Flemish five-year-olds lag in maths and language, study finds

Children aged five in Flanders score below the international average in early maths and language skills, according to a major international study by the OECD.

The research, known as the International Early Learning and Child Well-being Study (IELS), assessed around 2,400 pupils from 200 schools using tablet-based tasks. Results were compared with seven other countries, including England and the Netherlands.

The findings paint a mixed picture. On the one hand, Flemish children perform strongly in recognising emotions, working with others and remembering information. These skills are seen as important foundations for learning.

However, they perform significantly worse than average in basic maths and in the language used at school (Dutch). For example, a notable share of children struggle with simple number tasks, patterns, and ordering objects.

The study also highlights a wide social gap. Children from disadvantaged backgrounds or those who hear less Dutch at home tend to start school already behind their peers. Researchers say this gap is larger in Flanders than in other countries studied.

Education minister Zuhal Demir described the results as “hopeful but clear”. She said strong emotional skills are positive, but added that more focus is needed on language and early maths.

Experts stress that the findings should not be seen as a failure, but as a starting point. They call for more support in early education, while keeping learning playful and engaging for young children.

The report also suggests practical changes, such as smaller classes, more classroom support staff, and clearer routines to help manage behaviour and improve learning outcomes.

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