Teachers’ use of force in Denmark would be expanded and clarified under a draft bill that the government sent to public consultation, aiming to give primary school (folkeskolen) staff clearer powers to act when a pupil endangers safety or significantly disrupts lessons.
When teachers can intervene: five explicit grounds
The proposal introduces explicit rules for physical intervention in Danish primary schools. A teacher or other school employee could intervene if a pupil damages property, physically violates others, exposes themselves or others to physical danger (whether intentionally or not), psychologically violates others, or substantially disrupts teaching. The draft distinguishes between physical guiding, preventive assistance (afværgehjælp) and, in exceptional cases, use of force.
Last‑resort teachers’ use of force: necessity, proportionality, reporting
According to the draft, force is a last resort and interventions must be necessary and proportionate. Schools would be required to register incidents, inform parents, and report cases of preventive assistance or physical force to the municipal council. The bill also codifies the school’s duty of care during school hours.
Tesfaye’s rationale: clearer authority and duty of care
Minister for Children and Education (Børne- og undervisningsministeren) Mattias Tesfaye argues that clearer rules are needed to protect the school community and to support staff who hesitate to intervene for fear of disciplinary consequences. As the minister put it: “School should have room for all children, but not for all behaviour.” Recent ministry data also point to teachers spending more time managing noise and disruption, reducing time for instruction.
Reactions from unions, school leaders and child‑rights advocates
Initial reactions are mixed. School leaders have broadly welcomed clearer rules, while the Danish Union of Teachers (Danmarks Lærerforening, DLF) has called for guidance and training so that interventions remain careful, brief and de‑escalatory.
Child‑rights organisations and human‑rights bodies warn that widening the legal basis for force risks impacting vulnerable pupils and must be paired with strong safeguards, transparent reporting and oversight.
From imminent harm to disruption: what changes in the law
Today, staff may intervene chiefly to prevent imminent harm to a pupil or others. Under the draft, teachers would have a clearer mandate to escort a pupil out, guide an arm or otherwise act when behaviour seriously undermines learning—actions that have been legally uncertain in cases of persistent disruption alone. The bill aims to reduce that uncertainty by spelling out explicit grounds and procedures.
Consultation timeline and next steps toward parliament
The consultation runs until December, after which the minister plans to convene the parties behind the folkeskole agreement for negotiations. If advanced to Parliament, the bill would face the usual readings and possible amendments. The ministry says the goal is greater legal certainty for both pupils and staff, while preserving the principle that physical intervention is exceptional.
The draft frames teachers’ use of force as a narrowly defined tool within a broader duty of care. The impact will depend on training, reporting and how schools document and review incidents over time.
