A major Norwegian study has exposed critical gaps in the support system for young children with developmental challenges in kindergartens. The research, led by Louie Lei Wang at the University of Oslo's Institute of Special Education, analyzed data from over 41,000 five-year-olds. It found that while many children receive help, the system is failing to identify and support key groups, particularly those with behavioral issues. This raises serious questions about the effectiveness of Norway's early childhood intervention framework, a system with significant long-term social and economic implications.
Wang stated the most alarming finding was the high number of children with clear difficulties who still get no help. The study identified language difficulties as the most common reason for receiving special educational assistance, accounting for 35 percent of supported children. Wang explained this focus aligns with Norwegian kindergarten priorities on language and inclusion, supported by numerous language assessment tools. Yet, paradoxically, children with language challenges receive fewer support hours than those with other difficulties. Wang attributed this to a simple mismatch of scale and resources, noting the large number of children with language issues strains a limited pool of special educators.
Approximately nine out of ten children with severe language and developmental disorders do receive support. Wang said this shows the municipal Educational-Psychological Service (PPT) prioritizes based on severity. The real systemic failure, the study reveals, is for children with behavioral or attention difficulties. They have the lowest probability of getting extra support. Wang argues the very culture of Norwegian kindergartens may hide these problems. The play-based, child-centered practice can mask behavioral issues in young children whose attention and self-regulation are still developing. He added it is difficult to distinguish between simple immaturity and more serious disorders, a task made harder by a lack of good, user-friendly assessment tools for behavior in preschool-aged children. This perfect storm means children with behavioral challenges are easily overlooked.
The researchers conclude Norway must invest more in special educational competence within kindergartens. They call for more special educators and clearer guidelines for assessment and follow-up. Wang pointed out many kindergarten teachers receive little special education training. Including more knowledge about assessment and early intervention in their education would be a good start. He stressed the entire special education system needs review. The system is very costly, Wang noted, and particularly in schools, it does not seem to be implemented in a way that yields good results. In kindergartens, special educational help can be partly effective, but too few children get access to it.
This report arrives amid broader debates about public spending and social services in Norway. The findings suggest potential inefficiencies in a high-cost system, challenging the assumption that Norway's generous welfare model automatically delivers optimal outcomes. For international observers, the study highlights a universal tension in early childhood education: balancing inclusive, play-based philosophies with the need for structured intervention. The failure to support children with behavioral issues early on can lead to far greater public costs later, affecting schools, health services, and social support networks. The Norwegian government now faces pressure to reconcile its educational ideals with practical, evidence-based resource allocation to ensure no child is left behind during their most formative years.