Chess should be compulsory in school because it is fun to play

Research indicates students who play chess tend to do better in maths. AFP

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Most research in education suggests that playing chess can help children develop intellectual, aesthetic, sporting, decision-making, concentration, and perseverance skills. It can stimulate critical thinking and support learning in areas such as mathematics, science, and philosophy, while also helping children become more effective problem-solvers.

Given these benefits, one might ask why chess is not an intrinsic part of school activities in most educational systems. The main reason is that the scientific evidence does not yet conclusively demonstrate that chess improves overall academic achievement. As researchers Giovanni Sala, John P Foley, and Fernand Gobet from the University of Liverpool argued in their 2017 study, the “Chess Effect”—which suggests that chess enhances general learning—the hypothesis has received some support but it has not been proven.

That said, existing research does highlight areas where chess appears to have a positive impact, particularly in mathematics. Several studies indicate that primary and middle school students who play chess regularly tend to show improved performance in maths. The relationship seems to depend on practice: the more frequently students engage in the game, the greater the potential benefit. Even a single weekly lesson over the course of a school year has been shown to make a measurable difference in mathematical outcomes.

Beyond academic performance, chess has been associated with a range of cognitive and personal benefits. Researchers such as Gulcin Karakus in Afyon Kocatepe University have found that chess can enhance memory, improve concentration, and encourage logical thinking, as well as foster creativity and independence. The nature of the game requires players to draw on memory, apply reasoning, and make rational decisions under pressure. It also helps to develop intuition and common sense through practice. In this respect, chess is a cognitively demanding activity that relies on domain-general skills, which may, to some extent, transfer to other areas of learning.

However, these findings alone may not be sufficient to justify making chess a universal component of school curricula. The case for chess should not rest solely on whether it leads to higher grades.

Rather, its value lies in its ability to engage the mind in a meaningful and enjoyable way. Chess provides a structured form of play that challenges children intellectually while maintaining an element of enjoyment.

Indeed, play itself is widely recognised as a fundamental mode of learning. From early childhood, both humans and animals learn to interact with the world through playful activities. Our educational journeys begin with play and continue into nursery and early schooling, where engagement and enjoyment are essential to effective learning. What we learn through play is often retained more easily and remembered for longer.

In this sense, chess may not guarantee improved academic performance, but it can contribute to the development of more thoughtful, focused, and resilient learners. Its true value lies not only in measurable outcomes, but in fostering habits of mind that support lifelong learning.

The author is a professor in journalism and Dean of the College of Communication at University of Sharjah in United Arab Emirates. He is author of several books and articles about science communication.

-Khmer Times-