The Government of the Wallonia-Brussels Federation has approved, at second reading, the preliminary draft decree aimed at clarifying, strengthening and harmonising the application of the neutrality principle in schools.
This adoption marks a decisive step in building a clear legal framework for the officially organised and subsidised education networks, as well as for non-denominational free schools that have chosen to adhere to neutrality within the meaning of the Education Code.
A single, simplified and readable content
The decree unifies the definition of the neutrality principle in the Education Code, merging provisions that were previously separate depending on whether education was organised or officially subsidised. Since these texts have equivalent scope, bringing them together aims to simplify and clarify matters for all education stakeholders, including in adult education and reduced-timetable secondary art education.
Ban on wearing symbols of belief for staff members
The text also introduces neutrality of appearance for staff members of the schools concerned, through a ban on wearing visible symbols of belief, with no distinction based on conviction or origin. This measure applies to all school functions and activities linked to the institution: teachers, management, educators, administrative staff, paramedical staff, workers, kitchen staff, trainees and all other professional categories active in these schools. The ban also extends to the associated PMS centres, boarding schools and outdoor centres.
The symbols concerned are defined as any clothing or accessory expressing a political, religious, philosophical, ideological or social conviction or identity. The term visible was chosen to ensure the universality and non-discrimination of the rule, whereas the term ostentatious could have limited interpretation to the size of the symbol.
Teaching knowledge free from self-censorship
The school's mission is therefore to pass on knowledge and develop critical thinking, within a respectful framework. However, certain content taught in subjects such as philosophy, history, languages, science or the arts can sometimes be contested. For example, certain knowledge is sometimes challenged: the theory of evolution, the display of artworks depicting nudity, the use of diagrams or the conducting of scientific experiments, the reading of classic literary works or fantasy novels, or the discussion of historical and societal facts such as the Holocaust, gender equality or LGBTQIA+ minority rights.
By removing the wording (from the decree of 31 March 1994) stating that teaching staff should address certain questions “in terms that do not offend the opinions and feelings of any pupil” and replacing it with a principle of mutual respect and pupils' freedom of expression, the decree aims to ensure that this teaching can be delivered without teachers fearing self-censorship, while strictly maintaining the requirements of objectivity and neutrality already set out in the Education Code.
Support and training for education teams
Education teams will receive support and training to handle challenges related to learning content, while respecting pupils' plurality and freedom of expression:
- Reminder of the legal framework and neutrality principles by school management and reference documents.
- Educational tools and support from specialised structures such as mobile support teams, trained to manage issues of polarisation, extremism and radicalism.
- Targeted training for teachers and headteachers, including awareness-raising on radicalisation.
To ensure regular monitoring of the decree's implementation, a report will be drawn up on compliance with the neutrality principle by the schools concerned. This report will be submitted to Parliament every two years.
In addition, a comprehensive register of regulations on the wearing of symbols of belief by staff and pupils, across all networks, will be produced.
The decree will come into force from the start of the 2026-2027 school year.
“Neutrality is a form of protection, because school must remain a place of learning, respect and freedom for everyone. In a context where identity-related tensions sometimes echo into classrooms, it is essential to preserve a neutral and peaceful school environment. We want every pupil to be able to develop freely and shape their critical thinking, without political, religious, trade union or other pressure or influence.”, concludes Valérie Glatigny, Minister of Education.