Education does not begin when children enter primary school. It begins much earlier, in kindergarten, where the foundations for learning and interaction are already taking shape. At this stage, differences in development often become visible. Some children may experience difficulties in areas such as language, attention, emotional regulation, or social engagement, while others progress more smoothly.
Why Early Differences Matter—And Why Waiting Can Widen the Gap
Think of a familiar situation. In a typical kindergarten classroom, children gather for a storytelling activity. While many listen attentively, one child struggles to sit still, another has difficulty following the language, and a third hesitates to participate. These are everyday moments, differences that emerge naturally as children learn and develop.
Yet in many education systems, such differences only trigger additional support once they become visible, persistent, and measurable. By then, small gaps may already have widened, making it harder and often more discouraging for children to catch up.
This is not necessarily due to a lack of effort. In most cases, the system is simply designed to respond to problems rather than anticipate them. But what if support worked differently? What if it did not depend on failure to be triggered?
The MTSS Framework: A Model for Inclusive Support
A growing number of approaches in education are built around this idea. One of them is known as a Multi-Tiered System of Supports, or MTSS. Originally developed in the United States, it is now being explored and adapted in different contexts. One example is the MTSS-K project, which applies this approach to early childhood education in Europe, with case studies implemented in countries ranging from Belgium to Cyprus.
Rather than waiting for such challenges to accumulate, the MTSS framework starts from a different premise: high-quality support should be part of everyday learning for all children, with additional layers introduced when needed. Support is organised as a continuous process, adjusting in intensity as needs evolve.
Support as Part of Everyday Learning, Not a Response to Failure
In practice, this is often described as a tiered model. The first tier includes inclusive practices that benefit all children, such as structured routines, varied teaching methods, and supportive learning environments. The second tier provides more targeted support for children who need additional help in specific areas, for example through small-group activities or focused guidance. The third tier offers more intensive, individualised interventions for children with more persistent or complex needs. This shifts the focus from identifying who has already fallen behind to understanding who might need help and when. Instead of reacting to failure, educators work to prevent it.
It also changes how support is perceived. When additional help is introduced only after a child has struggled for a long time, it can carry a sense of stigma. Being singled out can shape how children see themselves and how they are seen by others. In a system where support is embedded in everyday learning, this distinction becomes less visible. Receiving help is no longer an exception, but a normal part of the process.
Making It Work: Coordination Across the Whole Learning Environment
Implementing such an approach requires coordination across the whole setting. Educators, specialists, and families need to work together to identify needs early and respond in a timely and structured way. It is not a quick fix, but it represents a shift in how learning is understood: less as a path where some children fall behind, and more as a process in which support can be adapted along the way.
Ultimately, the goal is to meet every child’s educational needs from the very beginning. The question is not only how to support those who are already struggling, but how to design systems that make it less likely for children to struggle in the first place and more likely for all of them to thrive.