What the Changes Mean for Students, Teachers and Parents

Timetables in public schools in Madrid have long been a topic of debate. Parents, teachers, and education professionals have expressed varied opinions about which timetable better supports students’ academic performance, social well-being and the ever complex work life balance of families. 

Now (Sep ’24), a major shift in policy is about to take place. The Government of Madrid, under the leadership of Isabel Díaz Ayuso, has announced that all new public schools will be required to adopt the split school day (jornada partida). Existing public schools that do not currently follow the continuous schedule (jornada continua) will also be barred from switching to it.

This decision is set to impact not only the way school days are structured but also the lives of students, teachers, and parents across the region. Here’s a breakdown of what these changes will mean.

Understanding the Two Timetable Models

The two main timetable models in question are the continuous and split schedules.

• • Continuous Schedule (Jornada Continua): In this model, all classes are concentrated in the morning, typically from 9-14h with a short mid morning break. Once lessons end at 14h students usually have lunch at school, which extends the school day until around 16h. And even then many students have extracurricular activities until 17h. This model became more popular during the pandemic due to health concerns and the desire for a simpler structure.

• • Split Schedule (Jornada Partida): Here, the school day is broken into two blocks of teaching time, with a two-hour lunch break in between. Classes begin in the morning, pause for lunch, and then continue in the afternoon, with the day ending between 16-17h depending on the school.

While the end time for both models may be similar, the key difference lies in the distribution of lessons. Proponents of the split model argue that it allows for better pacing and student focus by spreading out academic sessions.

Impact on Primary and Secondary Students

Primary school students (children aged 3 to 12) will experience the most immediate and direct impact. The switch to a mandatory split schedule in new public schools—and the prevention of existing schools from adopting the continuous schedule—will affect their daily routines. Many parents and educators believe the split schedule provides younger children with time to rest and recharge, which helps with attention and behaviour, especially in the afternoon sessions.

Secondary students (children aged 12 to 16)  particularly those in the first two years of secondary (1º & 2º ESO) will also be affected by the change. As announced by Díaz Ayuso, new schools will integrate both early childhood and lower secondary education, ensuring that students in these critical early teenage years follow the split model as well.

The reasoning behind this integration is to offer more protection and structured support to students during their transition from primary to secondary education. For teens this schedule may mean longer school days, which could either help by keeping them in a structured environment for a longer time or, conversely, contribute to fatigue and disengagement if they struggle with the afternoon sessions.

Furthermore, for students in 3º & 4º ESO (years 3 and 4 of secondary education), schools that currently follow a continuous model will be required to offer extended activities beyond regular lessons. This move aims to provide additional support for students from disadvantaged backgrounds who may lack after-school activities. While the intention is to reduce idle time that could lead to social problems, such as involvement in gangs or exposure to negative influences, the effectiveness of these extended activities will depend largely on the quality and variety of programmes offered.

In her announcement, Díaz Ayuso stated that the split schedule could help combat issues like school dropout rates, isolation, and even delinquency. While these claims have sparked controversy, there might be some logic behind the idea that keeping children engaged in school for longer periods could reduce unsupervised time in the afternoons, particularly for vulnerable students. However, it is not a magic wand that can solve all.

Impact on Teachers

The change in schedule has not been well received by teaching unions. Organisations such as CSIF (Central Sindical Independiente y de Funcionarios) and CCOO (Confederación Sindical de Comisiones Obreras) have expressed strong opposition, calling the policy a “provocation” and criticising the lack of consultation. Teachers argue that the continuous model adopted by 80% of Madrid’s public schools has worked well in many cases, particularly in allowing them to concentrate their workload in the mornings when they say children are at their best.

More significantly, unions point out that the change could cause logistical issues, particularly for teachers who have permanent placements but may need to adjust to new timetables. They also argue that more structural reforms—such as reducing class sizes, increasing staffing and expanding extracurricular offerings—would have a more significant impact on education quality than merely changing the timetable. 

Impact on Parents

For parents, the new timetable could offer some relief when it comes to work-life balance. Many parents struggle to align their work schedules with school hours, and the government believes that a split model will help alleviate these challenges. By extending the school day with afternoon classes, parents may have more flexibility, knowing their children are in a structured environment for a longer part of the day.

However, not all parents agree. Some families have grown accustomed to the continuous model which allows children to finish school earlier and engage in extracurricular activities, sports, or family time in the afternoon. For these families, the switch to a split schedule could disrupt well-established routines.

Conclusion

The decision to implement the split model in Madrid’s public schools is a significant change that will impact students, teachers, and parents in different ways. While the government believes it will improve academic performance and family-work balance, many in the education sector feel that the move is more about political optics than genuine reform.

Secondary students, particularly those in the early stages of secondary education, will be incorporated into the split schedule, extending the impact of this policy beyond primary education. While some see the longer, structured school day as beneficial, others worry it may overburden both students and teachers, particularly without proper resources or additional staff.

As with any major policy shift, the true impact will only become clear with time. Nonetheless, one thing is certain: the debate around school schedules in Madrid is far from over.

If you’re planning a move to Spain and trying to make sense of schools in Madrid, there are a few ways to get started — depending on where you are in the process. Some families begin with a clear overview of how the system works.  Others prefer personalised guidance or hands-on school search support. 

You can see the different options here and choose what suits your situation.

👉Cómo empezar

Choosing a school in Madrid doesn’t need to be overwhelming.  I’m Sinéad Galvin, and through Steps into Spain, I guide families to make confident, informed choices across public, private and concertado education.