The leisure that equals

Like every September, we have an educational debate focused on what happens in the classrooms. And this year, even more so. A strike on the first day of school demanding more resources and support for inclusive education. PISA results marked by the scandal of the sample. But we often forget that a significant part of educational inequality is built outside of school hours. In the summer, in the afternoons, and on weekends. Some children accumulate activities, experiences, and connections; others, much less. And this difference also educates.Outside the classroom there is an opportunity that we are not yet taking full advantage of. Last July, Parliament unanimously approved urging the Government to guarantee a minimum of two weeks of educational leisure activities in the summer, with priority for children in the most vulnerable situations. A demand that a broad coalition of social, educational, and health organizations has been calling for for a long time. And the starting point is very unequal: the difference in participation in extracurricular activities approaches 40 percentage points depending on the mother's level of education.This very summer, Ivàlua published an evidence review on what works in educational leisure to combat child poverty. The results show that educational leisure can improve performance, social behavior, and children's self-confidence. We know, therefore, that it is worth guaranteeing. The question, then, is no longer whether it should be done, but how to ensure it really works.However, guaranteeing leisure does not only mean financing it. It is common to understand access as a matter of price: if the activity is free or there is a scholarship, the problem is solved. But we know that financial aid alone does not guarantee that children will participate. Because price is only one of the barriers. There is also information—knowing that the activity exists and that you have a right to it—, the procedures to apply for it, the offer available in your neighborhood or town, and family schedules. Not being able to pay is not the only way to be left out; there is also not being able to get there.But getting there is not everything either. Not every activity educates in the same way. Research shows that occupying a few hours is not enough: activities designed with educational intentionality, prepared teams, and stable bonds are needed. And continuity matters: results are more consistent when children participate in them on a regular and sustained basis. A spot is not yet an educational opportunity.Recognizing a right is a first step, but what matters most is that it can be exercised. And this also means avoiding the creation of a separate circuit for children with fewer resources. It is possible to prioritize who receives aid without separating where they participate. Catalonia can guarantee two weeks of leisure time and consider the job done, or ensure that it reaches exactly the children who are currently left out and that leisure ceases to be yet another source of inequality.