Class sizes are a make-or-break factor in education, and Singapore’s teachers are sounding the alarm. But here’s where it gets controversial: while the Ministry of Education (MOE) insists the current student-to-teacher ratio is healthy, educators on the ground argue it’s simply not enough. The Straits Times recently spoke to primary and secondary school teachers who shared their struggles with managing large classes, even as Singapore plans to hire 1,000 new teachers annually over the next few years. While this move is promising, teachers hope it will translate into smaller class sizes, a change they believe is crucial for effective teaching and learning.
Recent data reveals a slight increase in average class sizes from 2023 to 2024. Primary schools saw an uptick from 33.6 to 33.8 students per class, secondary schools from 32.6 to 32.9, and junior colleges from 23.1 to 23.2. Meanwhile, the pupil-to-teacher ratio in primary schools rose from 14.5 in 2020 to 15.6 in 2024, with secondary schools seeing a similar increase from 11.9 to 12.7. And this is the part most people miss: despite a shrinking student cohort, the number of teachers actually decreased from 30,396 in 2023 to 29,605 in 2024.
The debate gained momentum after a former teacher’s social media post went viral in November 2025, sparking discussions among educators. Ms. Jo Ann Kuek, a secondary school teacher with seven years of experience, shared her perspective on Instagram, stating unequivocally, ‘Class size matters.’ She highlighted the disconnect between MOE’s research and the realities of local classrooms, where teachers juggle teaching, lesson preparation, extracurricular activities, and marking hundreds of scripts. ‘It’s not sustainable,’ she emphasized.
MOE has long defended its stance, comparing Singapore’s student-to-teacher ratio favorably with countries like the US, UK, Germany, South Korea, and Japan. They argue that this ratio allows teachers to focus on core activities like lesson preparation and professional development. However, teachers acknowledge the manpower constraints that have led to larger classes. While reducing class sizes could be achieved by increasing teaching hours or hiring more teachers, MOE warns of significant trade-offs, including potential impacts on teacher quality and classroom learning.
Former Education Minister Chan Chun Sing echoed this sentiment in March 2025, suggesting that halving class sizes by doubling the teaching force could compromise educational standards. He cited OECD studies indicating that factors other than class size play a more significant role in determining teaching and learning quality. Interestingly, when given the choice, teachers prefer larger classes with fewer lessons, valuing the time outside the classroom for other responsibilities.
But here’s the kicker: while smaller classes are often seen as the holy grail of education, they’re not a one-size-fits-all solution. A secondary school science teacher with over a decade of experience noted that while large classes initially seemed manageable, the growing number of students with diverse needs—such as ADHD and autism—has made individualized attention increasingly challenging. ‘Trying to help them individually disrupts the rest of the class,’ she explained. Another English teacher with 15 years of experience emphasized the importance of individual feedback, which becomes nearly impossible in large classes.
A humanities teacher with 35 years of experience pointed out that large classes often lead to a lecture-style approach, making it difficult to engage students individually. ‘Education is a social endeavor, but in large classes, it’s mostly about completing the syllabus,’ he lamented. Most humanities subjects are taught only twice a week, further complicating efforts to maintain personal connections with students.
Nearly all teachers interviewed agreed that the ideal class size is 25 to 30 students, though one suggested 20 to 25. An English and mathematics teacher with 13 years of experience recalled the transformative impact of teaching a class of fewer than 20 students in 2025: ‘It was fantastic. Every voice was heard.’
A primary school teacher with nearly 15 years of experience argued that smaller classes are essential to address the changing profile of students, who are digital natives with shorter attention spans. ‘We need to find ways to keep them engaged,’ she said. Mr. Manogaran Suppiah, a former principal with over 40 years in education, noted that the nature of teaching has expanded to include mental health support, diverse learning needs, and digital learning, among other responsibilities. ‘The traditional class size of 40 is no longer feasible,’ he asserted.
However, implementing ideal class sizes uniformly across schools may not be practical due to varying student profiles, particularly in secondary schools with different PSLE cut-off points. ‘High-performing students have needs that differ from those requiring more learning support,’ Mr. Manogaran explained. He emphasized that smaller classes must be paired with suitable teaching methods, as simply reducing class size isn’t enough. School-specific decisions, he believes, are more appropriate, as leaders and teachers best understand their students’ needs.
So, here’s the question: Is Singapore’s education system ready to rethink class sizes and teaching methods to meet the evolving demands of its students? Or is the current approach good enough? Share your thoughts in the comments—let’s spark a conversation that could shape the future of education.
