The proposal for a four-day school week has been rejected by an education minister who expressed concerns about potential impacts on school activities and learning opportunities. Children’s minister Josh MacAlister acknowledged the appeal of the idea but emphasized that reducing the school week could hinder student education and impose additional pressure on families. While recognizing the need for improvements in teaching flexibility, he highlighted ongoing advancements in this regard.
This response from the government follows a petition signed by over 125,000 individuals advocating for a shorter school week. The petition suggested extending daily hours to accommodate a four-day week instead of the traditional five. Addressing Parliament after the debate, Minister MacAlister confirmed that there are no plans to alter the current school week structure. He emphasized the importance of sufficient time for schools to deliver a comprehensive curriculum while allowing for breaks and extracurricular activities.
Reiterating the government’s commitment to a minimum school week duration of 32.5 hours for all state-funded mainstream schools, MacAlister emphasized the necessity of maintaining high standards and equity for every student. Schools are encouraged to consider extending hours beyond the minimum requirement to enhance pupil development and meet school objectives, according to published guidelines.
Regarding teacher workloads, MacAlister acknowledged the challenges faced by educators and highlighted recent improvements in reducing workload burdens. He emphasized the ongoing efforts to ensure teaching remains a sustainable long-term career option and acknowledged positive developments in teacher retention and recruitment.
During the parliamentary debate, MPs raised various concerns, including childcare challenges, mental health implications, and potential negative impacts of a longer school day on students’ well-being and academic performance. Discussions also touched on the importance of maintaining adequate teacher-student interaction and support.