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EACEA National Policies Platform:Eurydice
Educational Support and Guidance


12.Educational Support and Guidance

Last update: 27 November 2023

This topic presents the national policies and provisions concerning support and guidance at different levels of education. It includes the following articles:

  1. Special Education Needs Provision within Mainstream Education
  2. Separate Special Education Needs Provision in Early Childhood and School Education
  3. Support Measures for Learners in Early Childhood and School Education
  4. Guidance and Counselling in Early Childhood and School Education
  5. Support Measures for Learners in Higher Education
  6. Support Measures for Learners in Adult Education and Training
  7. Guidance and Counselling in a Lifelong Learning Approach

Guidance activities

Most educational programmes foresee activities that directly or indirectly contribute to developing the learners’ self-reflection. The objective of the formative evaluation method is to help pupils gain awareness of their own strengths and weaknesses.

A range of activities carried out by public services or institutions aim at enabling learners of all ages and backgrounds to self-assess their educational and professional outlook. These activities and services are presented in articles 12.4 (school education), 12.6 (higher education) and 12.8 (adult education).

Learners with special educational needs (SEN)

Like all other children, SEN pupils are subject to compulsory schooling from their age of 4 years until 16. They have a right to adequate support meeting their needs, so that they can develop their full potential and successfully achieve psychological and social integration.

As a rule, SEN learners are integrated into regular education as far as possible. If difficulties are being detected, their educational provision, support and monitoring will be organised such as to maintain a maximum level of integration (article 12.1). If the support provision is not sufficient, SEN learners may be directed towards specialised structures in Luxembourg or abroad (article 12.2).

Luxembourg's policy developments focus on the quality of support and on a more comprehensive offer for SEN pupils. Particular emphasis is placed on the early detection of difficulties.

Support measures for other target groups are presented in articles 12.3 (school education), 12.5 (higher education) and 12.7 (adult education and training).

Organisational aspects

Structures for pupils with special educational needs

The competence centres for specialised educational psychology (centres de compétences en psycho-pédagogie spécialisée) introduced in 2018 as part of the public education provision (see national reforms chapter 14.2) aim at offering adapted educational support and monitoring to SEN pupils in the framework of the regular education.

Guidance services

Depending on their mission and their target public, the different guidance services operate under the authority of different ministries (Labour and Employment; Family and Integration; Higher Education and Research and Education, Children and Youth). These services are presented in articles 12.4, 12.6 and 12.8.