PISA shows the results. But when do the problems really begin?
The latest PISA results have once again sparked a debate about the effectiveness of our education system. When students struggle with reading, math, or other basic skill areas, attention quickly turns to schools, instruction, teachers, and education policy.
But perhaps this discussion is starting too late.
This is because another large dataset allows us to look at a much earlier point in time: children immediately before they start school.
The latest school entry examinations in the Hanover region show that a significant proportion of children already exhibit abnormalities at this stage in areas that are important for successful learning.
Nearly 12,000 children examined
11,799 children were screened in the Hanover region for the 2025–26 school year.
A comprehensive medical evaluation of the tongue reveals a remarkable picture:
39.0% of the children show no abnormalities.
In contrast, there are:
- 24.6% with mild abnormalities,
- 15.4% requiring further evaluation and
- 18.5% who are already receiving treatment.
This means that 33.9% of the children studied either require further evaluation or are already receiving treatment. An additional 24.6% are assessed as having mild concerns.
This explicitly does not mean that 58.5% of children have a language disorder. The categories describe different levels of severity and must be distinguished from one another.
However, it does mean that only 39% of the children studied are explicitly classified as normal in this area.
It's not just about language
In terms of perception and processing, 56.8% show no abnormalities. 24.3% are assessed as having mild abnormalities, 13.4% require further evaluation, and 3.9% are already receiving treatment.
Standardized subtests of the SOPESS developmental screening also reveal abnormalities.
When repeating pseudowords—a task used to assess phonological working memory—10.6% show significant difficulties, and another 14.4% are borderline.
In terms of visuomotor skills—an important prerequisite for, among other things, graphomotor performance and learning to write—20.5% show abnormal results. Among boys, this percentage is as high as 26.7%; an additional 17.6% are assessed as having mild abnormalities.
Early mathematical skills also deserve attention: When it comes to counting to 20, 14.0% of students show significant difficulties and 16.4% are at risk. For simultaneous and set recognition, the figures are 11.2% and 18.4%, respectively.
From PISA Back to the Start of School
This creates an interesting connection.
PISA assesses the skills of adolescents. The school entrance assessment evaluates children before their actual school career has even begun.
The two studies measure completely different things and therefore should not be linked as direct evidence of a cause-and-effect relationship.
But together, they raise an important question:
Do our educational problems really begin only in school?
If a significant proportion of children already show signs of difficulties in language, perception and processing, phonological working memory, visuomotor skills, or mathematical precursor skills by the time they start school, it is not enough to wait years later to address their poor academic performance.
Then we'll have to start looking sooner.
Don't just manage deficits—create the conditions for success
Children do not begin to learn to read, write, and do arithmetic only when these topics are introduced to them in class.
Successful learning requires a number of functional prerequisites: information must be perceived, differentiated, processed, stored, and reliably retrieved. Attention must be directed, language must be processed, and visual information must be coordinated with motor actions.
That is why the discussion following PISA should not focus exclusively on:
How can we improve teaching?
Another question that is at least as important is:
What are the requirements for children to be admitted to these classes?
This is precisely where there lies a great opportunity for earlier and more nuanced developmental assessment.
Not to label as many children as possible as having a disability.
Rather, it is about identifying where support is needed before unfavorable conditions lead to overt learning problems.
PISA shows us where we stand years later.
The school entrance exams show us that we may need to start much earlier.
Identify issues earlier. Understand learning prerequisites. Provide more targeted support.
Source: Region Hannover, Department of Child, Adolescent, and Dental Health: Focus on Children's Health, Results of the 2025/26 School Entry Examinations.
PISA shows us the outcome. But do the problems really begin at school?