Educational sociologist and lecturer in Sociology of Education at the University of Valencia
Summer holidays in Spanish schools are amongst the longest in Europe, and every year the debate resurfaces as to whether their length is appropriate or excessive. Do they affect the knowledge and skills acquired? Could they have an impact on well-being? Do they affect all children equally? How could the summer months be improved for children and teenagers?
When considering which type of timetable is best, one question is: best for what and for whom? Not only does the scientific evidence on student learning and well-being come into play, but also the employment interests of teachers, the reconciliation needs of families, and the effects of each type of timetable on socio-economic inequality and the gender gap in care are also involved. We bring together more elements of the discussion in this second article.
Every school year in Spain, the debate returns about what kind of timetable schools should adopt: is it better to concentrate all teaching hours or to have a lunch break and extend the time spent at school? In this first issue, we bring together research on the effect of each type of timetable on students' performance, rest and socio-affective well-being, as well as the available data on public and charter education.