Changes in postponed school entry from the perspective of educational-psychological counselling centre professionals

Abstract

The study focuses on the attitudes of professionals working in school counselling services toward the new regulation of postponed compulsory school attendance, introduced on the basis of legislative changes from the 2025/26 school year, and toward the conditions for its practical implementation. The aim was to examine how respondents assess the need for change, the expected benefits and risks of the new system, the preparedness of key actors involved in the transition from preschool to primary education, and which measures they consider crucial for its successful functioning. Data were collected using an original questionnaire combining closed-ended items, Likert-type scales, and open-ended questions. The research sample consisted of 127 professionals working in educational counselling services, mainly psychologists and special educators. The findings showed that respondents acknowledge the need for some change, but their overall stance toward the new framework is rather reserved. At the same time, they assume that the proposed measures may contribute to reducing the proportion of postponed school entry. The main perceived risks include possible school failure in some children, insufficient school readiness for heterogeneous classrooms, and limited opportunities for differentiated instruction. Respondents identified teacher preparedness, differentiation of instruction, staffing support in schools, and cooperation with families as key conditions for successful implementation. They also indicated that the greatest level of support will likely be needed by children with language-related difficulties, uneven developmental profiles, and problems in executive functioning. The study suggests that the effectiveness of the new regulation will depend not only on legislative change, but primarily on the actual availability of support within school practice.