Around a quarter of schools in Spain currently have no Schulbibliothek. This is indicated by recent official statistics for the 2025/2026 school year and an industry analysis by the Federación de Gremios de Editores de España , which puts the proportion of institutions without a library at 26.4 per cent. Figures from the Spanish Ministry of Education, Vocational Training and Sport also show a share well above 20 per cent, depending on the type of school.
The figures are fuelling an ongoing education policy debate, as reading performance among many pupils is weakening. In the international comparative study PISA 2022 Spain fell back in reading; a significant proportion of 15-year-olds failed to reach the level defined as minimum proficiency. Education experts point out that while functioning school libraries do not determine educational success on their own, they ensure continuous access to suitable texts, supported reading time and targeted reading support — factors that correlate with better results.
Provision varies by region. Several autonomous communities have launched or expanded programmes in recent months to strengthen reading skills and support school library services. For example, Community of Madrid has linked a library initiative for the current school year with diagnostic tools and extra lessons targeting basic skills. Other regions are also incorporating libraries into strategies for early support and differentiated teaching.
At the same time, state funding schemes have so far reached only some schools. A combined review of government information and press reports indicates that only a small percentage of institutions have so far been able to access funding from programmes to improve reading comprehension. The Spanish Ministerium für Bildung, Berufsbildung und Sport points to ongoing initiatives and the division of responsibilities between central government and the regions; there are no firm commitments to fund libraries nationwide.
When interpreting the data, it is important to distinguish between provision, use and impact. Statistical surveys record whether a school lists a library; how well stocked it is with up-to-date material, whether it has dedicated staff and how systematically it is integrated into teaching are measured differently by different sources. Researchers and professional associations therefore emphasise that libraries are essential infrastructure, but their potential can only be fully realised with qualified staff, integration into the curriculum and reliable funding. Accordingly, the political debate is less about whether libraries are needed than how they should be provided and what priority they should receive in education budgets — against a backdrop of a measurable decline in reading performance.
Editor: Phillipe Schmidt-Araguin (Article created with AI assistance).