1. Main challenges to social inclusion
2. Definitions and concept

Despite Denmark’s comprehensive welfare system and the wide range of universal services available, some groups of young people in society continue to experience social exclusion or remain at risk of marginalisation. Social exclusion in the Danish context often arises from a combination of economic vulnerability, limited educational attainment, social isolation, and health-related challenges.

Among those most at risk are young people who are not in education, employment, or training (NEETs), as they face difficulties in accessing stable jobs or continuing education, which can lead to long-term social and economic exclusion. Young people living in poverty also experience higher risks of social isolation, particularly individuals dependent on social benefits. Young persons with disabilities, both physical and psychosocial, may encounter barriers to participation in education, employment, and community life despite existing support schemes under the the Act on Social Services (Serviceloven, LBK nr 1129 af 22/09/2025), the Child’s Act (Barnets lov, LBK nr 282 af 17/03/2025), the Act on Active Social Policy (Lov om aktiv socialpolitik, LBK nr 1004 af 30/06/2025), the Act on Compensation for Disabled Persons in Employment (Lov om kompensation til handicappede i erhverv m.v., LBK nr 108 af 03/02/2020) and the Act on Special Educational Support in Higher Education (SPS-loven, LBK nr 1507 af 07/12/2022).

Other vulnerable groups include young individuals struggling with substance or alcohol misuse, who often face stigma and reduced access to employment and housing, and people experiencing homelessness, whose situation is linked to complex social and health problems. Furthermore, individuals involved in prostitution and people with criminal records are particularly exposed to exclusion and discrimination, limiting their opportunities for reintegration.

In addition, ethnic and linguistic minorities, including migrants and refugees, can face challenges related to integration, language acquisition, and access to employment and education. Despite active labour-market and integration programmes, young people with migrant backgrounds remain disproportionately represented among those at risk of social exclusion.

Marginalised young people come from all layers of society.

Young people from marginalised families are at greater risk of marginalisation, but about half of the age group of 18-24 years that are socially marginalised come from average middle-class homes with parents who have an education, employment and no experience of abuse, crime, mental illness, etc.

The number of young people not in education, employment or training (NEETs) has increased since the financial crisis and has now stabilised at a higher level than before the crisis. With around one in ten young people not in employment, education, or training (NEET), Denmark ranks among the lower third of OECD countries, though still above most other Nordic nations. Inactive NEETs—those not seeking work—make up roughly 70 % of the total, a higher proportion than the OECD average. This relatively large share of inactive NEETs reflects a recent decline in youth participation in education, coupled with improvements in youth employment outcomes. (OECD, 2024)

The number of young people in homelessness has decreased over the past years, according to the national point-in-time (one-week) counts that have been carried out every other year since 2007 by VIVE – The Danish Center for Social Science Research. The 2019 and 2022 VIVE national homeless survey indicates a decrease in the number of young people living in homelessness in Denmark. Among young people aged 18–24, there has been a slight increase in the number of individuals experiencing homelessness, from 744 in 2022 to 768 in 2024. In contrast, the number of homeless persons aged 25–29 has declined slightly, from 842 in 2022 to 809 in 2024. According to the 2024 VIVE national homeless survey, overall, the positive trend observed since 2017 has largely been maintained, following a period in the preceding years when youth homelessness had increased significantly.

There is no regular national survey of young people’s social inclusion.

However, the annual social policy report 2024 takes a closer look at social policy initiatives in Denmark. The focus is on a systematic charting of the target groups, the initiatives, their content and results. The category ‘disadvantaged children and young people’ is one of the three main target groups in the report. In the report, the target group is defined as children and young people in the 0-22 age group who are recipients of support or services under the Act on social services (serviceloven) due to social or mental issues or disabilities. The 2024 report shows that 5,5 % of all children and young people in the age group received social service intervention in 2023, which is about 90.600 children and young people. According to the report, the proportion of children and young people receiving social interventions has increased over the past decade. In 2014, 3.8 % of all children and young people aged 0–22 in Denmark received a social intervention, compared to 5.5 % in 2023. However, it should be noted that improved data quality can explain at least part of this development.

Primary and lower secondary education institutions (folkeskole), preparatory basic education and training (FGU), as well as general and vocational upper secondary education institutions, are obliged to conduct an annual school satisfaction survey (trivselsmåling). According to the most recent national well-being survey (trivselsmåling) conducted in 2025, the overall level of well-being among pupils in Danish primary and lower secondary schools remains stable, with an average score of 3.6 on a scale from 1 to 5. Social well-being continues to be the highest-rated dimension (around 3.9), while “support and inspiration” scores lower, at approximately 3.1. However, long-term trends indicate a modest decline since 2016, when the average score was 3.8. 

In 2014, the National Board of Social Services and University College South Denmark established a definition of the concept of inclusion:

‘“Inclusion” is when a person or a group of people actively and equally participate in mutually developing communities despite differences in qualifications and functional capacity, including contextual factors. “Equally” refers to a mutual acceptance of differences. “Communities” refer to common societal institutions where people interact and affect each other, for instance, in the spheres of employment, education, associational life.