Chess has a rich history in schools, but until now, there has been little information about how chess programs are set up, supported, and assessed globally. To fill this gap, FIDE (the International Chess Federation) conducted a comprehensive survey between October 2025 and June 2026, targeting various stakeholders in the chess community across 100 countries. The findings shed light on the current landscape of school chess programs and their implications for future development.
The survey followed up on a previous study from 2021 that gathered responses from 196 participants, mainly from Europe. This time, 239 respondents from national federations, educational institutions, and organizations dedicated to chess in schools contributed to the survey. Participants answered 33 questions covering aspects like program structure, funding, benefits, challenges, and evaluation processes.
The Global Impact of Chess Programs
Results indicate that nearly 30 million children are involved in chess programs worldwide, with a significant portion—around half—coming from India. These children are taught by over 145,000 classroom teachers and approximately 22,500 independent coaches. While these numbers are based on estimates from respondents, they highlight the extensive reach of chess in education.
To evaluate how chess programs are structured globally, the survey identified three essential markers: the necessity of formal qualifications for instructors, the presence of a written curriculum outlining learning objectives, and the use of digital tools or online platforms. The analysis revealed that while technology is widely adopted, formal teaching structures, such as a written curriculum, are less common. Europe showed a notable gap: 69.2% of programs reported using software, while only 35.9% had a formal curriculum.
Interestingly, no single continent excels across all criteria. Asia leads in requiring instructor qualifications and having a written curriculum, while the Americas are at the forefront of software usage. Africa, which had the most countries represented in the survey, also demonstrated significant progress, with nearly half of the programs requiring qualified instructors and a similar percentage implementing specific initiatives to encourage girls’ participation.
Challenges to growth were prevalent across all regions. Funding was cited as the most significant barrier by 79% of respondents, with parents often being the primary source of financial support. Additionally, a lack of structured curriculum and trained instructors were common obstacles. Many programs also face logistical issues, such as overcrowded school schedules and a shortage of teaching materials.
Despite these hurdles, respondents highlighted the many benefits of chess for children’s development, particularly improved academic performance, critical thinking, social skills, and emotional regulation. However, many programs lack formal evaluation systems, making it difficult to measure the actual impact of chess on students.
The survey underscores the need for several key priorities in policy and practice. Countries at earlier stages can learn from those with more established programs, and securing stable funding is essential. Additionally, training teachers to effectively teach chess, developing shared curricula with clear outcomes, and enhancing evaluation capabilities are crucial to demonstrating the value of school chess programs.
In conclusion, while chess is played by millions of children globally, many programs lack the formal structures necessary to sustain their growth and efficacy. The future of chess in schools hinges on regular assessment and evaluation to provide the evidence needed for continued support and improvement.
