The introduction of new standards for Spanish schools may change the familiar structure of the educational process. Reducing the number of students per classroom and limiting the weekly workload for teachers promise not only to improve the quality of education, but also to impact thousands of families and educators. Issues of inclusion and an individualized approach to each child are coming to the forefront, and regions are already discussing how to implement these changes in practice.
El Consejo Escolar del Estado has unanimously supported a draft law that proposes lowering the maximum number of students per class: up to 22 in primary schools and up to 25 in secondary. Clear limits for teachers will also be introduced: no more than 23 hours of teaching per week in preschool, primary, and special education, and a maximum of 18 hours for secondary and baccalaureate teachers. Additionally, if there are children with special educational needs in a class, each will count as two students when calculating the maximum capacity. This approach aims to boost inclusivity and allow more attention to those who need it most.
Reform details
The transition to new standards will be gradual, with full implementation expected by 2031. This is part of a sweeping reform aimed at modernizing the teaching profession and improving education quality. Education Minister Milagros Tolón has already called this decision her first major success in office. Even representatives from opposition regions, who are traditionally skeptical, supported the initiative, though they voiced dissatisfaction with the lack of economic justification and discussion at relevant meetings.
According to the project, reducing the number of students per class should lead to a more individualized approach, especially given growing diversity and the increasing number of children with special needs. At the same time, despite a decrease in classroom hours, teachers’ total workweek will remain at 37.5 hours, including preparation, coordination, and working with parents.
Regional response
Regions across Spain responded differently to these changes. Some autonomous communities already apply similar limits, while others are only beginning to prepare for change. In several regions, authorities expressed concern that the project lacks financial estimates and that not all details were coordinated at the interregional level. Nevertheless, most participants acknowledge that reducing class sizes and limiting teacher workloads is a step toward a more modern and equitable education system.
The bill will soon return to the Council of Ministers for review, after which parliamentary debates will begin. It is there that the final support for the initiative and the resolution of disputes between the central government and the regions will be determined.
Context and implications
In recent years, Spain has already made attempts to ease the workload for teachers and reduce class sizes, but these measures have not yet been established at the national level. Some autonomous communities have implemented their own standards, but there were no unified rules. Similar reforms have been discussed in other European countries, where there is also a noted increase in the number of children with special educational needs and the need for an individual approach. In Spain, the issue of inclusion and education quality remains one of the most pressing, and every new decision in this area sparks broad public debate.
