The high school administration is considering a move to a block schedule, and the potential consequences for our music program and general learning have never been more significant. Along with the promise of longer class periods, block scheduling raises serious concerns, including reduced focus, more challenging recovery from absences, and limited elective opportunities, such as music classes. A plan to switch to block scheduling could upend how students learn, connect and even make music at the school
Block scheduling damages teacher-student relationships. Longer class periods make it harder for students to stay engaged, especially when their attention spans do not align with the schedule. According to CNLD Testing & Therapy, the average 14-16-year-old can only focus for 32-50 minutes, far shorter than a block class.
“It’s a very, very long class period. It’s worrisome for relationships… relationships went out the window, totally out the window,” choir teacher Angela Mitchell said.
High school is not just about academics, but about connection. If longer blocks reduce engagement and weaken relationships, both learning and the school experience as a whole will suffer.
Many students and teachers expressed that they are worried that the drastic change to block scheduling will cause too many unknown effects that will add stress and complications to the school, especially in electives.
“It is such a drastic change; it is a huge unknown. My opinion is that it feels very scary because of the major change to a school system that has been one way for a very long time,” Mitchell said.
A sudden change without testing risks disrupting learning routines and leaving both teachers and students uncertain about how to adjust.
Block scheduling complicates scheduling for electives, especially music and language classes.
“We are not set up musically with our vibrant program to actually run a block schedule. Almost every school I know that runs a block schedule has two choir rooms, two band rooms, et cetera, but we don’t have the infrastructure,” Mitchell added.
Students could lose access to electives and programs that they love and block scheduling creates logistical conflicts.
Missing a day in a block schedule means missing more content than under a traditional schedule, especially for more rigorous classes.
“Missing one day feels like missing two or three,” says University of the People. Students who are sick or absent will find themselves falling behind much more quickly, adding stress, especially for AP classes.
The drawbacks of a block schedule, from strained teacher-student relationships to effects to the music program, outweigh the benefits. The administration should either keep the current schedule or pilot a smaller change before risking the entire schedule.
