The Commissioner for Children's Rights in Poland has submitted critical feedback regarding a new regulation project from the Ministry of Education, which aims to alter the curriculum framework for primary schools. While the reform has been acknowledged as necessary, the Commissioner argues that the document lacks specificity and leaves too many uncertainties. This vagueness could lead to varied interpretations of the new regulations by schools, which ultimately might adversely affect the students, particularly the most vulnerable ones.

One significant change proposed is the introduction of three weekly hours of a subject titled 'nature' for grades IV to VI, with more detailed subjects like biology and geography only being introduced in grades VII to VIII. The Commissioner warns that this shift could overwhelm younger students, especially those who have neurodivergent conditions and may struggle to absorb large volumes of new material simultaneously. This concern highlights the need for educational structures to be accommodating to all types of learners, ensuring no student is left behind.

The Commissioner for Children's Rights further recommends considering a pilot implementation of the new curriculum changes to better assess their impact and effectiveness. This approach could help identify potential shortcomings before rolling out the changes on a wider scale, ensuring that any negative consequences for at-risk students are minimized. The dialogue around these reforms emphasizes the importance of careful consideration in educational policy to foster inclusivity and support for all students.