The article explores the evolution of school and education policy in Denmark, highlighting a recent shift from focusing solely on measurable educational outcomes to prioritizing the safety and well-being of students. In the early 2000s and 2010s, the focus was heavily on quantifiable data regarding educational achievements, dropout rates, and inclusion, which created a culture of accountability where failure to meet these metrics was often criticized.

This emphasis on measurable goals led to various initiatives aimed at improving educational performance, but it also fostered an environment where educators faced pressures to deliver results that could be easily quantified. As a response, the author suggests that there should now be a priority on ensuring a nurturing and secure environment in schools, where students feel safe. This approach, which emphasizes emotional and social well-being, challenges the previous framework that relied heavily on numerical successes and failures.

The implications of this shift are significant as they reflect a broader understanding of educational success. By focusing more on student safety and well-being, educational policies can foster a more inclusive and supportive learning atmosphere, which could ultimately lead to better performance outcomes in the long run. This reorientation shows an evolving perspective on what constitutes success in education and the importance of addressing emotional needs in academic settings.