When Viviana moved from Colombia to Spain with her three children, she expected some adjustments. But Spanish school routines surprised her, and her account has prompted discussion among parents in both countries.
Viviana, who shares her experiences on TikTok as @vivianaemprende1, outlined four differences she noticed after enrolling her children in Spanish schools. Her video was reported to have passed 42,000 views in less than a week, drawing responses from families with similar experiences.
Start Times: A Shift in Family Life
The first shock for Viviana was the school schedule. She recalls classes in Colombia beginning as early as 6:00 or 6:30 a.m.; in Spain, her children start at 9:00 a.m. The later start has changed her family’s daily routine. Timetables vary by school and location, so her experience describes the schools her children attend, not a single schedule for either country.
Colombia’s education system has included schools operating different shifts, while education policy has also promoted jornada única, a full-school-day model linked to longer learning time and school meals, with improved facilities also part of the policy. In a project announced by Colombia’s Ministry of National Education and the National Infrastructure Agency, 13 schools in Soacha and Cali were prioritized, affecting more than 14,000 students. The ministry said the project aims to improve learning environments and expand access to full-day schooling with meals; the agencies planned monthly progress monitoring.
Uniforms: From Everyday Impressive to Occasional Requirement
Uniforms were another point of contrast. Viviana says they were the norm in her experience of Colombian schools and a visible marker of school identity. In Spain, she found them less common, often associated with private schools, though some concertado schools, privately run institutions funded in part through public agreements, also use them. Uniform policies depend on the individual school and its governing authority, so Viviana’s comparison reflects her family’s experience, not a rule applying across either country.
Recess: No Pocket Money for Snacks
Perhaps the most unexpected difference for Viviana was the approach to recess. At her children’s Spanish schools, students do not bring money to buy snacks or treats during breaks. This contrasts with her memories of Colombia, where children commonly bought food at recess. Parents who joined the discussion also described differences in cafeteria access and lunch costs; subsidies or scholarships are available in some circumstances.
School food arrangements are part of the wider picture in Colombia: the Ministry of National Education has explicitly connected full-day schooling with school meals in its jornada única planning. Whether children bring money for a snack is only one part of the comparison. Meal provision and local administration also shape the experience, alongside household routines and each school’s cafeteria arrangements.
Nap Time: A New Routine for the Youngest
Viviana also highlighted scheduled naps for younger children. Her two- and four-year-olds nap around 1:00 or 2:00 p.m., a routine she associates with the longer school day, which often stretches until 5:00 p.m. Naps were not part of the school day in her experience in Colombia, making the routine unfamiliar to her.
Viviana’s observations have encouraged other families to share their experiences, showing how school routines can differ between countries and from one city or institution to another. The timing of the school day and rules on uniforms, along with food routines, shape students’ and parents’ daily lives.
These contrasts reflect local school practices and family routines, as well as broader institutional arrangements. Viviana’s account offers a personal view of education in two countries, while Colombia’s move to expand full-day schooling and school meals shows how arrangements can also change within a national system.
