underscores the diversity of educational needs among students and the importance of tailored interventions and resources.
• Youth Disengagement: The large number of young people aged 15–24 who are neither pursuing education nor employed suggests challenges in engaging and retaining youth in the education and workforce systems.
• Skills Gaps: Approximately half a million Danes have limited skills in reading and arithmetic, while over a million are weak IT users (PIAAC). The significant proportions of Danes with limited skills in reading and arithmetic, as well as weak IT users, highlight areas where educational efforts may need to be intensified to address skills gaps and ensure readiness for modern workplaces.
• Socioeconomic Disparities: While Denmark performs relatively well in terms of socioeconomic status among students participating in PISA tests, the lower average score in mathematics compared to Estonia and Japan suggests potential disparities in educational outcomes among different socioeconomic groups.
• Impact of Covid-19: Denmark’s lower performance in recent studies, attributed to the Covid-19 pandemic, underscores the disruptive effects of external factors on educational systems and outcomes.

To address the challenges mentioned above, the government has just introduced a new educational initiative — the main elements being:

• 540 million kroner are allocated for books. This aims to reduce screen time and boost the desire to read. Investments are also made in improving specialized classrooms.
• Shorter school days for primary students. More freedom of choice and practical instruction for older students.
• Supportive teaching is replaced by a time bank, which can be used for sessions with two teachers or educators in primary education, for example.
• The number of final exams is reduced from 8 to 6.
• The number of mandatory goals in the public school curriculums is significantly reduced — from 1081 to 215(!).
• An annual allocation of 500 million kroner is made for more intensive instruction in Danish and mathematics for approximately 10 percent of students per school who face the greatest challenges.
• All students in 8th and 9th grade have the option to choose a junior apprenticeship, where, for example, they are in school for 3 days a week and at a company for the remaining 2 days.
• All students receive 5 days of mandatory work placement, which aims to encourage them to choose a vocational education after public school.
• Technology understanding is integrated into existing subjects, ensuring all students are taught this, and the subject is also offered as an elective in upper secondary education.
• Students with school refusal have the option for online instruction.
• More practical subjects and greater freedom of choice in upper secondary education, including the option for electives outside of regular school hours.

Overall, these reforms suggest a strategic effort to modernize the educational system, making it more flexible, inclusive, and aligned with both the current and future needs of students. Some of these changes are quite substantial, so I recommend following this topic.

Denmark’s educational system has its strengths, including a focus on student autonomy, a nurturing environment for individual learning journeys, and the element of free play. However, there are areas of concern, including disparities in academic achievement, challenges in vocational education, and the need for special support. My personal experience merely highlights the importance of considering the potential challenges or limitations within the system, particularly for students with specific academic interests or needs. Also, in a society where social interactions hold greater significance than academic achievements, the sense of being recognized and welcomed by one’s peers is crucial. Regrettably, bullying remains a significant issue, with schools varying greatly in their handling of such matters — some far more effectively than others. As previously noted, I experienced bullying due to my focus on my studies, while my husband faced bullying because of his physical appearance (he was too big). Another friend was too dumb (he was the wealthiest in the class, so wealth does not necessarily help). I even recall from my school years, that the bullying was so severe that it led to a suicide attempt by one of my classmates. Unfortunately, this is a common thread among many others I know, who have endured similar experiences. It can manifest in several forms — through verbal abuse, during group projects, or by being left out of birthday celebrations and after-school activities. Alarmingly, over the past few years, there has been a noticeable decline in student well-being, underscoring the urgent need for critical attention and improvement in this area. I recommend you explore the various key information here.

But what’s the key to success, you ask? Well, depends. If you’re in it for the long haul, my advice is to prioritize your child’s seamless integration, which essentially boils down to mastering the language and forming local friendships. I believe that the only reason folks like myself, and others I know in similar circumstances, have managed to fit in snugly within Danish society is our adeptness at picking up the language fluently. If your child is having difficulty making friends in their class, exploring extracurricular activities, such as team sports, can be a great way to foster friendships. For instance, I found camaraderie in playing badminton, where I made several friends with whom I spent many weekends traveling across the country for competitions. Similarly, my involvement in karate introduced me to my first boyfriend through our local karate club, and a passion for horse riding led me to meet a lifelong friend. If you’re only here for the short term, it’s probably crucial to ensure that your child can transition smoothly into another educational system if needed. But, ultimately, it’s about understanding the nuances of the Danish educational landscape and being mindful of how it may impact your child’s educational experience. This awareness can guide you in making informed decisions, choosing the right school as an example, and seeking out additional support or resources if necessary to ensure your child’s overall well-being within the system.

Well, I hope that this provided some more clarity within the area, and I wish you all the best when making this decision for your child!