Applying for scholastic or educational support at the post-primary level

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The purpose of psychosocial, educational and/or scholastic support in secondary education is to help pupils who have widely varying life circumstances and needs.

Scholastic assistance organised by the schools in classic secondary education (enseignement secondaire classique – ESC) and general secondary education (enseignement secondaire général – ESG) may take the following forms:

  • help with homework;
  • structured learning activities and special classes for pupils performing poorly at school, with the aim of preventing school exclusion;
  • remedial classes following a failed exam;
  • care for pupils with special educational needs;
  • therapeutic care for pupils with emotional or mental health difficulties.

Who is concerned?

Pupils in secondary education that need specific support.

Tutoring sessions

Tutoring sessions (help with homework) are designed for all pupils who:

  • need support in one or more core subjects; and/or
  • would like to get help to prepare for their tests.

Structured activities and special classes

Structured activities and special classes are designed for secondary school pupils at risk of expulsion due to:

  • learning difficulties; and/or
  • behavioural problems.

Remedial classes

Remedial classes are geared towards classic (ESC) or general (ESG) secondary education pupils who:

  • have to resit one or several exams, or who received summer assignments, or revision assignments; or
  • simply wish to revise a subject from the previous year or fill in any gaps.

Reintegration classes

Reintegration classes are intended for young people:

  • under the age of 18 who are in the general secondary education stream (ESG); and
  • who are performing poorly at school or are changing education pathways.

How to proceed

The various forms of support

Tutoring sessions

Tutoring sessions offer pupils the opportunity to ask questions about aspects of the curriculum they have difficulty understanding. Tutors are either teachers or trainee teachers specialising in the subject at hand.

These tutoring sessions:

  • may be scheduled on a flexible basis over the course of the school year; and
  • may take place during or outside school hours.

To find out how to register for tutoring sessions, pupils should check with their secondary school.

Structured activities and special classes

Each secondary school can organise specific activities as well as special classes in order to prevent exclusion from school.

The activities and special classes differ from school to school, depending on the needs of their pupils.

The activities offered may involve:

  • supervising and supporting pupils during class hours, either in their usual class or during specific lessons or forms of assistance;
  • structured activities outside class hours, including during school holidays (e.g. help with homework, studying and preparing for tests);
  • monitoring learning and academic progress of the pupil through personalised actions.

Special classes with hours, content and pedagogical approaches tailored to pupils' needs may also be organised so as to group pupils:

  • having the same educational level who are performing poorly at school;
  • who are temporarily excluded from their usual classes to address their behavioural or integration problems.

In addition, each secondary school may adopt a collective approach – with the school community, SePAS and CePAS – so as to:

  • be able to offer a comprehensive range of services aimed at keeping young people in school;
  • implement projects, such as:
    • series of psycho-pedagogical workshops on a range of topics (e.g. self-confidence, social and emotional skills, learning how to learn, motivation, stress management);
    • individual monitoring;
    • screening methods (assessment of different questionnaires);
    • a comprehensive concept for keeping pupils in the secondary school by bringing about long-term mindset changes (collaboration with all school stakeholders, partners from the Educational and Vocational Guidance Centre (Maison de l'orientation), psycho-medico-social networks and businesses).

Tailored classes: example of the 'young adult' classes

The School of Business and Management (ECG) offers 'young adult classes'. They are designed for pupils who:

  • come from Luxembourg's classic (ESC) or general (ESG) secondary schools, or a foreign school; and
  • are performing poorly or changing education pathways ( classes of 4e, 3e, 2e and 1re).

The pupils concerned can obtain a secondary school leaving certificate within a reasonable time and thus avoid exclusion from school. Therefore they must enrol in one of the following classes:

  • 3e general education – administrative and commercial section (3e GCM) ; or
  • 2e general education – management section (2e GCG).

To be able to change education pathways, pupils must take remedial classes for one year in some subjects. For the most part, these classes take place during regular school hours.

Support services

Psychosocial and Scholastic Assistance Services and Centre

Within each secondary school , the Psychosocial and Scholastic Assistance Service (Service psycho-social et d'accompagnement scolaires - SePAS) works with pupils who are having difficulty developing resilience and managing emotions. The SePAS provides psychological, social and educational support to the pupils.

The Psychosocial and Scholastic Assistance Centre (Centre psycho-social et d'accompagnement scolaires – CePAS) operates nationally, helping young people aged 12 to 30.

SePAS and CePAS provide support for:

  • young people, parents and guardians, by offering assistance and counselling to help them achieve or regain a sense of well-being:
    • on an individual level: angst, loneliness, anxiety, depression, lack of motivation;
    • with regard to family and relationships: challenging family situations, conflicts, communication breakdowns;
    • with regard to parents: problems with authority, role confusion in the parent-child relationship - parentification;
    • academically: fear of or lack of desire to attend school, which may lead to dropping out; concentration problems; learning difficulties; difficulties with study and organisational skills;
    • socially: financial aid, need for assistance with administrative procedures;
    • educationally: behavioural change, respect for rules and authority, developing autonomy, taking initiative and making decisions;
  • teachers and school staff, by offering them professional and psychological counselling;
  • groups of young people, by organising group activities that encourage interaction and help develop a range of social skills.

N.B.: CePAS is open all year round, including during school holidays.

Support teams for pupils with specific needs (ESEB)

The support teams for pupils with specific needs (équipes de soutien des élèves à besoins éducatifs spécifiques - ESEB) operate within the secondary schools.

The members of the ESEB support pupils to improve their well-being, their autonomy, their personal development and their participation in school life. They advise parents and teachers and can also provide ambulatory support to pupils with special educational needs.

At the request of the inclusion commission (commission d'inclusion - CI) (see below) they can make a diagnosis, within 4 weeks during school periods, that:

  • provides information on the needs of the pupils concerned and the measures to implement; and
  • takes the parents' and teachers' input into account.

Secondary education Inclusion Commission (CI)

Every secondary school has an inclusion commission (CI), which identifies and helps with the support measures for their pupils with special educational needs.

Its role is to provide general information to pupils and parents on the various support measures available.

It also defines, more specifically, the measures to be offered to each pupil concerned. These measures are then included in the pupil's individualised training plan which is adopted by mutual agreement between the CI, the pupil and the parents. The CI ensures that the individualised training plan is implemented and reviews the plan on an annual basis with a view to integrating any adjustments deemed necessary to ensure the pupil's academic progress.

If it deems that reasonable accommodations are required for the pupil, the CI may apply to the Reasonable accommodations commission (Commission des aménagements raisonnables - CAR) with the consent of the parents or adult pupil.

The CI can equally contact the National Inclusion Commission (Commission nationale d’inclusion - CNI) with the parents' consent for any request regarding:

  • a specialised diagnosis;
  • the implementation:
    • of a specialised ambulatory intervention;
    • special schooling;
    • rehabilitation;
    • therapy;
    • specific learning workshops in a competence centre for specialised psychopedagogy.

The adult pupil or the parents may also choose to contact the CNI directly.

Early Detection and Intervention Service (SDIP)

If a pupil has any mental disorders or psychiatric issues, the school will refer them to the Early Detection and Intervention Service (Service de détection et d'intervention précoce - SDIP), subject to the consent of the pupil's parents, or of the pupil themself, if they are no longer a minor.

The parents or the pupil may also contact the SDIP directly to request an appointment.

SDIP support is designed to enable pupils to continue their school, work and social activities, and is provided in the form of:

  • psychological support; and
  • individualised therapeutic activities.

Over the course of the process of assessment and therapeutic care, the SDIP works closely with the SePAS of the secondary school attended by the pupil. The particulars of the support provided and, where applicable, the pupil's reintegration in school, are determined in collaboration with the school's administrative staff.

Who to contact

Psychosocial and Scholastic Assistance Centre

The SePAS services

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Maison de l’orientation (Educational and Vocational Guidance Centre)

  • Maison de l'orientation (Educational and Vocational Guidance Centre)

    29, rue Aldringen L-1118 Luxembourg Luxembourg
    Closed ⋅ Opens at 10.00
    10.00 to 12.00, 13.00 to 17.00
    10.00 to 12.00, 13.00 to 17.00
    10.00 to 12.00, 13.00 to 17.00
    10.00 to 12.00, 13.00 to 17.00
    10.00 to 12.00, 13.00 to 17.00
    Mon.-Fri. from 10.00 to 12.00 and from 13.00 to 17.00
  • Educational and Vocational Guidance Centre – Diekirch annex

    7, avenue de la Gare L-2933 Diekirch Luxembourg

Early Detection and Intervention Service

  • Educational Support and Guidance Service Early Detection and Intervention Service

    14, avenue de la Gare L-1610 Luxembourg Luxembourg

Ministry of Education, Children and Youth

  • Ministry of Education, Children and Youth

  • Department of Vocational Training - Individual Training Leave

    29, rue Aldringen Luxembourg Luxembourg