The Power of Full-Time Schools

Since Kanegae School in Brazil’s Federal District transitioned to full-time in 2020, teacher Maria has seen a transformative change in her daily routine. “Teachers now have more time for lesson planning, and students benefit from more arts and sports activities, plus additional meals, including two snacks and lunch each day,” she says. School director Ana outlined that extended class hours have made it possible to expand educational activities and offer stronger support to teachers. 

Research shows that full-time education is an effective strategy for enhancing learning outcomes and fostering successful academic trajectories. However, this is still not the reality for most schools in Brazil or the Federal District. Currently, only 15% of schools in the Federal District operate full-time, with nine hours of classes daily. Most schools offer just five hours, with a single snack during a 30-minute break. Nationwide, only 21% of schools follow a full-time model, offering at least seven hours of instruction per day. 

The situation in Latin America mirrors this trend: in Uruguay, only 13% of schools are full-time, while in Colombia, it's just 12%. Across the region, students average just 27.5 school hours per week, compared to 32 hours in OECD countries. This gap translates to fewer opportunities for students to learn and develop essential skills, with Latin American students spending about 5.1 hours per day in school on average. 

The benefits of full-time education on learning, particularly in math and language, have been well-documented in Latin America. Out of eight studies examining the impact of full-time education, seven reported positive outcomes in countries such as Brazil, Mexico, Chile, Uruguay, Peru, and Colombia. Full-time schooling also plays a crucial role in reducing educational inequalities, with the greatest benefits observed in vulnerable communities. Additionally, evidence points to full-time schools fostering students’ socio-emotional development and contributing to lower rates of teenage pregnancy and crime. Beyond the classroom, these schools also positively impact families, allowing mothers and grandmothers to participate more actively in the workforce. 

The economic return of investing in full-time education is significant. A study in Brazil estimates that for every dollar spent on full-time high school, the return is 2.7 times the initial investment. However, focusing solely on learning outcomes, cost-effectiveness analyses suggest there may be other reforms that might achieve similar results.

Despite the proven social and economic benefits, there is no one-size-fits-all model for full-time schooling. The variety in program designs makes it difficult to pinpoint a single blueprint for success. However, the World Bank is committed to expanding full-time education in Latin America, and in partnership with the Inter-American Development Bank (IDB), held a regional event in Brazil in 2024 to address the challenges of scaling full-time education. Representatives from eight countries discussed key issues, including:

• Maintaining teaching quality and avoiding student burnout. 
• Allocating and training teachers for extended workdays. 
• Adjusting school meal programs and transportation logistics. 
• Developing strategies to ensure student retention in full-time programs. 
• Assessing the financial and logistical implications of scaling up full-time schools. 

During the discussion among experts in the event, several common priorities emerged. Most governments have focused on expanding full-time schooling in vulnerable areas. Typically, this expansion includes additional language and math classes, extracurricular activities, and a greater emphasis on socio-emotional learning, with active input from students and the school community.  

Teacher allocation policies for full-time schools remain largely the same as for part-time institutions, though specialized training for full-time educators has been implemented. While many countries adapted their school feeding programs to support the shift, few made significant changes to transportation services. 

Innovative approaches were also shared, such as the introduction of multidisciplinary teams, including psychologists, to help students develop socio-emotional skills, as well as the hiring of tutors and university students to support new subjects. Some countries even engaged the local community in their school meal programs. 

The evidence is clear: full-time education holds tremendous potential for learning recovery and broader social and economic transformation, but it must be carefully planned and implemented to be successful.