Recent criticism of Danish folk high schools highlights concerns that the institutions have been taken over by the children of the creative class and are failing to challenge students’ worldviews. To address these issues, critics argue for a shift in focus towards classroom debate and engagement, rather than relying on structural changes or external pressure.

The debate encompasses a range of issues, including concerns about drinking culture, inclusion, and social control, as well as accusations of intolerance and exclusion. Some former students have expressed feeling that their views are not socially acceptable, creating a negative atmosphere.

The lack of diversity within folk high schools is also a point of contention. While acknowledging that the schools have a responsibility to be more inclusive, it is also argued that students themselves must actively seek out diverse perspectives rather than expecting them to be readily available.

Critics emphasize the importance of folk high schools as spaces for challenging young people’s perspectives and equipping them to engage in respectful disagreement. Concerns have been raised that some folk high school students are exhibiting dogmatism and a lack of tolerance for differing opinions.

Ultimately, the call is for a more robust and direct engagement with the issues within the classroom setting. It is suggested that true change can only occur through face-to-face dialogue, even if it disrupts the “good atmosphere.”