WITH fewer than 1,000 schools yet to adopt the much-welcomed one-session system, educators and students are calling for practical, on-the-ground solutions to be implemented as the remaining schools transition from the two-session model.
This, they said, is crucial in tackling issues of overcrowding, strained infrastructure and teacher shortages, particularly in urban areas.
On Feb 6, Education Minister Fadhlina Sidek said more than 9,000 out of over 10,000 schools have already implemented the one-session system, with the transition to single-session schools expected to be completed by 2030.
Speaking at the Intan Minister’s Conversation in Kluang, Johor, she said the remaining schools face challenges due to high student density.
Noor Azimah
A teacher at SMK Canossa Convent, Melaka, Divyalaxchumi K. Krishna Kumar, said completing the transition to a one-session model will require significant investment in additional school buildings.
Recognising the challenges faced by overcrowded schools, Divyalaxchumi recommended a more practical strategy – for instance, introducing hybrid learning options, such as online classes.
National Union of the Teaching Profession (NUTP) secretary-general Fouzi Singon, however, expressed optimism in the Education Ministry’s plan to address school overcrowding through the pilot implementation of multi-level school buildings, set to begin this year in Putrajaya, Penang and Kuala Lumpur.
Announced last month, he said the pilot project could make one-session schooling a success. He also suggested improving infrastructure in less densely populated areas to help distribute the student population more evenly.
SMK Kota Kemuning, Selangor, student Swastik Ram, 16, said upgrading infrastructure and reducing class sizes would make a huge difference.
“Imagine having flexible learning spaces that encourage collaboration, improved time management throughout the day, and a gradual transition plan that incorporates regular feedback from both students and teachers,” he said.
Swastik
Universiti Utara Malaysia (UUM) senior lecturer Dr Muhammad Noor Abdul Aziz said small tweaks to the daily school routine can improve student well-being once single-session schooling is fully rolled out.
One such change is introducing two break times – a longer first break for a proper meal, and a shorter second break to prevent energy dips and maintain focus.
For students to have a balanced cognitive rhythm throughout the day, he advised against scheduling back-to-back maths and science lessons, as it can cause mental fatigue and reduce students’ ability to retain information.
Instead, he suggested including arts or social studies in between these subjects.
“This scheduling strategy allows different parts of the brain to be engaged, enhancing overall learning and memory consolidation,” he added.
SMK Yok Bin, Melaka, student Lim Xin Ying, 16, said there is a need for proper planning and adjustments to school operations.
“Schools should ensure that facilities can accommodate all students comfortably and that co-curricular activities remain well-organised.
“A well-structured timetable would help students transition smoothly without feeling overwhelmed.”
SMK Damansara Jaya, Selangor, student Kaveeshan Li Hui Fang, 16, proposed that one-session simulations be held during the year-end school holidays.
This, he said, could help those from two-session schools adapt before fully transitioning.
Talks on topics like bullying and mental health, or even simple learning activities to help students revise before the new school year begins, would be helpful, he said.
Parent Action Group for Education Malaysia (PAGE) chairman Datin Noor Azimah Abdul Rahim stressed that effective leadership and quality teaching must be at the core of every school.
“Schools must be well-equipped and led by effective leadership to foster a positive learning culture,” she said, noting that smaller class sizes would further enhance teaching and learning.
Clear benefits
Managing co-curricular activities is easier in a one-session school system compared to two-session schools, because in the latter, the presence of too many teachers can make management difficult and often leads to overcrowded staff rooms. For teachers, the single-session model means more than just better logistics – it offers stability and a healthier work-life balance.
NUTP secretary-general Fouzi Singon
In a two-session system, teachers often have to split their day between morning and afternoon shifts or stay late to accommodate administrative tasks, meetings or co-curricular activities. A one-session system enables deeper learning for students. Without the pressure of clearing classrooms for a second session, teachers can pace lessons more thoughtfully, allowing students to explore subjects in greater depth. This supports active learning strategies such as project-based learning, inquiry-based discussions and collaborative group work. Ultimately, this reduces burnout and enhances overall job satisfaction, which benefits students too.
UUM senior lecturer Dr Muhammad Noor Abdul Aziz
The one-session system reduces transport-related issues. Students can get a ride to school with their working parents. It also encourages cross-form interaction across age groups, promotes peer learning, and instils discipline and time management by motivating students to develop a consistent early morning routine.
Teacher Divyalaxchumi K. Krishna Kumar
Students will have more time for their own extracurricular activities, as they don’t have to give up their weekends for co-curricular and school-related programmes. All this can be done after school. This will also give students more opportunities for rest and recreation, helping them to relax and unwind.
Student Kaveeshan Li Hui Fang
Some research suggests that our brains function most efficiently in the morning, making it an ideal time for focused studying.
Having always studied in a single-session system, I enjoy the structured routine that allows ample time for homework, rest and extracurricular activities. A single-session system would certainly help families manage their schedules more efficiently. I remember how a relative used to struggle with managing her children’s different school schedules because they were attending different sessions.
Student Lim Xin Ying
Challenges of a one-session system
Overcrowding
> Schools in densely populated areas may face packed classrooms, affecting students’ concentration.
> School facilities and equipment may wear out faster from overuse.
Limited Facilities
> Some schools do not have enough seats in the canteen, so students have to stand while eating.
> Insufficient sports equipment may prevent students from participating in Physical Education (PE) lessons.
Traffic Congestion
> When all students arrive and leave at the same time, traffic around schools can get worse.
Teacher shortage
> There is already a shortage of subject-specialist teachers, particularly in English.
> Cramming all students into one session may further strain the teaching workforce if no adequate resources are provided.
Source: Students and educators featured in the article
Global insights
Successful one-session systems worldwide offer valuable lessons in teaching, student well-being, and inclusivity — key areas Malaysia can adapt as it shapes its own reform.
Finland:
> Teachers teach only four hours a day and spend two hours weekly for professional development.
> Students get a 15-minute break after every lesson and some lessons are taught outside of the classroom.
> Finnish students only have to sit for a centralised exam at 16 years old.
> Teachers stay with the same group of students for years, building strong student relationships and they get to better understand the students’ learning styles.
https://schooladvisor.my/articles/15-amazing-facts-about-finlands-education-system
Singapore
> Lessons are personalised to ensure students are able to learn at a pace that best suits them.
> Students who require more help in acquiring literacy and numeracy skills will receive additional support through targeted programmes that combine flexible teaching approaches and small group instruction so that they can learn at a more manageable pace.
> Students have the opportunity to contribute to communities through Values-in-Action programmes and Applied Learning experiences, which allows them to learn by doing; learn about the real world; and learn for life.
https://www.moe.gov.sg/-/media/files/aboutus/overview_of_singapore_education_system.pdf
Canada
> Instruction is differentiated to meet the needs of diverse learners, and Individualised Education Programmes (IEPs) provide targeted support for students with learning challenges.
> Social-emotional learning is embedded in the curriculum to foster important life skills such as self-awareness, relationship management, and responsible decision-making.
> Teachers are trained to be culturally responsive and inclusive, ensuring all students feel valued and represented.
https://learningmole.com/global-best-practices-in-teaching/
