How long do the summer school holidays last in Spain compared to other countries? What is their origin?
Summer holidays in Spain generally last around 11 weeks, with some regions extending them to 12 weeks. This means pupils can have between 77 and 84 days off, whilst the average for the OECD countries studied is less than nine weeks, at around 62 days on average.
According to data from the European Union, Spain is one of the countries with the longest summer holidays. Generally speaking, and excluding certain countries such as Latvia and Estonia, there is a certain south-north gradient, with longer holidays in the Mediterranean countries. Spain's 11 weeks are surpassed by the more than 12 and the nearly 14 weeks of Greece or Italy, respectively, whilst France has eight, and Germany and the Netherlands barely six. Generally speaking, countries with shorter summer holidays incorporate weeks off during the school year, mainly in October and February.
Although breaks are necessary and beneficial, summer holidays did not arise primarily for educational or psychological reasons, but rather out of economic necessity: as early as the 19th century, their existence enabled children to help with the harvest. Added to this was a certain urban need to escape the heat, and ‘over time, this calendar became institutionalised, evolving into a blend of tradition, cultural preferences and perceptions regarding the importance of an extended break for pupils and teachers’, as outlined in a report by the association Argentinos por la Educación.
This was compounded by the development and growth of tourism, for which the summer became a key period. This constitutes a factor of resistance to any suggestion of shortening the school holidays, as can be seen, for example, in the protests by hospitality industry workers and tourism business associations in the Valencian Community, who are calling for the start of the new school term to be delayed in order to extend the peak tourist season.
However, from an educational perspective, there are reasonable doubts about the advisability of school holidays as long as those currently in place in Spain. Such a prolonged period appears to lead to a certain loss of knowledge and skills, known as summer learning loss, which can affect the physical and emotional wellbeing of children, particularly those from more vulnerable socio-economic backgrounds.
What evidence is there regarding the negative effects of excessively long holidays?
In the 1990s, a review of studies in the United States cemented the concept of summer learning loss by concluding that the summer holidays resulted in an academic decline equivalent to approximately one school month; this decline was more pronounced in mathematics than in reading and writing, and in terms of verbal skills, there was a difference depending on families’ socio-economic status: among the middle and upper classes, the decline was not usually observed, whereas it tended to occur among the most vulnerable, probably because their environment provided sufficient learning stimuli during the summer.
However, subsequent analyses and studies yielded a mixed bag of results that were not entirely conclusive: whilst the conclusions were often replicated, on other occasions the magnitude of the effect was smaller or barely noticeable. It could also vary depending on the type of analysis, the data used, or the age group (it tends to be greater in secondary school than in primary school).
A recent and comprehensive review, which included data from 76 studies and more than 14 million pupils, nevertheless supported the earlier findings. The summer holidays led to academic regression, particularly in mathematics, whilst only children from the most vulnerable families tended to regress in reading and writing. Furthermore, it also had an impact on health, with higher rates of physical inactivity, increased body fat and more screen time during the holidays, particularly in families of low socio-economic status. Eighty per cent of the studies were conducted in the United States, where the average duration of the holidays is slightly shorter but very similar to that in Spain.
On the other hand, there are very few studies assessing the possible positive impact of changing the school calendar. The most widely analysed approach is what is known as year-round school, an initiative that emerged in some schools in the United States, although it is not an exact equivalent. It involves dividing the whole year into periods of 45 school days and 15 days off, without a long summer holiday. Although it appears that this may reduce summer learning loss to a certain extent, the data and the nature of the studies do not allow for definitive conclusions; the results contain certain contradictions, and the effect could be partly due to the fact that the break periods are used to support the children who need it most.
Taking all this data into account, OECD reports acknowledge and recognise the learning loss that can occur over the summer, which tends to be greater in mathematics and varies according to socio-economic status.
In light of this evidence, should the summer holidays in Spain be shortened?
According to Daniel Gabaldón, a lecturer in Sociology of Education at the University of Valencia, “there is a forgetting effect due to a lack of practice and consolidation”, compounded by an element of inequality, because “whilst some remain exposed to intellectual stimuli, others spend most of their time in front of screens”, he tells SMC Spain. And this gap even extends to nutrition, as “prolonged school closures mean that many children do not have access to a healthy diet”. According to the sociologist, “it would be preferable to shorten the summer holidays and introduce rest weeks during the academic year – breaks that could help teachers take stock and which could be used to support pupils experiencing difficulties”. Although he understands “the organisational challenges, at some point we should have a debate on whether teachers’ holidays are work holidays or school holidays”.
For her part, as Maria Truñó, former director of the Barcelona Institute for Childhood and Adolescence and current director of the Catalan initiative Aliança Educació 360, explains to SMC España, “the phenomenon of educational loss over the summer is well known. Inequalities beyond the school setting exist all year round, but they are amplified during the holidays. In reality, there is a duality of summers”. According to the expert, “it would be appropriate to shorten this period, particularly given the lack of childcare and work-life balance policies we have; this does not necessarily mean it should be treated as teaching time, but rather as a school-based period with socio-emotional value that serves as an antidote to social ills. It should go beyond the purely academic, although this naturally also plays a part.”
Rafael Feito, Professor of Sociology at the Complutense University of Madrid and a specialist in the sociology of education, laments that in education there is often “a lack of evidence and data to make a compelling case”, and that in Spain opportunities to generate such evidence are frequently missed. In any case, “it seems that the ideal model to follow would be to have a school break every seven school weeks, although what is most desirable does not always seem to be the most feasible”, he tells SMC Spain.
The ideal model would be to have a school break every seven academic weeks, although what is most desirable does not always seem to be the most feasible
Rafael Feito
What problems would a change of this kind pose for the school calendar?
In addition to the necessary reorganisation of schools, these are some of the obstacles that might arise if a decision were made to modify the school calendar and reduce the summer holidays:
- The heat. High summer temperatures, which are rising due to the climate crisis, make it difficult for pupils to stay in schools that are not equipped to cope. This is a problem that already exists under the current calendar and could worsen if it were to be changed. Experts believe this is an issue that should be addressed regardless of any changes to the calendar. “Half of the schools in Catalonia are not equipped to cope with the current climate. We need to take a real leap forward now,” explains Truñó. Both Gabaldón and Feito lament the inequality between schools and other large public buildings. “How can it be that museums covering thousands of square metres are perfectly air-conditioned, yet many schools are not?” laments Gabaldón.
- The need for rest. One of the arguments against the change that is sometimes heard is the need for pupils to rest. “Of course it’s necessary,” admits Gabaldón, but the change would introduce breaks throughout the school year and the summer holidays would be long enough. In fact, “a certain amount of disruption is positive, but not if it goes on for too long. They also need repetition of patterns,” explains the sociologist.
- Time spent with the family would be lost. The summer holidays are a time to be together and enjoy different experiences. This is a positive aspect which, however, clashes with reality because the length of the school holidays far exceeds that of the working holidays. Quite a few children may find it difficult to have “a structure and support system during the summer”, explains Gabaldón. Furthermore, it is worth remembering that as many as “one in three children and teenagers cannot afford a week’s holiday away from their usual home”, points out Truñó.
- The introduction of rest weeks during the school year would affect work-life balance. According to Gabaldón, this is an argument that also applies to the summer and would not pose a major obstacle. “Many countries already do this and organise initiatives and activities during these periods”.
Are there any initiatives of this kind in Spain?
In Spain, only one autonomous community has implemented an initiative along these lines, albeit only partially. Since 2016, Cantabria has followed a calendar that includes around a week’s break in November and February, but this reduces the summer holidays by just one or two days (in return for which they have done away with most long weekends). “The measure was introduced by the Regional Ministry of Education with the backing of the teachers’ unions,” explains Marta García, a sociologist specialising in research into educational and social inclusion and participation at the University of Cantabria, to SMC Spain.
“There is no evidence of whether teachers agree or disagree, although at least publicly they have not spoken out against this timetable,” she explains, whilst acknowledging that “no prior study was ever carried out to gauge the opinion of the educational community on this initiative”.
Is it really a period of ‘disconnection’ if you still have to go to school every day, even if it’s just to take part in more recreational activities?
Marta García
So far, no evaluation has been carried out and there is no evidence regarding its results. “Last academic year, the Regional Ministry of Education [of Cantabria] announced that a study would be carried out to assess how the scheme is working after a decade of implementation,” explains García. “Over the years, the bulk of the criticism has come from families, given the difficulties many face in looking after their children during these breaks. Let us not forget that these difficulties are greater for the most vulnerable families,” explains the sociologist, who adds that “the various authorities do offer activities for non-school periods, although one might well ask: do these periods really serve as a break for pupils if they still have to keep track of timetables to attend these activities? Is it really a time to switch off if you have to keep going to school every day, even if it is to take part in activities that are more recreational than usual?”
What would be the most beneficial specific change that could be made to the school calendar?
The school calendar and the summer holidays are just one of the many aspects that can influence education, a field with many variables and great complexity. When asked about the measure they would consider most effective within school timetables, both Gabaldón and Feito view favourably the possibility of shortening the summer break and introducing rest weeks within the terms. They also recognise the potential benefits of a split school day over a full day.
However, when it comes to the single most effective measure, both agree on their answer: delaying the start time for secondary school. “It makes no sense for them to start earlier than in primary school when their circadian rhythm is actually delayed. This makes lessons inefficient”, summarises Gabaldón. “Furthermore”, adds Feito, “in Spain there are more teaching hours in secondary education than the average in other countries, but spread over fewer days”.
Beyond a change to the school calendar, what should be done to improve the wellbeing of children and young people during the summer?
“The right to free time and play during childhood and adolescence is a fundamental right,” Truñó points out. Bearing in mind the duality of possible summer experiences depending on socio-economic status, “the state education system should guarantee a minimum level of opportunities during this period so that rights do not depend on postcode”. These initiatives do not necessarily have to be educational in the academic sense, but can take various forms: artistic, sporting… “The important thing is that they connect with the child’s interests and promote their psychosocial wellbeing,” she explains. For Feito, it is necessary to “guarantee spaces for socialising and a healthy meal. Legislation on children is also needed; it is a fundamental necessity”.
The right to leisure and play in childhood and adolescence is a fundamental right
Maria Truñó
As director of Aliança Educació 360, Truñó is one of the driving forces behind the initiative “A l’estiu ens hi juguem molt” (“We play a lot in summer”), a proposal backed by more than 5,000 organisations in Catalonia – including the College of Psychologists and the Catalan Paediatric Society – which sets as its initial and fundamental goal the public guarantee of access to socio-educational leisure activities for two weeks. In the summer of 2025, the Parliament of Catalonia unanimously approved a motion recognising summer leisure as a right for children and their families and an obligation on the part of the government, whilst also committing to guaranteeing the proposed two weeks through a budget allocation. Its implementation, however, remains on hold.
