Starting School in Serbia — A Bridge Between Childhood and Education
The school journey begins with long preparations, but also with important decisions — when is the right time for a child to step into the classroom, what they will need, and how the state system directs this process. In this essay, we connect two aspects: the formal framework defined by the state through the school calendar and legal norms, and the developmental and practical aspects — the child’s maturity and preparations at home.
The Formal Framework: School Calendar and Enrollment
The Ministry of Education of the Republic of Serbia publishes the school calendar for primary and secondary education. As an example, we can look at the 2025/2026 school year.
In primary schools, classes are divided into two semesters: the first begins on September 1, 2025, and ends on December 30, 2025. The second semester starts on January 19, 2026, and lasts until June 12 for pupils in grades 1 through 7. For eighth graders, the second semester ends earlier — on May 29, 2026 — so that they can prepare for entrance exams for secondary schools. The breaks are scheduled as follows: autumn break (November 10–11, 2025), winter break (December 31 – January 16, 2026), Sretenje break (February 16–20, 2026), and spring break (April 10–14, 2026).
Enrollment in the first grade of primary school is mandatory for children who, by September 1, are at least 6½ years old and at most 7½ years old. Schools are obliged to enroll every child who has residence within their district. However, parents have the right to request enrollment in a school outside their zone, provided the school has capacity.
There is no entrance exam for primary schools (except for music and ballet schools). Instead, the school psychologist may carry out an assessment of the child’s readiness for school — and if the assessment shows that the child is not yet ready, enrollment may be postponed. Parents may also use the electronic enrollment system via the eUprava portal to register their child. Additionally, children between 6 and 6½ years of age may be enrolled if they demonstrate sufficient maturity and the school psychologist confirms their readiness.
This formal framework provides stability and security — parents and schools know the schedule, boundaries, and procedures. Yet even the best regulations cannot replace a careful assessment of the individual child and thorough preparation.
Between Rules and Reality: Maturity, Skills, and Equipment
If the process of enrolling in school depended only on regulations, many would say: it is enough for the child to be 6½ years old and to have the necessary documents. But expert experience and practical guides highlight something much more important — the child’s inner development, what they bring with them in terms of maturity, skills, and habits.
Developmental maturity — emotional, social, and attentional capacities — is often the most important indicator of how successfully a child will begin school. Some experts stress that it is not the number of months that matters, but how the child uses what they have developed.
Recommended skills before school (according to parental guides) include: knowing basic information (name, address, orientation up–down/left–right), counting to 20 and recognizing numbers, motor control (holding a pencil correctly), the ability to dress and handle hygiene independently, focusing on one activity for 10–15 minutes, and respecting group rules.
It is not expected that a child should already be an expert in reading and writing — sometimes introducing writing too early at home may cause confusion if the method differs from the one used at school.
School supplies are necessary, but should not be excessive: a pencil case, colored pencils, scissors and glue, pencils, notebooks, a light backpack, and spare clothes. All items should be labeled with the child’s name to prevent them from being lost.
Parental support — through conversation, involving the child in preparations, and observing the child’s reactions — can ease the transition considerably.
The Meeting Point Between the System and the Child’s World
When we bring together these two perspectives — the institutional calendar and procedures on one side, and the growing, developing child on the other — we gain a richer, more balanced understanding of what “readiness for school” really means.
For example, we know the school year begins on September 1. That is a firm date — but between that date and a child’s temperament, between formality and individuality, there must be flexibility. The system allows for deferred enrollment, psychological assessments, and the choice of school — but the child must still have the opportunity to show both their strengths and weaknesses.
In that space between regulations and natural development, the parent plays a key role. They observe, guide, but also accept the child’s limits. Preparing school supplies, establishing routines, and maintaining open communication — all of these help create the “ground” on which the child can succeed.
Conclusion
In Serbia, the school journey begins with a well-defined calendar and clear rules — start dates, holiday breaks, age requirements, and enrollment procedures. These elements provide structure and stability. However, true “readiness for school” lives between the lines — in conversations with the child, in observing their maturity, and in offering patient support.
The school journey begins with long preparations, but also with important decisions — when is the right time for a child to step into the classroom, what they will need, and how the state system directs this process. In this essay, we connect two aspects: the formal framework defined by the state through the school calendar and legal norms, and the developmental and practical aspects — the child’s maturity and preparations at home.
The Formal Framework: School Calendar and Enrollment
The Ministry of Education of the Republic of Serbia publishes the school calendar for primary and secondary education. As an example, we can look at the 2025/2026 school year.
In primary schools, classes are divided into two semesters: the first begins on September 1, 2025, and ends on December 30, 2025. The second semester starts on January 19, 2026, and lasts until June 12 for pupils in grades 1 through 7. For eighth graders, the second semester ends earlier — on May 29, 2026 — so that they can prepare for entrance exams for secondary schools. The breaks are scheduled as follows: autumn break (November 10–11, 2025), winter break (December 31 – January 16, 2026), Sretenje break (February 16–20, 2026), and spring break (April 10–14, 2026).
Enrollment in the first grade of primary school is mandatory for children who, by September 1, are at least 6½ years old and at most 7½ years old. Schools are obliged to enroll every child who has residence within their district. However, parents have the right to request enrollment in a school outside their zone, provided the school has capacity.
There is no entrance exam for primary schools (except for music and ballet schools). Instead, the school psychologist may carry out an assessment of the child’s readiness for school — and if the assessment shows that the child is not yet ready, enrollment may be postponed. Parents may also use the electronic enrollment system via the eUprava portal to register their child. Additionally, children between 6 and 6½ years of age may be enrolled if they demonstrate sufficient maturity and the school psychologist confirms their readiness.
This formal framework provides stability and security — parents and schools know the schedule, boundaries, and procedures. Yet even the best regulations cannot replace a careful assessment of the individual child and thorough preparation.
Between Rules and Reality: Maturity, Skills, and Equipment
If the process of enrolling in school depended only on regulations, many would say: it is enough for the child to be 6½ years old and to have the necessary documents. But expert experience and practical guides highlight something much more important — the child’s inner development, what they bring with them in terms of maturity, skills, and habits.
Developmental maturity — emotional, social, and attentional capacities — is often the most important indicator of how successfully a child will begin school. Some experts stress that it is not the number of months that matters, but how the child uses what they have developed.
Recommended skills before school (according to parental guides) include: knowing basic information (name, address, orientation up–down/left–right), counting to 20 and recognizing numbers, motor control (holding a pencil correctly), the ability to dress and handle hygiene independently, focusing on one activity for 10–15 minutes, and respecting group rules.
It is not expected that a child should already be an expert in reading and writing — sometimes introducing writing too early at home may cause confusion if the method differs from the one used at school.
School supplies are necessary, but should not be excessive: a pencil case, colored pencils, scissors and glue, pencils, notebooks, a light backpack, and spare clothes. All items should be labeled with the child’s name to prevent them from being lost.
Parental support — through conversation, involving the child in preparations, and observing the child’s reactions — can ease the transition considerably.
The Meeting Point Between the System and the Child’s World
When we bring together these two perspectives — the institutional calendar and procedures on one side, and the growing, developing child on the other — we gain a richer, more balanced understanding of what “readiness for school” really means.
For example, we know the school year begins on September 1. That is a firm date — but between that date and a child’s temperament, between formality and individuality, there must be flexibility. The system allows for deferred enrollment, psychological assessments, and the choice of school — but the child must still have the opportunity to show both their strengths and weaknesses.
In that space between regulations and natural development, the parent plays a key role. They observe, guide, but also accept the child’s limits. Preparing school supplies, establishing routines, and maintaining open communication — all of these help create the “ground” on which the child can succeed.
Conclusion
In Serbia, the school journey begins with a well-defined calendar and clear rules — start dates, holiday breaks, age requirements, and enrollment procedures. These elements provide structure and stability. However, true “readiness for school” lives between the lines — in conversations with the child, in observing their maturity, and in offering patient support.