Choosing a successful school trip for a first-year secondary class comes down to three things: the age and interests of the students, the practical feasibility for the school, and the educational or cultural value of the activity. First-year secondary students are between twelve and thirteen years old and are at the start of a new phase in their education, which calls for a trip that is both stimulating and accessible. Below we answer the most frequently asked questions about choosing the perfect school trip for first-year secondary students.

What makes a school trip for first-year secondary students a success?

A school trip for first-year secondary students is a success when it actively engages students, matches their stage of development, and allows for personal experiences. First-year secondary students are curious, want to prove themselves, and need experiences that go beyond the classroom. A trip that challenges them to discover things works better than a passive programme.

What truly makes a trip work for this age group is the combination of movement, wonder, and a touch of excitement. Twelve-year-olds want to experience something, feel something, and live through something they can tell others about at home. A trip where they get to make their own choices and find their own way aligns with the developmental phase they are in: becoming more independent and exploring the world in their own way.

It is also important that the trip has a low barrier to entry. Not every student has the same background or the same level of self-confidence. A good choice is an activity where no one is excluded and everyone can participate in their own way. Cultural and artistic experiences score well on this front, because they require no prior knowledge yet are still rich in content.

How much should a school trip for first-year secondary students cost?

For a school trip for first-year secondary students, most schools work with a budget of roughly ten to fifty euros per student, depending on the school’s culture, the distance to travel, and the type of activity. Schools with a social policy deliberately choose activities in the lower price range so that all students can participate, regardless of their home situation.

It is wise to communicate the total costs transparently to parents. In addition to the entry price, factor in travel costs, any meals, and supervision. Some cultural institutions offer a special educational rate for schools, which can significantly reduce costs. At Doloris, for example, we offer an attractive educational rate for educational institutions, so that a special art and culture experience is also financially feasible for schools.

A good rule of thumb: choose an activity that captures students’ full attention and that they are willing to pay something for, but keep the threshold low enough so that the trip remains accessible to the entire class. Quality and accessibility do not have to be mutually exclusive.

Which activities are suitable for first-year secondary students?

Suitable activities for first-year secondary students are experiences in which students actively participate, can express themselves, and discover something new. Think of museum visits with an interactive programme, workshops, theatre performances, or physical art and culture experiences. Activities where students are in charge themselves work particularly well for this age group.

First-year secondary students are fourteen to sixteen years younger than the average museum visitor and need more than just looking. They want to do, move, and discover. Activities where they crawl, climb, or wander through unusual spaces speak directly to this need. At the same time, it is important for schools that the activity has a cultural or educational component, so that the trip can also be justified within the school programme.

A sensory journey of discovery through an art installation, where students wander individually and without their phones through dozens of unique rooms, combines physical experience with an accessible introduction to art and culture. That is exactly what we offer at Doloris: a school trip activity where students explore the mazes individually and have plenty to discuss afterwards.

How do you choose a trip that suits the group size?

When choosing a school trip for first-year secondary students, group size is a practical but crucial factor. Most first-year secondary classes have between twenty and thirty students. Not every venue or activity is set up for numbers like these, so always check in advance whether the provider can handle groups of that size without the quality of the experience suffering.

Some activities are actually better suited to smaller groups. When an experience is designed as an individual journey, the intention is for students to be admitted one by one or at short intervals. This requires a provider who has organised the logistics well and who offers support at check-in. For groups larger than eight to nine people, it is therefore necessary to make a reservation in advance at Doloris, and planning a visit at the weekend is not possible for logistical reasons.

When planning, always ask about the maximum group size per time slot, the supervision that will be present, and whether there is space for teachers to watch or wait. A well-organised venue has clear information on this and actively thinks along about the practical side of a school visit.

When is the best time to plan a school trip for first-year secondary students?

The best time for a school trip for first-year secondary students is at the beginning or end of the school year. At the beginning, a shared trip helps the group get used to each other and to the new school environment. At the end of the year, it works as a conclusion and reward. Avoid test periods and busy teaching moments.

In practice, many schools plan their trips in the period from September to November or in April and May, before exams and end-of-year tests begin. In 2026, it is also wise to take national public holidays and school holidays into account, as many venues are busier then and time slots fill up more quickly. Book well in advance, especially if you are going with a larger group.

Weekdays are preferable to weekends, both for the availability of educational rates and for the logistical feasibility at venues that are specifically set up for school groups. A midweek visit also provides more calm and space, which benefits the quality of the experience.

Where in the Netherlands can you organise a special school trip?

The Netherlands has several cities with excellent options for a special school trip, including Amsterdam, Rotterdam, The Hague, Utrecht, and Tilburg. Cities with a strong cultural offering provide the most variety in educational experiences for secondary school students. For a school trip in Utrecht or Tilburg, there are also specifically artistic and physical experiences available that actively engage students.

Tilburg and Utrecht are both easily accessible by train from large parts of the country, making them practical for schools from the surrounding region as well as from further afield. Both cities are home to a Doloris maze: Meta Maze in Tilburg and Anoma Maze in Utrecht. Both are permanently open and particularly suitable for school groups looking for an accessible introduction to art and culture.

When choosing a venue, central accessibility is an important criterion. Also look at the proximity of catering facilities or a place to take a break, the presence of a dedicated contact person for schools, and whether the venue has experience welcoming groups. A venue that actively supports schools in the planning process takes a lot of work off your hands and ensures a smooth day.

• Utrecht: Anoma Maze, museums, interactive science centres
• Tilburg: Meta Maze, the Textile Museum, cultural centres
• Amsterdam: Rijksmuseum, NEMO, various cultural institutions
• Rotterdam: Maritime Museum, art halls, architecture tours
• The Hague: Mauritshuis, Escher in the Palace, political and historical sites

Choose a venue that suits the character of the class and the goals of the trip. A group that benefits from wonder and personal discovery will find more in a sensory art and culture experience than in a standard museum tour. What matters is that students take away something that stays with them longer than the day itself.