A recent commentary highlights a reluctance among Danish stakeholders to openly discuss teacher competency as a contributing factor to challenges within the public school system. Writer Magnus Hermann argues that focusing solely on infrastructural issues overlooks a crucial element impacting educational outcomes. There is a perceived hesitancy to criticize or question the abilities of teachers, creating a sensitive and largely unaddressed area of concern. The commentary suggests this avoidance hinders productive conversation about improving school performance. Hermann posits that acknowledging and addressing teacher quality is essential for meaningful reform. This silence prevents a comprehensive understanding of the problems facing Danish schools and limits potential solutions. The piece calls for a more honest assessment of teacher effectiveness alongside discussions of resources and facilities.