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IN BRIEF
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The school holidays of 2025 are expected to be particularly problematic for students, whose expectations seem to be sacrificed in favor of an unprecedented reorganization of the school calendar. The new holiday dates introduce an imbalance that, according to education professionals, could affect students’ well-being and their learning pace. This article explores the issues related to the upcoming school holidays and their consequences on children’s daily lives.
The new holiday dates: a puzzle
Starting in 2025, the dates of school holidays will vary significantly by zones, causing confusion and discontent. For example, for zone B, which includes departments like Nice and Alpes-Maritimes, winter holidays will run from February 8 to February 24, 2025, while zone A will not be on break until February 22. This discrepancy creates inequalities even within classes, disrupting ongoing study programs and educational projects.
A lighter school program, students left behind
The reduction in class hours, coinciding with the new distribution of holidays, raises concerns. Teachers will have to condense their curriculum, which may lead to a loss of quality in learning. The decrease in teaching time might not allow all students to master the necessary skills before tackling more advanced subjects. Students will then face a situation where the information to be absorbed is too dense to be integrated in the urgency of condensed classes.
Public holidays complicating the situation
In 2025, several public holidays, such as Easter Monday and Labor Day, will fall at crucial moments in the school calendar. Although these days are occasions for rest, they can also disrupt students’ learning rhythm, especially in zones A and B, which return to school after the Ascension bridge, thereby interrupting their educational continuity. Parents and teachers must then navigate through these complexities and their implications on children’s school life.
Learning holidays: an attempt to offset the deficit
The learning holidays initiative aims to offer enriching educational programs outside traditional school periods. However, these initiatives, while encouraging, are often perceived as substitutes for regular school rather than complements. Furthermore, their accessibility and quality can vary greatly, leaving some families uncertain about the options available for their children during these periods.
A look to the future: rethinking the school calendar
The upheavals brought about by this new school calendar prompt a collective reflection on the organization of school time. The question arises whether these changes will be beneficial in the long term or whether they will further exacerbate the difficulties faced by some students. Parents, teachers, and policymakers must collaborate to find a balance that takes into account the well-being and educational needs of each student. A clear redefinition of expectations and needs could ultimately optimize the school experience and allow each student to flourish fully.
