Overwhelming student-teacher ratios and increasing vulnerability: the school is 'drowning'

PalmReducing student-teacher ratios is a long-standing demand of the educational community and is considered a key tool for addressing the increase in child vulnerability in recent years. According to sources consulted, the maximum ratios established by regulations—22 in preschool, 25 in primary school, 30 in secondary school, and 35 in high school—already make it difficult to provide adequate support to all children, given the socioeconomic and sociocultural conditions in the Balearic Islands. However, some schools exceed these figures. In fact, the Ministry of Education has increased the number of teachers in 84 public schools that have exceeded the maximum thresholds in primary school classes, approximately 37.83% of the total, and in 22 that have done the same in preschool. They have been allowed to "lower ratios to certain levels." It's important to remember that in the Balearic Islands there are designated Priority Attention Centers (CAPs), which, due to extreme vulnerability according to the Socioeconomic and Cultural Index (ISEC) scale, receive additional resources and have reduced student-teacher ratios of between 10% and 20%. According to the list published by the Regional Ministry of Education in May, this year there are eight primary schools, eleven secondary schools, four CEIPIESOs (primary and secondary schools), the Es Canyar Primary School, and the Simó Ballester CEIPIEEM (primary and secondary schools). Thirteen private schools also hold CAP designation.

The educational framework agreement signed in 2023 between the coalition government and public school teachers' unions set the goal of reducing class sizes to 22 students per classroom in primary schools within four years in centers with an ISEC index below -0.20. For primary schools (CAPs), the agreement establishes a maximum of 20 students per group in primary, 24 in secondary (ESO), and 28 in upper secondary (Bachillerato). Furthermore, it was agreed to develop a plan to progressively reduce class sizes by at least 10% from the maximums, reaching 22 students per group in primary, 27 in secondary (ESO), and 31 in upper secondary (Bachillerato). This objective would apply to all primary schools (CEIPs), secondary schools (CEIPIESOs), secondary schools (CEIPIEEMs), and upper secondary schools (IESs).

However, once the agreement is signed, reality sets in. The constant influx of newly arrived students is a common phenomenon in the Balearic Islands. Schools accept it willingly, but with the added difficulty that many of these children, especially if they don't speak either of the two official languages, are considered to have Special Educational Needs (SEN) by definition and often require individualized attention. With the current educational infrastructure, reducing class sizes as planned is complex. In fact, the framework agreement itself acknowledges this: "When, due to a lack of available space, it is not possible to reach the established ratios, additional teachers will be provided to each affected group." Meanwhile, the Ministry of Education has implemented the Infrastructure Plan presented in August 2024, which aims to invest 600 million euros over 10 years: it aspires to build 77 schools, renovate 158, and carry out 60 new projects.infrastructure expansionsOf this amount, 150 million would be spent in the first three years. The planned 10-year investment is ambitious, considering that the traditional problem has been the lack of available and suitable land for educational facilities. It's also worth noting that there have always been unsuccessful bids, which delays the process and postpones the construction of the buildings.

A clear example is Caimari. While the Regional Ministry of Education inaugurated the new CEIP Ses Deveres school this month, the town's educational community had been waiting for 16 years: the bidding process had failed to attract any bids on numerous occasions. Because of all this, some members of the educational community doubt that the plan can be fulfilled. "We have budgeted 150 million euros over three years, and I hope that, if I can't inaugurate everything, at least the projects will be out to tender, and some will even be inaugurated," said the Regional Minister of Education, Antoni Vera, in an interview with ARA Baleares. Regarding student-teacher ratios, the current maximums set by regulations, despite being high in relation to the characteristics of Balearic students and the lack of professionals to address their vulnerability, coincide with the future objectives recently set by the Ministry of Education for the entire country: 22 students per class in preschool. Each student with special needs will count as two places.

The consequences of working in crowded classrooms

Working with maximum student-teacher ratios presents a number of structural difficulties that affect both teachers and students. Firstly, the linguistic and cultural diversity of the region, with a high percentage of students who join the school system late and possess widely varying levels of language proficiency, makes it particularly challenging to provide personalized support. With very large groups, the time available to address individual needs, adapt materials, or provide linguistic support is reduced.

Added to this is the impact on addressing diversity and specific educational needs. High student-teacher ratios hinder genuine inclusion because teachers cannot dedicate enough time to individual adaptations or coordination with support services (Special Education and Speech and Language Therapy), which are often already working at their limit. It has also been reported that the school climate is affected: overcrowded classrooms generate more noise, tension, and conflict. They also make it more difficult to provide the emotional and social support that students often need, at a time whenSchool bullying is on the rise And that vigilance and prevention are necessary.

Another relevant problem is the limitation of infrastructure. Many schools in the Balearic Islands have small classrooms, overcrowded spaces, or old buildings, and working with maximum student-teacher ratios makes it almost impossible to implement active learning methodologies, move freely, work in groups, or have reading corners, laboratories, or support rooms. The educational project is conditioned by the lack of physical space. In fact, there are schools that have eliminated common areas, such as music rooms or gyms, to create regular classrooms. There are also schools where the cafeteria has become too small, and some students eat in the classrooms.

Burned-out teachers

This context also increases teacher burnout. In the Balearic Islands, where there is already an added difficulty in attracting and retaining teachers due to the cost of living, high student-teacher ratios generate more stress, a heavier workload, and higher staff turnover due to sick leave. This directly affects educational continuity and the quality of student support. At the same time, communication with families becomes more superficial because it is impossible to dedicate sufficient time to each case when a teacher has too many students under their care.

High student-teacher ratios also have consequences for academic performance, especially in the more complex schools, which are common in the Balearic Islands. The most vulnerable students, given their circumstances, suffer the most when there are too many children per classroom: they receive less attention, less follow-up, and accumulate greater difficulties throughout the year. This creates a factor of inequality that can lead to early school leaving, one of the main shortcomings of the education system, which reached 20.14% in 2024, second only to Melilla (26%). Finally, maximum student-teacher ratios also limit the capacity of schools. to incorporate new students throughout the course, something common in the Balearic Islands due to internal mobility and migratory flowsThis pressure adds imbalances between classrooms and overcrowding in certain groups. Overall, the high student-teacher ratios generate a less inclusive, less personalized, and more stressful educational model, where teachers dedicate more time to administrative tasks than to teaching, and where students—especially those requiring more support—are the ones who suffer the most. Academic results in the IAQSE tests are also not positive. However, they are conditioned by multiple factors beyond strictly academic ones or teaching hours. All the elements mentioned above, stemming from the high ratios, have a direct impact on the educational reality of the Balearic Islands. Therefore, comparing the results of the Balearic Islands with those of Asturias or Castile and León, as is done in certain contexts, without considering the specific circumstances of each region, does not offer a fair assessment.