The Future of Education

This paper presents partial results of a qualitative research study that is part of a broader study analyzing the impacts of the planned cancellation of school attendance deferments. The aim of the research is to identify the challenges associated with this change and understand the shift in the concept of school readiness – from a model focused on the child's preparedness to a concept where the school must adequately respond to the individual needs of students. Through a case study, we explore the attitudes of preschool and primary school teachers, their expectations, concerns, and suggestions for measures that could support a smooth transition for children into the school environment. The research sample includes educators from various regions of the Czech Republic, providing a diverse range of perspectives influenced by local contexts and school conditions. Data were collected through semi-structured interviews and subsequently analyzed using thematic analysis. The study reveals significant differences in how teachers perceive school readiness, with some expressing concerns about the premature inclusion of children who are not yet developmentally ready for the demands of formal education. Others emphasize the need for systemic support, flexible teaching strategies, and collaboration between preschool and primary education. The findings provide valuable insights into how the teaching community perceives this reform and highlight the importance of ongoing professional development, interdisciplinary cooperation, and adjustments in school policies and classroom practices. By reflecting on teachers’ lived experiences and professional judgments, this study contributes to formulating practical recommendations for educational practice, policy-making, and the development of inclusive educational strategies that support all learners from the beginning of their school journey.