The han school was a type of educational institution in the Edo period of Japan. They taught samurai etiquette, the classical Confucian books, calligraphy, rhetoric, fighting with swords and other weapons; some also added subjects such as medicine, mathematics and Western sciences. Schools in different han (domains) provided different curricula and had varied conditions for entry. Over the course of the Edo period, han schools evolved from simple one-room schools to large educational facilities with multiple buildings. The total numbers of han schools varied from several dozen in the early 17th century to over 250 by the end of the 19th century.

These institutions were known as hangaku (藩学), hangakkō (藩学校) or hankō (藩黌/藩校), but since there was no official requirement of what a han school has to be or to do, the terminology varied. Han schools were established by individual daimyō (rulers of han) to educate male members of the samurai class to be virtuous administrators; originally they taught adults, but over time students were getting younger. They learnt kangaku-juku (Confucian sciences) and military arts

Some upper-class samurai were legally required to get formal schooling, but most could choose not to. Women were never accepted; they received education at home. Some han schools accepted upper commoners, especially in the end of the Edo period; the first one to allow them to enter was the Ōno Domain school founded by Doi Toshitada, in 1857, although lectures were universally segregated by class.

The idea behind the han school learning was to build character of a future state servant: discipline and knowledge of the appropriate etiquette were believed to be as important as the cultivation of intellect. Despite that, attendance was not compulsory in most han, in others there usually was an age limit: for example, in Mito, students over the age of forty were not required to attend lectures.

All students were taught Confucian sciences, but over the course of the Edo period, more and more subjects became available. There was a lot of variation in the actual organisation of han schools: for example, in the Matsumoto han, only lower samurai, who ought to become simple clerks, could study mathematics. By the end of the Edo period, about a third of han schools incorporated kokugaku, while a quarter of them taught at least some rangaku (Western studies, mainly medicine, military and naval sciences).

Students would read Chinese books in the morning, then spend afternoons mastering Japanese martial arts, which were seen as a set of local skills that balances the purely intellectual studies acquired from abroad. Students normally started military training at the age of 15 (Japanese count; corresponds to 13 years according to the Western age counting), after the genpuku ceremony. Among the martial arts taught in han schools were kenjutsu (sword arts), kendo (fencing), sōjutsu (spear fighting), kyūdō (archery), bajutsu (horse riding), jujutsu et cetera; in over 30 han, students learnt combative swimming, suijutsu. Later, gunnery was added to the military curriculum.

Confucian studies were seen as the most important part of the education. The han school was built around the assumption that all the truth was supposedly already captured in the Chinese classics and could be extracted with diligent study; the idea of the endless pursuit of knowledge that requires constant questioning and discovery was not accepted. A similar approach was prevalent in the Western pedagogical thought of that time, but the association of Western educational system with Christianity and changes in the social order meant that Tokugawa never allowed it.

The educational process was very academic and conservative; its ultimate political goal was to conserve the rigid hierarchical order of Tokugawa Japan. Students read the Four Books and Five Classics, the Lesser Learning [zh], other works of Confucian and Neoconfucian thinkers such as Zhu Xi and Wang Yangming, studied Chinese history, Chinese poetry and public speaking, but without any official programme. In class, the teacher would read a passage from a text, which the students then repeated several times while holding copies of the book on their knees; then the teacher explained the meaning of the passage. Students did not interpret the text or hold debates about it: because of the idea that the "correct" meaning of the classics had been long discovered, these activities were excluded from the learning process, appearing only sporadically among the literati.