Dear Ladies and Gentlemen,

We, the parents of pupils attending Dommeldange Primary School, are writing to you because the current situation at the school has become unacceptable.

Children and teachers are exposed on a daily basis to violent behaviour and serious disruptions, leading to fear, instability and significant psychological distress. This is not a series of isolated incidents, but a persistent structural problem.

This situation violates the fundamental rights of children, in particular their right to physical and psychological integrity and to education. Lessons are regularly disrupted, resulting in learning delays. At the same time, teachers, despite their strong commitment and adherence to existing procedures, are under constant pressure and lack the necessary tools and authority to respond effectively. Serious misconduct often remains without meaningful consequences, which is deeply concerning.

The relevant authorities are fully aware of these difficulties, yet the underlying causes remain insufficiently addressed. Many of the affected children suffer from severe trauma and have significant special educational needs. Without adequate staffing and specialised support, their integration into mainstream classes is extremely challenging and leads to negative outcomes both for these children and for the wider school community.

Inclusion is a fundamental educational objective. However, without qualified staff, appropriate resources and clear procedures, it risks turning into a form of neglect. The current approach focuses mainly on reactive crisis management, while the number of children with special needs far exceeds the school’s capacity to respond appropriately. Some parents are already considering withdrawing their children from the school, which would further undermine social cohesion and the very principle of inclusion.

We are no longer willing to accept short-term measures, case-by-case solutions or vague assurances. We therefore request clear, structured and sustainable actions, and seek concrete answers to the following questions:

• What specific procedures are triggered after serious or violent incidents are reported, which authorities are responsible, and within what timeframe is a response expected?
• A recent police intervention took place at the school. While this may be necessary in certain cases, is this intended to become the new normal in Luxembourg’s schools?
• Why are children from various institutions, many of whom have severe trauma and significant behavioural difficulties, concentrated in one small school instead of being distributed across several larger schools?
• Given current conditions, some classes are clearly overcrowded. Why is a reduction in class size not systematically considered as an effective short-term measure?
• Why is there no transparent, rapid and standardised procedure that is automatically activated in the event of repeated incidents in a class, regardless of parental intervention?
• Why is access to specially qualified professionals in psychological, behavioural and educational support so limited and subject to long waiting periods?
• Why do teachers apparently lack effective tools to consistently sanction serious misconduct, creating the impression that unacceptable behaviour goes unpunished?

The current situation requires urgent action; continued observation is no longer acceptable. We expect transparent communication and a clearly structured long-term strategy shared with teachers, parents and the school leadership. Failing effective and lasting change, we reserve the right to bring this matter to public attention.
 
Parents of the children of the primary school in Dommeldange