There are quite a few autonomous communities and educational centers that have decided to change the split day to a continuous one. But is the school day What is the biggest problem? Currently, many students leave class at two o'clock and do not have to return to school until the next day, which represents a significant change in family organization and in the lives of minors.
For many families, having their children finish school in the early afternoon is an advantage because it facilitates certain aspects of work-life balance and reduces travel. Having free afternoons can allow more time for leisure, rest, or extracurricular activities.But when we analyze in depth everything that the change of school day in Spain implies, it becomes clear that the debate cannot be limited to just the timetable.
Yes, the schedule is important, but the school day is not the only thing that needs to change in education. The media spotlight often focuses on whether split shifts or continuous shifts are better, and because of this debate, many experts claim that there is a risk of to train students to be submissive future employeeswithout paying enough attention to the quality of teaching, equity, and socio-emotional well-being.
Is the school day the only thing to discuss in education?
It is clear that from primary school (and even before) children spend many hours in educational centers. The school has become a key space not only for academic learning, but also for socialization, food, and protection.especially in the most vulnerable cases. Despite the excessive amount of time they spend in classrooms, It does not appear that the school day, in and of itself, is the biggest problem in education..
The biggest problem (at least for many families and professionals) is how to teach and organize that time. Although the methodology is gradually changing and more active, cooperative, and student-centered approaches are being introduced, For a long time, a very traditional model has been maintained, focused on memorization and repetition.Even today, in too many contexts, rote learning is valued more than active, creative learning applied to real life.
Let me explain: students have a school day of five teaching hours (or more) in which many days they do practically the same thing. The teacher explains, the students listen, questions are answered, and homework is assigned.Office-like work patterns are replicated: rigid schedules, little autonomy, and a very passive role for the student.
These are times when, on many occasions, Creativity, imagination, decision-making, critical thinking, and analytical skills are not given sufficient consideration.Instead of proposing projects, challenges, or investigations, students follow a textbook page by page. And that encourages them to become... passive subjects who nod to show that they are listening, rather than as active participants in their learning.
At the same time, the system frequently focuses on instrumental subjects (language, mathematics, science, English) and leaves other key areas for integral development, such as art education, music, physical education or emotional education, in the background. This reinforces the idea that only those who get high marks on traditional exams are "good students"., making other talents and abilities invisible.
If not the hours, what is the real problem?
The biggest problem is not just the school day. The worrying thing is that, after five hours (or more) of class, many students are faced with a mountain of homework. who extend their workday well into the afternoon. This reduces time for play, rest, or spending time with family and can lead to a rejection of learning.
Another part of the problem is that Not all schools have taken a decisive step towards educational changeWhile some schools incorporate active methodologies, project-based learning, cooperative learning, or formative assessment, others continue to rely almost exclusively on exams and repetitive tasks, without taking advantage of the available scientific evidence on how children learn best.
The belief that brilliant students are those who get perfect scores in all subjects is still very prevalent. In many educational institutions there are students with great musical, artistic, sporting or social talent who receive little attention.Because math, language arts, or English are always considered more important. This limits opportunities and can affect the self-esteem of those who don't fit that academic mold.
The debate about the school day does not reflect (not even remotely) the major problems facing the Spanish education system.Much importance is given to the students' entry and exit times, but sometimes the training of teachers, the reduction of ratios, support for diversity, the reinforcement of guidance and, above all, the incorporation of evidence-based methodologies are left in the background.
Furthermore, There is much talk about the hours students spend in classrooms, but few concrete strategies, activities, and tools are proposed to make that time truly high-quality.Research shows that more hours do not guarantee better performance if attention is not paid to what happens inside the classroom: adequate rest periods, varied activities, active participation, emotional support, and so on.
Furthermore, the type of school day also has a social dimension. Experts and organizations such as the OECD and various educational foundations point out that The organization of the schedule can increase or reduce inequalitiesWhen the school day is very intensive and ends early, many families are forced to hire private after-school activities or childcare, something that is not affordable for everyone. In contrast, a longer, more structured school day can offer, within the school itself, a cafeteria and activities that act as a safety net for the most vulnerable students.
If the school day is not reduced, unless it is active
Some families are performing real feats of juggling work, personal life, and family responsibilities. Many work split shifts or complex schedules and rely on school timetables to organize their entire day. For them, a sudden reduction in the school day can be complicated for work and economic reasons.especially if a good network of complementary services is not offered (early morning classroom, dining hall, affordable extracurricular activities).
Therefore, beyond opting for a continuous or split workday, It is essential that the hours students spend at school are active, meaningful, and varied.If students have to continue attending the same classes and during the same hours, it is crucial that the time is used to learn in a more practical, cooperative, and creative way.
It is desirable that educational institutions go beyond final exams and numerical grades. Evaluation shouldn't just be about giving a grade, but about providing useful information for improvement.This applies to the student, their family, and the teacher themselves. Valuing students' positive aspects, motivating them, supporting them, and guiding them in their learning process is an essential part of the teaching profession.
In this context, Students must become the protagonists of their own learningParticipating in projects, asking questions, researching, working in teams, and making decisions. This is compatible with any type of school day, provided that the center's internal organization prioritizes it and teachers are given the necessary resources and training.
It is also necessary that classrooms become spaces where emotions can be expressed, debated, and thoughts shared respectfully.The school climate directly influences well-being, motivation, and performance. An environment of dialogue, listening, and participation helps prevent educational submissiveness and fosters the development of socio-emotional skills that are key to adult life.
Finally, numerous studies point to the importance of considering the biological rhythms of children and adolescents. Not all time slots are equally conducive to attention and performanceAnd grouping too many consecutive hours of class without adequate breaks can increase cognitive fatigue, especially in students with greater difficulties. Adjusting the internal schedule (times of greatest demand, breaks, more practical activities) is just as important as deciding whether the day is organized into one or two blocks.
What about extracurricular activities?
The topic of extracurricular activities may need to be addressed separately, but it is closely linked to the organization of the timetable. There are parents who expect their children to maintain the same energy after the school day and they fill the afternoons with tutoring, languages, music, sports and multiple workshops.
If we add up the class hours, travel time, the cafeteria (when there is one) and extracurricular activities, The actual day for many children and young people does not end until seven or eight in the evening.Between activities and tasks, free time to rest, play spontaneously, or be with family is reduced to a minimum. This can impact their sleep, emotional well-being, and even their academic motivation.
On the other hand, learning languages, playing sports, or developing artistic skills is very positive. Extracurricular activities can enrich overall development and compensate for shortcomings in the family environment.The problem arises when they become a permanent obligation, leaving no room for unstructured leisure or creative boredom, which are also necessary.
Furthermore, the relationship between extracurricular activities and the type of school day is not neutral. In schools with an intensive school day, participation in activities organized by the school itself is usually lower and, in many cases, Families have to resort to more expensive private optionsIn contrast, when the center offers a longer day, with a dining hall and activities on the premises, it makes it easier for a greater number of students to access varied experiences at more affordable costs.
After each school day, Students need to rest, disconnect, move around, and enjoy quality timeA good educational policy should take this into account and design schedules and programs that balance learning, rest, play and family life, preventing the school from becoming a space of continuous overload.
When assessing whether school hours and the school day are the main problem in education, it is important to look at the whole picture: quality of teaching, equity, physical and emotional health, work-life balance, and children's rights. The type of school day matters, but it only makes sense to debate it if, at the same time, what happens inside the classrooms is improved and the social function of the school is strengthened.so that no child is left behind because of their context or a timetable that does not take into account their real needs.
Looking at the school day from a broad perspective allows us to understand that there is no perfect model valid for everyone, but there are clear criteria: to guarantee children's well-being, equal opportunities, quality education and genuine collaboration between families, teachers and administrationsFrom there, any change in schedule should be evaluated with data, listening to all parties involved and, above all, putting children and adolescents at the center, as they are the ones who live with the consequences of these decisions every day.
And you, Do you think that the timetable and the school day is the main problem in education?
