What should you do in case of a conflict with a European School in Brussels?
School conflicts with a European Schools in Brussels may involve bullying, a disciplinary sanction, exclusion, refusal of reasonable adjustments, a decision requiring a student to repeat a year, an enrolment issue, or a lack of response from the school. In these situations, it is important to communicate in writing, keep all evidence, and identify the appropriate remedy. The European Schools have a specific legal framework. They are not governed only by Belgian school law. They have their own rules, specific disciplinary procedures, and internal appeal mechanisms.
The first step is to clarify the situation. What is the student accused of? What decision has been taken? Have the parents received the file? Is there a deadline to appeal? Depending on the answer, the steps to be taken may be different. In cases of bullying, exclusion, serious disciplinary sanctions, or refusal of reasonable adjustments, it is advisable to contact us quickly.
Questions to ask
| Question | Why it matters |
|---|---|
| Is there a written decision? | To identify the possible appeal |
| What is the date of notification? | To calculate the deadline |
| Are the facts proven? | To avoid a weak challenge |
| Is the child in danger? | To assess the urgency |
| Has the school replied in writing? | To evaluate the school’s position |
| Should a lawyer intervene? | To structure the file |
Why do the European Schools have a special legal framework?
The European Schools are not ordinary Belgian schools. This system is based in particular on the Convention defining the Statute of the European Schools, the General Rules of the European Schools, the decisions of the Board of Governors, and the internal rules of each school. In the event of a school conflict with a European School in Brussels, the first step is to check the specific rules that apply within the European Schools system. Belgian law may also apply in some cases, for example in matters relating to safety, liability, child protection, criminal acts, or personal data.
💡 Why is it important to act quickly? Deadlines can be very short. For some decisions, the General Rules of the European Schools provide for a two-week deadline to file an administrative appeal. Some judicial or formal appeal procedures also have short deadlines. As soon as a written decision is notified, it is important to check immediately whether an appeal is possible and within what time limit.
Distribution of pupils between Brussels I, Brussels II, Brussels III and Brussels IV
Distribution of pupils in the European Schools in Brussels. 2025–2026 school year. European Schools in Brussels:
- Brussels I — Uccle and Berkendael: 4,434 pupils — 30.3%
- Brussels II — Woluwe and Evere: 3,780 pupils — 25.8%
- Brussels III: 3,181 pupils — 21.7%
- Brussels IV: 3,253 pupils — 22.2%
Total in Brussels: 14,648 pupils. Brussels I includes the Uccle and Berkendael sites; Brussels II includes the Woluwe and Evere sites.
Source: EURSC, Facts and figures at the beginning of the 2025–2026 school year in the European Schools, data as of 15 October 2025. The four European Schools in Brussels welcome 14,648 pupils, with a significant concentration in Brussels I and Brussels II.
💡 This helps explain the context of conflicts in the European Schools in Brussels: large schools, strong linguistic diversity, organisational pressure, and the management of special educational needs, disciplinary sanctions, and situations involving bullying or safety issues.
What types of conflicts can arise in the European Schools?
School conflicts in the European Schools in Brussels can have very different causes. Some relate to the behaviour of other pupils, such as bullying or violence. Others concern decisions taken by the school, such as a disciplinary sanction, exclusion, refusal of reasonable adjustments, a decision requiring a pupil to repeat a year, or an enrolment issue.
Bullying, intimidation, humiliation or cyberbullying
Bullying is one of the most sensitive types of conflict in schools. It can take many forms, including repeated insults, mockery, deliberate isolation of a pupil, threats, humiliation, physical violence, rumours or intimidating behaviour. In the European Schools in Brussels, these situations may also be linked to the international context of the school. A pupil may be targeted because of their nationality, language, accent, academic level, appearance, gender, disability, learning difficulties or integration into a language section. Bullying is not limited to what happens in the playground or in the classroom. It can also take place online. Cyberbullying is common in WhatsApp groups, on social media, in private conversations, or through the sharing of photos, videos, humiliating messages or screenshots.
💡 In this type of situation, it is important to report the facts in writing, request concrete protective measures and keep all evidence. This includes messages, screenshots, witness statements, medical certificates, psychological reports, emails sent to the school and the replies received.
Disciplinary sanctions and temporary exclusion
A pupil may be sanctioned for behaviour considered contrary to the school rules. This may include an incident between pupils, inappropriate behaviour, insolence, violence, misuse of a phone, breach of internal rules or refusal to follow instructions. Sanctions may vary in seriousness. They can range from a simple reprimand to educational work, detention, a warning, a sanction decided by the school management, temporary exclusion from classes, exclusion from a school trip or activity, or even a procedure that may lead to expulsion.
In practice, several points must be checked. What facts are being alleged against the pupil, what evidence exists, whether the pupil was able to give their version, whether the parents were informed, whether the sanction is proportionate, and whether the decision can be challenged.
💡 An exclusion should not be treated as a simple administrative measure. It can have serious consequences for the pupil’s education, reputation and future within the school system. It must therefore be analysed carefully.
Expulsion or permanent exclusion from the school
Expulsion or permanent exclusion is a serious measure. In the European Schools system, the consequences are particularly important, because a pupil who has been expelled is, in principle, not allowed to enrol in another European School. When facing an expulsion procedure, it is important to request access to the file, check the facts alleged against the pupil, prepare written defence observations, assess whether the pupil was properly heard and verify whether the disciplinary procedure was respected.
The proportionality of the measure must also be assessed. Even where a pupil’s behaviour is problematic, expulsion should not be automatic. The school must take into account the context, the pupil’s age, previous conduct, personal situation, any specific educational needs and possible alternative measures.
💡 In this type of case, legal assistance is strongly recommended, as the deadlines may be short and the consequences very serious.
Refusal of reasonable adjustments or educational support
Some conflicts concern pupils with specific educational needs. This may involve a pupil with dyslexia, ADHD, autism spectrum disorder, school anxiety, learning difficulties, emotional difficulties or a medical condition requiring adaptation.
It may request reasonable adjustments or appropriate educational support. These adjustments may include, for example, extra time, adapted assessments, use of a computer, specific support, adapted instructions, a particular seating arrangement in class, or a different organisation of examinations.A conflict may arise when the school refuses these measures, limits them significantly or fails to apply them properly. In some cases, parents feel that the child’s difficulties are minimised or treated as a behavioural problem, when they actually require appropriate support.
The European Schools recognise the principle of inclusive education and provide forms of support for pupils with different learning profiles. This does not mean that every request made by parents must be automatically accepted, but the school must examine the situation seriously, individually and with proper documentation. In case of refusal, it is important to gather the relevant medical, psychological or educational reports, request a meeting with the school and check the possible appeal options.
Educational decisions, repeating a year, orientation and assessment
Conflicts in a European Schools in Brussels may also concern educational decisions. This includes repeating a year, promotion to the next year, orientation, school results, assessment, access to certain options or access to the European Baccalaureate. These situations are delicate, because schools generally have a margin of educational discretion. Not every school decision can be challenged simply because parents disagree with the school’s assessment.
However, an educational decision may be problematic if it appears insufficiently reasoned, inconsistent, discriminatory, contrary to the applicable rules, or taken without considering important factors such as a learning disorder, a medical condition, a context of bullying or the absence of reasonable adjustments. In this type of conflict, the contested decision must be analysed carefully. Parents should request explanations from the school and review the reports, assessments, previous communications and rules applicable to promotion or orientation. The aim is not to replace the school’s educational judgment, but to verify whether the decision was taken correctly, according to a proper procedure and on the basis of complete information.
Safety, supervision, canteen, transport or extracurricular activities
Some conflicts concern the pupil’s safety. This may involve an accident at school, lack of supervision, an incident during lunch, a problem with school transport, an injury during a sports activity or an incident during a school trip.
In these situations, the first step is to identify who was responsible for organising the activity. The answer may differ depending on whether the activity was organised directly by the school, by a parents’ association, by an external provider or by a transport service. This distinction is important because liability does not always rest with the same person or entity. The school may be involved in some cases, but a parents’ association, transport company, service provider or external organiser may also be concerned.
It is important to quickly request an incident report, the identity of the persons present, the measures taken after the incident, any available footage, insurance documents and the contact details of the person responsible for the activity. In case of injury, trauma or apparent negligence, it is important to keep medical certificates, photos, witness statements and exchanges with the school. These elements will help assess whether liability may be engaged and what steps should be taken.
Severity of school conflicts in the European Schools
| Level | Example |
|---|---|
| Level 5 — Critical | Expulsion, serious violence, immediate danger |
| Level 4 — Serious | Persistent bullying, temporary exclusion, refusal of essential reasonable adjustments |
| Level 3 — Significant | Disciplinary sanction, lack of response from the school |
| Level 2 — Moderate | Educational conflict, communication issue |
| Level 1 — Minor | Isolated incident, occasional disagreement |
What rules apply to school conflicts in the European Schools?
It is important to distinguish between three levels. Specific legal framework of the European Schools, Belgian law applicable on Belgian territory, and European law, particularly in relation to the protection of personal data.
The specific rules of the European Schools
The European Schools have a special legal framework. They are organised under the Convention defining the Statute of the European Schools, which is the basic legal text of the system. This Convention sets out the organisation of the European Schools, their governance, and the role of certain bodies, including the Complaints Board.
The General Rules of the European Schools govern many practical matters, including school discipline, sanctions, disciplinary councils, enrolment, withdrawal of a pupil, educational decisions and promotion to the next year, among others.Each European School may also adopt its own internal rules. These rules may cover pupils’ behaviour, absences, lateness, the use of mobile phones, digital tools, safety, school activities, trips, communication with parents and internal procedures.
It is also important to take into account the Policy on the Provision of Educational Support and Inclusive Education. This policy provides that inclusive education is a guiding principle of the European Schools system and that schools must work with families to identify the individual needs of pupils requiring support measures.Finally, situations relating to well-being, child protection, bullying, mental health, behaviour or safety must also be assessed in light of the Pupils’ Well-Being Policy Framework. This framework covers, in particular, child protection, the prevention of bullying, mental health, positive behaviour, the prevention of abuse and pupil safety.
Does Belgian law apply to the European Schools in Brussels?
The European Schools located in Brussels have a special status. To challenge an internal decision of the school, such as a disciplinary sanction, exclusion, refusal of enrolment, educational decision or decision relating to educational support, the specific framework of the European Schools must first be examined. This does not mean that Belgian law is excluded. Belgian law may apply when the conflict concerns facts that took place in Belgium and relate to safety, civil liability, child protection, violence, criminal acts, physical or psychological harm.
💡 For example, a serious accident, an assault, a failure of supervision or a situation of bullying that has caused harm may also be analysed under Belgian law. The Health and Safety Policy for the European Schools provides that health and safety matters must be managed within the context of the national legislation applicable in the host country.
In summary, the internal rules of the European Schools mainly govern school life and appeals against school decisions. Belgian law may become relevant when there is damage, fault, a criminal offence, a safety issue or the involvement of an external third party.
Which rules should be applied first?
The first step is to identify the nature of the conflict. If the conflict concerns a disciplinary sanction, exclusion, educational decision, enrolment, repetition of a year or refusal of reasonable adjustments, the framework of the European Schools must be analysed first. Whether the conflict concerns an accident, an assault, a lack of supervision, a dangerous situation, an infringement of the pupil’s integrity or damage suffered in Belgium, Belgian law may apply. If the conflict concerns access to the school file, medical data, disciplinary reports, inaccurate information or documents kept by the school, the GDPR will generally be the relevant legal framework. In all cases, it is essential to identify the correct legal framework, the right person to contact, the applicable deadline and the appropriate remedy.
What are the rights of parents in a school conflict?
In conflicts with the European Schools in Brussels, parents should request clear information and keep all evidence.
The right to be informed
Parents have the right to be informed about important measures concerning their child. The school must explain what the pupil is accused of, what measures have been taken, and what consequences may follow. Parents must know whether the situation concerns a simple incident, an educational measure, a formal sanction, or a more serious procedure.
💡 In practice, it should be requested written confirmation of the situation. In case of conflict, it must be possible to prove what was said, what was decided, and on what date. This information is also important in order to react within the applicable deadlines.
The right to receive a written and documented response
The school’s response should allow parents to understand the facts, the school’s position, and the measures being considered. Parents may ask the school to specify the facts relied upon, the available evidence, the protective measures taken, the reasons for a refusal, or the next steps envisaged. A written response is important for two reasons. First, it helps avoid misunderstandings. Second, it helps build a file and avoid missing deadlines. Parents should therefore avoid relying only on phone calls or informal conversations. If the school does not reply, gives a vague answer, or refuses to provide reasons, it may be necessary to send a more formal letter to the school management.
The right to consult the disciplinary file
The General Rules of the European Schools provide that the pupil and their legal representatives may consult the file relating to the alleged facts. They may also request a copy of the file.
💡 This right is very important. It makes it possible to check what facts are alleged against the pupil, what witness statements exist, what reports have been drawn up, and whether the pupil’s version has been properly taken into account.
Our advice is to request access to the file quickly, in order to check whether the facts are sufficiently precise, whether the evidence is reliable, and whether certain elements have been ignored. In practice, parents should not prepare a defence without first requesting the file. Without access to the documents, there is a risk of responding emotionally rather than strategically.
The right to be assisted by a lawyer
In disciplinary proceedings, the rules of the European Schools provide that the pupil and their representatives may be assisted by a representative, a teacher from the school, or a lawyer. A lawyer can intervene at several levels. They can analyse the procedure, verify the deadlines, request the file, prepare written observations, and assist the family during important stages of the process. In many cases, a lawyer’s intervention can help restore dialogue with the school, avoid a disproportionate sanction, or obtain a formal response to the measures requested. Legal assistance is recommended when the decision may have a significant impact on the pupil’s education, school record, or wider situation.
Summary of rights and practical steps
| Situation | What should parents do? | Objective |
|---|---|---|
| Bullying | Report the facts to the school in writing, with dates, places, witnesses and the consequences for the pupil. | Prove that the school was informed and request a quick response. |
| Intimidation or humiliation | Describe the facts precisely and avoid general accusations. | Obtain concrete action from the school. |
| Cyberbullying | Keep screenshots, WhatsApp messages, social media posts, photos or videos that were shared. | Document digital evidence and request protective measures. |
| Lack of response from the school | Follow up in writing and request a clear action plan. | Avoid vague answers and obtain concrete measures. |
| Meeting with the school | Send a confirmation email after each meeting. | Keep a record of the commitments made by the school. |
| Ongoing situation | Prepare a full chronology of the incidents. | Show that the facts are repeated. |
| Impact on the child | Keep medical certificates, psychological reports, evidence of lower grades or absences. | Demonstrate the educational and personal consequences. |
| Persistent deadlock | Involve a lawyer. | Structure the file, request urgent measures and preserve the pupil’s rights. |
| Serious bullying or violence | Act immediately, without waiting. | Protect the pupil and consider the necessary remedies. |
| Mistake to avoid | Relying only on oral or emotional exchanges. | Avoid having a weak file that is difficult to prove. |
What should you do in case of bullying or school abuse?
In case of bullying in a European Schools in Brussels, parents should not wait until the situation gets worse, or until the child starts falling behind at school, develops anxiety, or refuses to go to school.
Step 1 | Lawyer’s intervention and reporting the facts in writing
The first step is to report the facts to the school. Depending on the situation, the report may be addressed to the school management, the class teacher, the educational adviser, the Deputy Director, or the person responsible for pupils’ well-being. The report must be precise. It should mention the dates, places, pupils involved, witnesses and consequences for the child. It is important to explain whether the facts involve insults, threats, violence, isolation, humiliation or cyberbullying. The objective is to alert the European School, request action and create a written record.
💡 A good report should answer four questions: what happened, when did it happen, who was involved, and what consequences did it have for the pupil?
Step 2 | Request protective measures
After reporting the facts, protective measures should be requested from the school in order to protect the pupil. These measures may include increased supervision, temporary separation of the pupils concerned, meetings with the pupils involved, and particular attention during breaks, lunch, movement between classes or school activities. In cases of cyberbullying, parents may ask the school to take into account messages, photos, videos, WhatsApp groups or publications shared between pupils when these facts have a direct impact on the child’s school life.
Step 3 | Request a written summary
Every meeting with the school should be followed by a written record. This traceability is important. If the school does not react, delays its response or takes insufficient measures, it will be possible to show that the school was alerted and that the situation was not properly handled. Without written records, it becomes much more difficult to prove what was requested, promised or refused.
Step 4 | Build an evidence file
Evidence is essential in a school conflict. All relevant elements should be kept from the beginning of the situation.
💡 This may include emails, screenshots, WhatsApp messages, social media posts, photos, videos, witness statements, medical certificates, psychological reports, school reports, absences or any other useful document.
It is also advisable to create a chronology. This chronology should include the dates, facts, persons involved, available evidence and the school’s responses. It helps show that the incidents are not isolated, but repeated. Screenshots should, where possible, show the date, time, name of the group or profile concerned. Messages should not be modified and conversations should not be deleted before a copy has been saved.
Reasonable adjustments and specific educational needs
Reasonable adjustments in the European Schools in Brussels concern pupils who need specific support in order to follow their education in appropriate conditions. This may include pupils with dyslexia, ADHD, autism spectrum disorder, learning difficulties, a medical condition, a visible or invisible disability, or other specific needs.
💡 Reasonable adjustments can take different forms. For example: extra time during exams, adapted instructions, use of a computer, a specific seating arrangement in class, reduction of certain constraints, adapted assessments, educational support, language support, individual follow-up, or specific measures in cases of anxiety or learning difficulties.
These measures must be adapted to the child’s individual situation. The same difficulty does not always require the same response. The school must examine the file on an individual basis, taking into account the medical, psychological, educational or therapeutic reports provided. In some cases, a child may be sanctioned for difficulties that should first be understood as specific educational needs. The European Schools provide a specific framework for educational support and inclusive education.
Does the school always have to accept the parents’ request?
The school must be able to explain why the requested adjustment is not accepted, why it would be disproportionate, or why another measure would be more appropriate. In such cases, parents should request a written and reasoned response. A reasonable adjustment aims to reduce or neutralise the negative effects of an environment that is not adapted to a person with a disability. These measures must respond to the individual needs of the person concerned.
What should be done in case of refusal or insufficient support?
In case of refusal of reasonable adjustments in a European Schools in Brussels, the request should first be formalised in writing. Parents should clearly explain the child’s needs, the difficulties observed, and the measures requested. It is important to attach the relevant documents, such as a medical report, neuropsychological assessment, psychological certificate, speech therapy report, therapeutic opinion, medical certificate or any other document showing the pupil’s specific needs.
When should an appeal be considered?
An appeal may be considered when the refusal of reasonable adjustments has an impact on the pupil’s education. This may be the case if the child is failing, being sanctioned, excluded from activities, deprived of necessary support, or placed in an unsuitable school situation. Before filing an appeal, it is important to check the contested decision, the date of notification, the applicable rules, the medical documents available, the exchanges with the school and the deadlines to be respected. In the European Schools, deadlines may be short. It is therefore important not to wait several weeks before seeking legal advice, especially if a written decision has already been communicated.
What appeals are available against a decision of a European School in Brussels?
In conflicts with the European Schools in Brussels, it may be possible to challenge a decision taken by the school. This may concern a disciplinary sanction, exclusion, an enrolment decision, a decision requiring a pupil to repeat a year, a refusal related to educational needs, or any decision that directly affects the pupil’s education. The available remedy depends on the decision being challenged. Three elements must therefore be checked: the decision received, the date of notification, and the applicable deadline. In the European Schools, some deadlines are very short. A late reaction may make the appeal inadmissible.
Administrative appeal before the Secretary-General
Administrative appeals may concern, in particular, disciplinary measures, certain enrolment decisions, decisions of the Class Council, special educational needs, or certain decisions relating to languages. The appeal must explain why the decision is irregular, insufficiently reasoned, disproportionate, or contrary to the applicable rules.
Appeal before the Complaints Board of the European Schools
A contentious appeal may be brought before the Complaints Board of the European Schools. This appeal should not be confused with proceedings before a Belgian court. The Complaints Board may intervene after a decision of the Secretary-General on an administrative appeal. Certain decisions of the Central Enrolment Authority of the European Schools in Brussels may also be subject to a direct contentious appeal. The deadline is also short. In principle, a contentious appeal must be filed within two weeks from the notification or publication of the contested decision, or from the expiry of the applicable deadline in case of an implied rejection decision.
Does an appeal automatically suspend the decision?
No. An administrative appeal does not automatically suspend the contested decision. In urgent situations, it is necessary to check whether a request for suspension is possible. In practice, parents should not wait until the situation becomes worse. If the decision has an immediate impact on the pupil, the possibility of an urgent request should be analysed quickly.
Can a Belgian authority be contacted?
A Belgian authority may become relevant when the conflict concerns facts that are separate from the school decision itself.
💡 For example, in case of assault, serious threats or cyberbullying, a criminal complaint may be considered. In case of physical or psychological harm, a liability analysis may be necessary. In case of a problem with access to the file or irregular processing of personal data, a GDPR-based request may also be appropriate.
However, it is important not to mix all remedies together. A criminal complaint, a GDPR request, a formal notice, an administrative appeal and an appeal before the Complaints Board do not have the same purpose. The right choice depends on the situation, the available evidence, the contested decision and the applicable deadlines.
💡 Practical reflex for parents: As soon as an unfavourable decision is received, parents should keep the decision, note the date of notification, request the file, identify the applicable deadline and check whether an administrative or contentious appeal is possible. In the European Schools, deadlines may be very short. An effective challenge must therefore be quick, written, structured and supported by evidence.
Practical success cases
Conflicts with European Schools in Brussels can often be resolved without lengthy proceedings, provided that parents act quickly, in writing, and with a well-structured file. Here are some practical examples of common situations.
Bullying and lack of response from the school
A pupil enrolled in a European Schools in Brussels had been subjected for several weeks to repeated mockery, insults and exclusion by a group of pupils. The situation had also continued online, in particular through messages in a class WhatsApp group. Child no longer wanted to go to school, their results had declined, and the parents considered that the school was not reacting sufficiently.
The parents had already had several oral exchanges with the school, but no concrete measure had been taken. The first step was therefore to structure the file chronologically, with the facts, screenshots, emails, medical certificates and a precise description of the impact on the pupil. This situation was resolved through the implementation of a follow-up plan. The conflict was handled without contentious proceedings, but through a written, structured and documented intervention.
Disproportionate disciplinary sanction and risk of temporary exclusion
In another case, a pupil was facing a disciplinary sanction following an incident with another pupil. The school was considering a temporary exclusion. The stakes were high, as an exclusion can have consequences for the pupil’s school record, reputation and future within the European School system. It was therefore necessary to act quickly.
The strategy consisted of requesting the disciplinary file, checking the facts alleged against the pupil, identifying the relevant elements and preparing written observations. After intervention, the school agreed to reconsider its position. The exclusion measure was avoided and replaced by a less severe educational measure.
Refusal of adjustments for a pupil with specific educational needs
A pupil with learning difficulties was facing significant challenges in a European School in Brussels. The parents requested adjustments, including extra time and adapted assessments. The situation had a direct impact on the child’s academic results and well-being. Parents were concerned that the child’s difficulties would be interpreted as a lack of effort or a behavioural problem, even though they were documented by specialist reports.
The first step was to gather the medical, psychological and educational documents. Intervention made it possible to obtain a formal meeting, clarify the measures accepted and ensure more regular application of the adjustments. The school agreed to formalise more precise follow-up.
Why seek legal assistance in a conflict with a European School in Brussels?
Conflicts with European Schools in Brussels must be handled quickly, but also carefully. The assistance of a lawyer can help clarify the situation, identify the applicable rules, verify the deadlines, structure the evidence and formulate the requests properly. In many cases, a formal intervention makes it possible to restore dialogue with the school, obtain a written response, protect the pupil and prevent a sanction, exclusion or bullying situation from becoming worse.
Arthur & Marin assists parents facing conflicts with a European School in Brussels. The firm can analyse the file, verify the applicable deadlines, prepare a disciplinary defence, or assist parents with the available remedies and solutions. We have specific experience in European Union Law and EU Civil Service Law.
Contact us as soon as possible at info@arthurmarin.com or by phone at +32 465 345 345.
Legal sources
- Convention defining the Statute of the European Schools
- General Rules of the European Schools
- Rules of Procedure of the Complaints Board
- Policy on Educational Support and Inclusive Education
- GDPR for personal data
- Belgian law when the situation concerns safety, liability, violence, criminal acts or child protection
