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1. Educational support
2. Social cohesion and equal opportunities

Educational support

Currently, there is one main strategy that identifies youth as specific target group in the topic of the social inclusion. The National Social Inclusion Strategy 2030 (Magyar Nemzeti Társadalmi Felzárkózási Stratégia 2030) deals with child poverty, Roma children issues and the inclusion of disadvantaged regions. (For more information, see 4.3.)

The previous National Youth Strategy 2009–2024 aimed at creating chances for different disadvantaged groups such as Roma children/people, disabled children and their families and disadvantaged settlements and regions. In 2025, the government has started the development of the new strategy which is still in progress (for more information see 1.3).

Children and pupils in need of special support

The 12th Chapter of the Eurydice report defines the groups of children and pupils who receive special attention based on Public Education Act. Children and pupils in need of special support, including children/pupils with special educational needs such as children/pupils with physical disability; children/pupils with social, learning and behavioural difficulties; exceptionally gifted children/pupils; disadvantaged children/pupils and those with multiple disadvantages and children/pupils undergoing long-term medical treatment.

Some institutions and professionals provide services for children/pupils with special educational needs such as institutions of the Pedagogical Assistance Service; separate special education institutions, conductive education institutions; integrated special education and conductive education institutions; inclusive schools and kindergartens; mobile network of special needs teachers and developmental educators. (Eurydice, chapter 12. Educational Support and Guidance)

Social cohesion and equal opportunities

The results of the PISA Test

According to the PISA Test, Hungarian students' performance shows a negative trend, although their results in 2022 were close to the OECD average. In maths, the result of the 2022 test was the lowest since the start of the PISA tests. The same applies to reading competence, except in 2014, when the result was worse than in 2022. In science, Hungarian students' performance in 2022 was higher than in previous tests, but did not reach the level of the 2011 results. The gap between the highest- and lowest-performing students has not changed since 2018.

In Hungary, the difference between the results of socio-economically advantaged and disadvantaged students in mathematics (121 points) was greater than the OECD average (93 points).

Digital Device Provision Program

To ensure the conditions of equal access to digital education for students and teachers, the government made investments with a budget of HUF 205 billion (about EUR 525 million) jointly financed by EU funds. In 2025, they provided modern and interactive devices to primary and secondary schools (interactive panels, robotic devices, tools for the development of programming skills, drones) so the students are more motivated, can be prevented from dropping and can acquire skills that are competitive in the labour market.

The government also provided their own notebooks to students from 5^th –9^th classes in an ascending system, so the students can benefit in and out of class from the advantages of the digital pedagogy and the digital education and with this, the disadvantaged students have an equal opportunity to acquire these skills. Teachers also received notebooks (55 000 teachers) who have not gotten one yet from other EU or Hungarian sources and they also have to take part in a digital competence development training.

Parental support to participate in higher education

As of January 2025, parents under the age of 30 who are university students, may be reclassified from fee-paying (self-financed) programmes to state-funded programmes. The aim of the initiative is to decrease the financial burden on families and to provide equal opportunities to them by supporting them to obtain a qualification along with starting a family. During the first semester, 810 children were born to university student parents, and in 453 cases a parent became eligible for reclassification under the new regulations (the remaining students were already enrolled in state-funded programmes). In total, 108 male and 345 female students were reclassified. Students raising a child under the age of fourteen are also eligible to apply for an individual study schedule to help them to better balance between university and family life.