If a pupil's behaviour indicates a high emotional distress and/or a school situation is experienced and perceived as particularly unsuitable for a pupil's needs, both by the school community and by the family, it may be necessary and advisable to consider a temporary stay in a specialized learning environment.

In the CDSE pedagogical school structures, specific learning activities are offered by a multi-professional team, adapted to the needs and the development of the student's social-emotional skills, thus helping them to have a positive school experience.

Temporary education within the framework of the CDSE can prepare children and adolescents for reintegration into mainstream school after a longer period of therapy or a hospital stay. In a protected setting, the student can achieve emotional stability, resume social relationships, make up for missed learning and achieve an adapted learning rhythm that will enable him/her to resume his/her school career.

In this phase, close cooperation with the student's home school or future school is essential.

The CDSE offers several temporary specialized schoolings in different learning settings for children and young people at national level:

  • in collaboration with external providers, specialised training for primary school children with profound emotional disorders. They can benefit from a protected environment and lessons adapted to the therapeutic situation in a socio-therapeutic centre (CST) (locations: Grevenmacher, Kautenbach, Luxembourg, Mersch, Schifflange);
  • Annexe Izigerstee: a specialized school setting for adolsecents aged 10 to18;
  • Annexe Junglinster: A specialized temporary school setting for orientation and reintegration of secondary school pupils, after prolonged stay/support in/by a therapeutic facility or hospital.



In the case of specialized education, students are enrolled in the CDSE as well as their school of origin or an educational facility designated by the CNI.

The schooling is based on the national curricula of the Luxembourgish public school system.

Subject materials, learning objectives, teaching materials, tools and methods are adapted to the students’ educational needs (and abilities) while being subject to ministerial standards. Students are thus provided with an individual education plan (Plan éducatif individualisé, PEI).

The student’s person of reference promotes the co-operation with the student’s school of origin or future school and facilitates communication to classmates and teachers.

Meanwhile, the CDSE prepares teachers and classmates for the student’s reintegration into mainstream school.


In order for a student to be enrolled in the CDSE and/or one of its special education units, the following agencies may file an application with the consent of a person with parental authority:

  • The CI/CIS;
  • an accredited social, family or counselling organisation;
  • a physician;
  • parent(s)/legal guardian(s).

The CNI may request further documents deemed necessary to complete the file (such as a medical report for example)

  • school report;
  • developmental report;
  • psychological assessment;
  • synopsis of measures already put into place in chronological order;
  • justified statement regarding the involvement of the CDSE;
  • written parental consent or a by a person with parental authority.

The application must be addressed to the CNI.

The procedure then ensues as follows:

The CNI retains the CDSE with specialized diagnostics. The CDSE runs the specialized diagnostic upon receiving the file in question from the CNI. The CDSE subsequently proposes possible measures to the CNI. The CNI makes a final decision related to the implementation of these measures.