Most Copenhagen Schools Keep Early School Start Despite Option to Delay

Most schools and after-school programs in Copenhagen will continue to welcome incoming preschool-class children in May, despite a new option to delay the start until August, reports Danish broadcaster DR.

Last year, the city introduced the possibility for schools to apply for permission to move the transition point to August, allowing children to stay longer in kindergarten. However, only 18 of Copenhagen’s 74 schools have sought approval for the later start, with 10 receiving it so far.

Jakob Næsager (K), the city’s mayor for children and youth, remains satisfied with the majority of schools maintaining the May intake, arguing that some six-year-olds struggle in kindergroups with children as young as two years and ten months—half their age. “Many of them really look forward to starting school in May,” he said.

Research Shows Mixed Effects
A study by the National Research and Analysis Centre for Welfare (VIVE) found that children starting in the early preschool program may face a slightly higher risk of lower well-being in their first school year compared to those beginning in August. Several municipalities, including Hillerød, Faxe, Nordfyn, and Herlev, have already abandoned the early start model.

At Lundehusskolen’s after-school center, Græshoppen, in Østerbro, transition pedagogue Line Grønbech helps children from 17 different kindergartens adapt to school life. She acknowledges both pros and cons to the May start.

“Some children find it challenging to adjust to both a new school structure and new social relationships at once,” Grønbech said. “For others, it’s easier.”

Parents and Politicians Divided
Thomas Gregersen, a parent at Lundehusskolen, supports the early transition, arguing that it eases children into academics and socializing gradually rather than all at once in August.

Meanwhile, SF’s political spokesperson Rasmus Steenberger advocates for more schools to adopt the August start, believing children benefit from extra maturity over the summer.

Næsager emphasizes flexibility, stating: “We’re trying this out and will see what works best for the children and what pedagogues recommend.”