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Ross Morrison McGill founded @TeacherToolkit in 2007, and today, he is one of the ‘most followed educators’on social media in the world. In 2015, he was nominated as one of the ‘500 Most Influential People in Britain’ by The Sunday Times as a result of…
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Should all English schools extend the October half-term to two weeks?
A longer October break could help improve teacher and pupil wellbeing, reduce teacher attrition, and enhance teacher recruitment …
In a school system under immense pressure, could extending the October school half-term to two weeks provide a realistic lever for improving teacher wellbeing and recruitment? The idea is not new—but it’s gaining traction.
Why switch now?
In 2019, only “7% of state school teachers had a two-week half-term this October” (TeacherTapp). In 2024, this number had risen to 16 per cent, with 2025 data to be published soon.
In Surrey Council, the BBC reported in July 2025 that over 60 per cent of schools have a clear appetite for switching to a two-week break. When I asked my LinkedIn network, 38 per cent agree—”two weeks.”
With burnout rising and retention worsening, structural changes to the school calendar deserve discussion. Everyone has a view—holiday prices, flight costs, and parental convenience—but the real question is impact: on outcomes, and on vulnerable pupils. There’s no perfect answer.
Both student and staff wellbeing appeared to improve with the two-week October term, as found in the interviews (Welsh Government, 2023)
Instead, it redistributes the term dates to better support staff and pupil recovery. People in the know, will understand that a spaced-practice approach to learning reaps the most benefits. Why can’t this be applied to term time?
What are the potential benefits?
- Mid‑term recuperation and workload balance: The long autumn term is exhausting. A two‑week break offers recovery time and space for teachers to plan, reflect, and reset.
- Recruitment and retention: A visible commitment to wellbeing strengthens school culture and attracts staff.
- Absence reduction: Some pilot schools have reported improved attendance before and after the extended break.
Importantly, this proposal does not reduce overall teaching time. Yet while attractive, it’s a move that comes with trade-offs.
What are the challenges?
- Curriculum timing: Adjusting sequencing for GCSE and A‑Level subjects may be tricky. If a week moves to July, it’s too late for exams. Perhaps the term could start earlier in late August—but that raises new issues.
- Vulnerable pupils: Longer breaks may unsettle pupils needing structure or pastoral support. A four‑week summer, evenly spaced terms, and more frequent shorter breaks could be fairer overall.
- Logistics: Transport, catering, and MAT coordination all need planning. Misaligned term dates between schools can make life difficult for families.
What might parents say?
Some parents may welcome the change. Others will raise valid concerns:
- Childcare costs: An extra week could mean additional expense or time off work.
- Routine disruption: Vulnerable pupils may find it difficult to cope without school structure.
- Mismatched dates: Families with children in different schools might struggle with inconsistent holiday schedules.
These are not minor concerns. However, schools could mitigate many of these issues by working with local authorities and trusts to synchronise dates, provide wraparound childcare, and offer voluntary revision or enrichment activities during the break.
The school year has barely changed in decades. If we’re serious about reducing workload and improving retention, perhaps it’s time to adapt the system itself—not just the people within it.
Further reading:
Questions for school leaders:
- Could your school adopt a two-week October break without reducing curriculum coverage?
- What impact might this have on teacher retention and absence rates?
- How would vulnerable pupils be supported during an extended break?
- Would parents in your community support or oppose the change?
- How might your school measure the success of such a change over time?
Changing the school calendar won’t fix everything. But if we want teachers to stay—and thrive—we must ask whether our current structure still serves those who work within it. After all, we can’t teach pupils without teachers.
