Starting in September 2026, Estonian schools will begin the school day at 9 AM instead of the current standard of around 8 AM. The change follows government approval of a new national regulation on the school learning environment, which merges several earlier regulations into one, easing administrative burden and strengthening the focus on students’ health and well-being. Research shows that a later start time better matches adolescents’ sleep and developmental needs.

From autumn 2025, several other changes will take effect to improve the daily school experience:

• Lunch breaks must allow at least 20 continuous minutes for eating, excluding time spent queuing or walking to the dining area (a hot school lunch is provided to students in Estonia);
• Schools must include at least 20 minutes of outdoor activity during the day;
• Secure and weather-protected storage must be provided for bicycles and scooters;
• Lessons are not permitted in classrooms where indoor temperature exceeds 27 °C;
• Local authorities must organise transport for students whose school route crosses high-traffic roads, starting from September 2026.

While the general rule will shift the start of the school day one hour later, schools retain autonomy. Schools can agree on different start times or staggered schedules together with school boards and local authorities, to make better use of transport and avoid traffic during rush hour in cities. In fact, many schools already start classes later than 8 AM − for example, at 8:30, 8:45 or 9:00.

The updated regulation also modernises requirements for the physical learning environment, aligning them with current construction and design standards and possibilities. Some previous rules regarding classroom size and furnishings have been simplified. More responsibility is given to school owners for ensuring safety, including conducting risk assessments. In addition, schools must ensure that teachers and support staff have basic first aid training.

The changes reflect Estonia’s commitment to creating a safe, inclusive and learner-centred school environment that supports both educational outcomes and student well-being, while also reducing the administrative burden on schools and responding to the evolving conditions of learning and working environments. 

Source: Eurydice Unit Estonia