Norwegian school organization criticized for impacting student well-being

A debate regarding the organization of the Norwegian school system suggests that increasing school days and years does not result in smarter or healthier students. Despite concerning PISA results, there is a perceived lack of willingness to address how school structure contributes to these outcomes.

Critics argue that extended school hours fail to compensate for the loss of essential developmental needs, such as sleep, physical movement, play, and time with family. The school system is increasingly functioning as a childcare solution for working parents while maintaining homework requirements, potentially placing continuous stress on children.

In the book ‘Skolens omsorgssvikt’, Professor Ole Martin Moen notes concerns regarding both direct neglect and the long-term negative impact of persistent stressors on children. Furthermore, the 1997 reform, which lowered the starting age to six, has seen play-based learning increasingly replaced by traditional instruction in many areas.