Is Chess Good for Kids? What the Research Says and What Parents Notice
Last updated: October 2026
Chess can be a good activity for many children: many enjoy it, and it gives them regular practice at sitting through a game, following rules and coping with losing. The research does not show that chess raises IQ or school marks, so it is best chosen because a child enjoys it, not as a shortcut to better grades.
Is chess good for kids?
For many children, yes, as long as the expectation is a rewarding hobby rather than a guaranteed academic boost. Children tend to like it, it is cheap to play at home, and it gets steadily more interesting as they improve.
The honest picture has three parts, and it helps to keep them separate:
Question | Short answer |
Do children usually enjoy chess? | In a large school trial, half liked the lessons a lot and few disliked them. |
Does chess teach children chess? | Yes. With practice, children get better at the game itself. |
Does chess raise IQ, maths marks or reading? | Not shown. Well-controlled studies find small or no effects. |
Do parents notice everyday changes? | Often, but these are observations, not measured outcomes. |
What does the research say, and what doesn't it say?
Research shows that many children enjoy chess and that chess skill is linked to thinking ability. It has not shown that learning chess improves general thinking skills, IQ or school marks. The better designed the study, the smaller the effect tends to be.
What the research supports
Most children like it. In a large randomised trial in 100 English primary schools (4,009 pupils), half of the children said they liked the chess lessons a lot and only 8% said they didn't like them (Jerrim et al., 2016).
Chess skill and thinking ability are linked, especially in young players. A meta-analysis of 19 studies found modest positive correlations between chess skill and abilities such as reasoning, memory and processing speed, with a stronger link in children than in adults (Burgoyne et al., 2016). This is a correlation: it does not show that playing chess causes those abilities.
What is mixed or unproven
Maths and general cognitive ability. A meta-analysis of 24 studies found average effects of chess instruction on maths (d = 0.38) and overall cognitive ability (d = 0.34), but almost none of those studies compared chess with another engaging activity, so enthusiasm or novelty could explain the gains (Sala & Gobet, 2016, as reviewed in Sala, Foley & Gobet, 2017).
When the comparison is fair, the effect shrinks. A later review found that effect sizes fell as study quality rose, and that comparisons with active control groups showed minimal or no effects (Sala & Gobet, 2017a). In two experiments where one group played chess and another played checkers or Go, there was no statistically significant difference in maths problem-solving (Sala & Gobet, 2017b).
School results. The English trial above, with 30 hours of chess lessons, found no evidence of a positive effect on maths, reading or science results one year after the lessons ended (Jerrim et al., 2016). Researchers have noted that testing a year later may miss short-term effects (Sala, Foley & Gobet, 2017), so this remains an open question rather than a settled "no".
IQ. No study we reviewed shows that chess raises a child's IQ.
What do parents usually notice in the first term?
Parents often describe small, practical changes rather than dramatic ones. These are general observations from families and coaches, not measured results, and every child is different.
Things parents commonly mention include:
Sitting through a whole game. A younger child who could only manage a few minutes may gradually stay at the board until the game ends.
Following a set of rules. Chess has firm rules, such as touch-move and taking turns, and children practise sticking to them.
Handling a loss. Early losses can bring tears. Over time many children learn to shake hands, say "good game" and set up the pieces again.
Pausing before moving. Children start to ask "what is my opponent threatening?" before they play a move, at least on the chessboard.
Sharing a hobby at home. Chess is something a parent, grandparent or sibling can play with a child, even as a beginner.
Whether these habits carry over to homework or the classroom is exactly the part research has not confirmed, so treat any change there as a welcome bonus rather than the goal.
Is chess right for every child?
No activity suits every child, and chess is no exception. It tends to suit children who enjoy puzzles, games and quiet concentration, but children who prefer movement or group play can enjoy it too if lessons are short and playful.
Signs chess may not be the right fit just now:
your child is consistently unhappy before or after lessons, even after a few weeks;
losing causes distress that is not easing with time and support;
they are doing it only because an adult wants them to.
It is fine to stop, take a break or try again at an older age. Interest matters far more than starting early.
Frequently asked questions
Does chess make kids smarter? Not in a way research has shown. Children who are good at chess tend to score higher on some thinking tests, but well-controlled studies have not shown that learning chess raises IQ or general intelligence.
Will chess improve my child's maths marks? The evidence is mixed. Some studies found gains, but studies with fair comparison groups and a large randomised trial in England found small or no effects on maths results.
Is it a problem if my child loses a lot? No. Losing is a normal part of learning chess. Praise effort, ask what they would try next time and keep games low-pressure.
What if my child finds it hard to sit still? Many young children do. Short, playful sessions and games against family members usually work better than long lessons, and focus often grows with practice.
Should we choose chess to boost school results? It is better to choose chess because your child enjoys it. Enjoyment is well supported by research, while academic gains are not.
How can we try chess without a big commitment?
The simplest way is a single trial class before signing up for a term. At Trainstein Chess College in Chatswood, a trial class costs the same as a single lesson: $50 for a weekend class or $60 for a weekday class in person, and $38–$56 online depending on level.
Classes are grouped into 6 levels, from New to Chess up to JCL Training. The New to Chess class is designed for ages 4.5–6.5 and uses cartoons, animation and games, with the goal of building interest rather than winning.
If your child continues, we suggest practising 2–3 times a week for 20–30 minutes: a few online games, some puzzles or a quick look over class notes. For beginners, ChessKid or ChessWorld is a good place to start.
To ask about a trial, see our chess classes, face-to-face lessons or online lessons, call 0415 228 088, email trainsteinchess@gmail.com or visit our contact page.
Sources
Sala, G., & Gobet, F. (2016). Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis. Educational Research Review, 18, 46–57. https://doi.org/10.1016/j.edurev.2016.02.002 — 24 studies; average effects on maths (d = 0.38) and cognitive ability (d = 0.34), but most studies lacked an active control group.
Sala, G., Foley, J. P., & Gobet, F. (2017). The effects of chess instruction on pupils' cognitive and academic skills: State of the art and theoretical challenges. Frontiers in Psychology, 8, 238. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00238/full — review noting that almost no studies used active controls, so placebo and motivation effects cannot be ruled out.
Sala, G., & Gobet, F. (2017a). Does far transfer exist? Negative evidence from chess, music, and working memory training. Current Directions in Psychological Science, 26(6), 515–520. https://pmc.ncbi.nlm.nih.gov/articles/PMC5724589/ — effect sizes fell as study quality rose; with active controls, effects were minimal or null.
Sala, G., & Gobet, F. (2017b). Does chess instruction improve mathematical problem-solving ability? Two experimental studies with an active control group. Learning & Behavior, 45(4), 414–421. https://pmc.ncbi.nlm.nih.gov/articles/PMC5709436/ — no significant difference in maths problem-solving between chess and checkers/Go groups; samples of 233 and 52 primary pupils.
Jerrim, J., Macmillan, L., Micklewright, J., Sawtell, M., & Wiggins, M. (2016). Chess in Schools: Evaluation report and executive summary. Education Endowment Foundation. https://files.eric.ed.gov/fulltext/ED581100.pdf — randomised trial, 100 schools and 4,009 pupils; no effect on maths, reading or science results one year later; half of pupils liked the lessons a lot and 8% did not like them.
Burgoyne, A. P., Sala, G., Gobet, F., Macnamara, B. N., Campitelli, G., & Hambrick, D. Z. (2016). The relationship between cognitive ability and chess skill: A comprehensive meta-analysis. Intelligence, 59, 72–83. https://ro.ecu.edu.au/ecuworkspost2013/3331/ — 19 studies; modest correlations (average r = 0.24), stronger in young and less-skilled players; correlational only.
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