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7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

In recent years, the question of why students should not have homework has become a topic of intense debate among educators, parents, and students themselves. This discussion stems from a growing body of research that challenges the traditional view of homework as an essential component of academic success. The notion that homework is an integral part of learning is being reevaluated in light of new findings about its effectiveness and impact on students’ overall well-being.

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

• Insights from Teachers and Education Industry Experts →
• 7 Reasons Why Students Should Not Have Homework →
• Opposing Views on Homework Practices →
• Exploring Alternatives to Homework →

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

In the ongoing conversation about the role and impact of homework in education, the perspectives of those directly involved in the teaching process are invaluable. Teachers and education industry experts bring a wealth of experience and insights from the front lines of learning. Their viewpoints, shaped by years of interaction with students and a deep understanding of educational methodologies, offer a critical lens through which we can evaluate the effectiveness and necessity of homework in our current educational paradigm.

Check out this video featuring Courtney White, a high school language arts teacher who gained widespread attention for her explanation of why she chooses not to assign homework.

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

The ongoing debate about homework often focuses on its educational value, but a vital aspect that cannot be overlooked is the significant stress and health consequences it brings to students. In the context of American life, where approximately 70% of people report moderate or extreme stress due to various factors like mass shootings, healthcare affordability, discrimination, racism, sexual harassment, climate change, presidential elections, and the need to stay informed, the additional burden of homework further exacerbates this stress, particularly among students.

Key findings and statistics reveal a worrying trend:

• Overwhelming Student Stress: A staggering 72% of students report being often or always stressed over schoolwork, with a concerning 82% experiencing physical symptoms due to this stress.
• Serious Health Issues: Symptoms linked to homework stress include sleep deprivation, headaches, exhaustion, weight loss, and stomach problems.
• Sleep Deprivation: Despite the National Sleep Foundation recommending 8.5 to 9.25 hours of sleep for healthy adolescent development, students average just 6.80 hours of sleep on school nights. About 68% of students stated that schoolwork often or always prevented them from getting enough sleep, which is critical for their physical and mental health.
• Turning to Unhealthy Coping Mechanisms: Alarmingly, the pressure from excessive homework has led some students to turn to alcohol and drugs as a way to cope with stress.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

By addressing the issue of homework-related stress and health consequences, we can take a significant step toward creating a more nurturing and effective educational environment. This environment would not only prioritize academic achievement but also the overall well-being and happiness of students, preparing them for a balanced and healthy life both inside and outside the classroom.

2. Inequitable Impact and Socioeconomic Disparities

In the discourse surrounding educational equity, homework emerges as a factor exacerbating socioeconomic disparities, particularly affecting students from lower-income families and those with less supportive home environments. While homework is often justified as a means to raise academic standards and promote equity, its real-world impact tells a different story.

The inequitable burden of homework becomes starkly evident when considering the resources required to complete it, especially in the digital age. Homework today often necessitates a computer and internet access – resources not readily available to all students. This digital divide significantly disadvantages students from lower-income backgrounds, deepening the chasm between them and their more affluent peers.

Key points highlighting the disparities:

• Digital Inequity: Many students lack access to necessary technology for homework, with low-income families disproportionately affected.
• Impact of COVID-19: The pandemic exacerbated these disparities as education shifted online, revealing the extent of the digital divide.
• Educational Outcomes Tied to Income: A critical indicator of college success is linked more to family income levels than to rigorous academic preparation. Research indicates that while 77% of students from high-income families graduate from highly competitive colleges, only 9% from low-income families achieve the same . This disparity suggests that the pressure of heavy homework loads, rather than leveling the playing field, may actually hinder the chances of success for less affluent students.

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

The issue of homework and its inequitable impact is not just an academic concern; it is a reflection of broader societal inequalities. By continuing practices that disproportionately burden students from less privileged backgrounds, the educational system inadvertently perpetuates the very disparities it seeks to overcome.

3. Negative Impact on Family Dynamics

Homework, a staple of the educational system, is often perceived as a necessary tool for academic reinforcement. However, its impact extends beyond the realm of academics, significantly affecting family dynamics. The negative repercussions of homework on the home environment have become increasingly evident, revealing a troubling pattern that can lead to conflict, mental health issues, and domestic friction.

A study conducted in 2015 involving 1,100 parents sheds light on the strain homework places on family relationships. The findings are telling:

• Increased Likelihood of Conflicts: Families where parents did not have a college degree were 200% more likely to experience fights over homework.
• Misinterpretations and Misunderstandings: Parents often misinterpret their children’s difficulties with homework as a lack of attention in school, leading to feelings of frustration and mistrust on both sides.
• Discriminatory Impact: The research concluded that the current approach to homework disproportionately affects children whose parents have lower educational backgrounds, speak English as a second language, or belong to lower-income groups.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

The need of the hour is to reassess the role and amount of homework assigned to students. It’s imperative to find a balance that facilitates learning and growth without compromising the well-being of the family unit. Such a reassessment would not only aid in reducing domestic conflicts but also contribute to a more supportive and nurturing environment for children’s overall development.

4. Consumption of Free Time

In recent years, a growing chorus of voices has raised concerns about the excessive burden of homework on students, emphasizing how it consumes their free time and impedes their overall well-being. The issue is not just the quantity of homework, but its encroachment on time that could be used for personal growth, relaxation, and family bonding.

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

Key points of concern:

• Excessive Time Commitment: Students, on average, spend over 6 hours in school each day, and homework adds significantly to this time, leaving little room for other activities.
• Impact on Extracurricular Activities: Homework infringes upon time for sports, music, art, and other enriching experiences, which are as crucial as academic courses.
• Stifling Creativity and Self-Discovery: The constant pressure of homework limits opportunities for students to explore their interests and learn new skills independently.

The National Education Association (NEA) and the National PTA (NPTA) recommend a “10 minutes of homework per grade level” standard, suggesting a more balanced approach. However, the reality often far exceeds this guideline, particularly for older students. The impact of this overreach is profound, affecting not just academic performance but also students’ attitudes toward school, their self-confidence, social skills, and overall quality of life.

Furthermore, the intense homework routine’s effectiveness is doubtful, as it can overwhelm students and detract from the joy of learning. Effective learning builds on prior knowledge in an engaging way, but excessive homework in a home setting may be irrelevant and uninteresting. The key challenge is balancing homework to enhance learning without overburdening students, allowing time for holistic growth and activities beyond academics. It’s crucial to reassess homework policies to support well-rounded development.

5. Challenges for Students with Learning Disabilities

Homework, a standard educational tool, poses unique challenges for students with learning disabilities, often leading to a frustrating and disheartening experience. These challenges go beyond the typical struggles faced by most students and can significantly impede their educational progress and emotional well-being.

Child psychologist Kenneth Barish’s insights in Psychology Today shed light on the complex relationship between homework and students with learning disabilities:

• Homework as a Painful Endeavor: For students with learning disabilities, completing homework can be likened to “running with a sprained ankle.” It’s a task that, while doable, is fraught with difficulty and discomfort.
• Misconceptions about Laziness: Often, children who struggle with homework are perceived as lazy. However, Barish emphasizes that these students are more likely to be frustrated, discouraged, or anxious rather than unmotivated.
• Limited Improvement in School Performance: The battles over homework rarely translate into significant improvement in school for these children, challenging the conventional notion of homework as universally beneficial.

These points highlight the need for a tailored approach to homework for students with learning disabilities. It’s crucial to recognize that the traditional homework model may not be the most effective or appropriate method for facilitating their learning. Instead, alternative strategies that accommodate their unique needs and learning styles should be considered.

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

The longstanding belief in the educational sphere that more homework automatically translates to more learning is increasingly being challenged. Critics argue that this assumption is not only flawed but also unsupported by solid evidence, questioning the efficacy of homework as an effective learning tool.

Alfie Kohn , a prominent critic of homework, aptly compares students to vending machines in this context, suggesting that the expectation of inserting an assignment and automatically getting out of learning is misguided. Kohn goes further, labeling homework as the “greatest single extinguisher of children’s curiosity.” This critique highlights a fundamental issue: the potential of homework to stifle the natural inquisitiveness and love for learning in children.

The lack of concrete evidence supporting the effectiveness of homework is evident in various studies:

• Marginal Effectiveness of Homework: A study involving 28,051 high school seniors found that the effectiveness of homework was marginal, and in some cases, it was counterproductive, leading to more academic problems than solutions.
• No Correlation with Academic Achievement: Research in “ National Differences, Global Similarities ” showed no correlation between homework and academic achievement in elementary students, and any positive correlation in middle or high school diminished with increasing homework loads.
• Increased Academic Pressure: The Teachers College Record published findings that homework adds to academic pressure and societal stress, exacerbating performance gaps between students from different socioeconomic backgrounds.

These findings bring to light several critical points:

• Quality Over Quantity: According to a recent article in Monitor on Psychology , experts concur that the quality of homework assignments, along with the quality of instruction, student motivation, and inherent ability, is more crucial for academic success than the quantity of homework.
• Counterproductive Nature of Excessive Homework: Excessive homework can lead to more academic challenges, particularly for students already facing pressures from other aspects of their lives.
• Societal Stress and Performance Gaps: Homework can intensify societal stress and widen the academic performance divide.

The emerging consensus from these studies suggests that the traditional approach to homework needs rethinking. Rather than focusing on the quantity of assignments, educators should consider the quality and relevance of homework, ensuring it truly contributes to learning and development. This reassessment is crucial for fostering an educational environment that nurtures curiosity and a love for learning, rather than extinguishing it.

7. Issues with Homework Enforcement, Reliability, and Temptation to Cheat

In the academic realm, the enforcement of homework is a subject of ongoing debate, primarily due to its implications on student integrity and the true value of assignments. The challenges associated with homework enforcement often lead to unintended yet significant issues, such as cheating, copying, and a general undermining of educational values.

Key points highlighting enforcement challenges:

• Difficulty in Enforcing Completion: Ensuring that students complete their homework can be a complex task, and not completing homework does not always correlate with poor grades.
• Reliability of Homework Practice: The reliability of homework as a practice tool is undermined when students, either out of desperation or lack of understanding, choose shortcuts over genuine learning. This approach can lead to the opposite of the intended effect, especially when assignments are not well-aligned with the students’ learning levels or interests.
• Temptation to Cheat: The issue of cheating is particularly troubling. According to a report by The Chronicle of Higher Education , under the pressure of at-home assignments, many students turn to copying others’ work, plagiarizing, or using creative technological “hacks.” This tendency not only questions the integrity of the learning process but also reflects the extreme stress that homework can induce.
• Parental Involvement in Completion: As noted in The American Journal of Family Therapy , this raises concerns about the authenticity of the work submitted. When parents complete assignments for their children, it not only deprives the students of the opportunity to learn but also distorts the purpose of homework as a learning aid.

In conclusion, the challenges of homework enforcement present a complex problem that requires careful consideration. The focus should shift towards creating meaningful, manageable, and quality-driven assignments that encourage genuine learning and integrity, rather than overwhelming students and prompting counterproductive behaviors.

Addressing Opposing Views on Homework Practices

While opinions on homework policies are diverse, understanding different viewpoints is crucial. In the following sections, we will examine common arguments supporting homework assignments, along with counterarguments that offer alternative perspectives on this educational practice.

1. Improvement of Academic Performance

Homework is commonly perceived as a means to enhance academic performance, with the belief that it directly contributes to better grades and test scores. This view posits that through homework, students reinforce what they learn in class, leading to improved understanding and retention, which ultimately translates into higher academic achievement.

However, the question of why students should not have homework becomes pertinent when considering the complex relationship between homework and academic performance. Studies have indicated that excessive homework doesn’t necessarily equate to higher grades or test scores. Instead, too much homework can backfire, leading to stress and fatigue that adversely affect a student’s performance. Reuters highlights an intriguing correlation suggesting that physical activity may be more conducive to academic success than additional homework, underscoring the importance of a holistic approach to education that prioritizes both physical and mental well-being for enhanced academic outcomes.

2. Reinforcement of Learning

Homework is traditionally viewed as a tool to reinforce classroom learning, enabling students to practice and retain material. However, research suggests its effectiveness is ambiguous. In instances where homework is well-aligned with students’ abilities and classroom teachings, it can indeed be beneficial. Particularly for younger students , excessive homework can cause burnout and a loss of interest in learning, counteracting its intended purpose.

Furthermore, when homework surpasses a student’s capability, it may induce frustration and confusion rather than aid in learning. This challenges the notion that more homework invariably leads to better understanding and retention of educational content.

3. Development of Time Management Skills

Homework is often considered a crucial tool in helping students develop important life skills such as time management and organization. The idea is that by regularly completing assignments, students learn to allocate their time efficiently and organize their tasks effectively, skills that are invaluable in both academic and personal life.

However, the impact of homework on developing these skills is not always positive. For younger students, especially, an overwhelming amount of homework can be more of a hindrance than a help. Instead of fostering time management and organizational skills, an excessive workload often leads to stress and anxiety . These negative effects can impede the learning process and make it difficult for students to manage their time and tasks effectively, contradicting the original purpose of homework.

4. Preparation for Future Academic Challenges

Homework is often touted as a preparatory tool for future academic challenges that students will encounter in higher education and their professional lives. The argument is that by tackling homework, students build a foundation of knowledge and skills necessary for success in more advanced studies and in the workforce, fostering a sense of readiness and confidence.

Contrarily, an excessive homework load, especially from a young age, can have the opposite effect . It can instill a negative attitude towards education, dampening students’ enthusiasm and willingness to embrace future academic challenges. Overburdening students with homework risks disengagement and loss of interest, thereby defeating the purpose of preparing them for future challenges. Striking a balance in the amount and complexity of homework is crucial to maintaining student engagement and fostering a positive attitude towards ongoing learning.

5. Parental Involvement in Education

Homework often acts as a vital link connecting parents to their child’s educational journey, offering insights into the school’s curriculum and their child’s learning process. This involvement is key in fostering a supportive home environment and encouraging a collaborative relationship between parents and the school. When parents understand and engage with what their children are learning, it can significantly enhance the educational experience for the child.

However, the line between involvement and over-involvement is thin. When parents excessively intervene by completing their child’s homework,  it can have adverse effects . Such actions not only diminish the educational value of homework but also rob children of the opportunity to develop problem-solving skills and independence. This over-involvement, coupled with disparities in parental ability to assist due to variations in time, knowledge, or resources, may lead to unequal educational outcomes, underlining the importance of a balanced approach to parental participation in homework.

Exploring Alternatives to Homework and Finding a Middle Ground

In the ongoing debate about the role of homework in education, it’s essential to consider viable alternatives and strategies to minimize its burden. While completely eliminating homework may not be feasible for all educators, there are several effective methods to reduce its impact and offer more engaging, student-friendly approaches to learning.

Alternatives to Traditional Homework

• Project-Based Learning: This method focuses on hands-on, long-term projects where students explore real-world problems. It encourages creativity, critical thinking, and collaborative skills, offering a more engaging and practical learning experience than traditional homework. For creative ideas on school projects, especially related to the solar system, be sure to explore our dedicated article on solar system projects .
• Flipped Classrooms: Here, students are introduced to new content through videos or reading materials at home and then use class time for interactive activities. This approach allows for more personalized and active learning during school hours.
• Reading for Pleasure: Encouraging students to read books of their choice can foster a love for reading and improve literacy skills without the pressure of traditional homework assignments. This approach is exemplified by Marion County, Florida , where public schools implemented a no-homework policy for elementary students. Instead, they are encouraged to read nightly for 20 minutes . Superintendent Heidi Maier’s decision was influenced by research showing that while homework offers minimal benefit to young students, regular reading significantly boosts their learning. For book recommendations tailored to middle school students, take a look at our specially curated article .

Ideas for Minimizing Homework

• Limiting Homework Quantity: Adhering to guidelines like the “ 10-minute rule ” (10 minutes of homework per grade level per night) can help ensure that homework does not become overwhelming.
• Quality Over Quantity: Focus on assigning meaningful homework that is directly relevant to what is being taught in class, ensuring it adds value to students’ learning.
• Homework Menus: Offering students a choice of assignments can cater to diverse learning styles and interests, making homework more engaging and personalized.
• Integrating Technology: Utilizing educational apps and online platforms can make homework more interactive and enjoyable, while also providing immediate feedback to students. To gain deeper insights into the role of technology in learning environments, explore our articles discussing the benefits of incorporating technology in classrooms and a comprehensive list of educational VR apps . These resources will provide you with valuable information on how technology can enhance the educational experience.

For teachers who are not ready to fully eliminate homework, these strategies offer a compromise, ensuring that homework supports rather than hinders student learning. By focusing on quality, relevance, and student engagement, educators can transform homework from a chore into a meaningful component of education that genuinely contributes to students’ academic growth and personal development. In this way, we can move towards a more balanced and student-centric approach to learning, both in and out of the classroom.

Useful Resources

• Is homework a good idea or not? by BBC
• The Great Homework Debate: What’s Getting Lost in the Hype
• Alternative Homework Ideas

The evidence and arguments presented in the discussion of why students should not have homework call for a significant shift in homework practices. It’s time for educators and policymakers to rethink and reformulate homework strategies, focusing on enhancing the quality, relevance, and balance of assignments. By doing so, we can create a more equitable, effective, and student-friendly educational environment that fosters learning, well-being, and holistic development.

• “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
• “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
• HowtoLearn.com
• “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
• “Stress in America”, American Psychological Association (APA)
• “Homework hurts high-achieving students, study says”, The Washington Post
• “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
• “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
• “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
• “The digital divide has left millions of school kids behind”, CNET
• “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
• “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
• “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
• “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
• “Excerpt From The Case Against Homework”, Penguin Random House Canada
• “How much homework is too much?”, neaToday
• “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
• “Battles Over Homework: Advice For Parents”, Psychology Today
• “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
• “ Breaking the Homework Habit”, Education World
• “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
• “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
• “When school goes home: Some problems in the organization of homework”, APA PsycNet
• “Is homework a necessary evil?”, APA PsycNet
• “Epidemic of copying homework catalyzed by technology”, Redwood Bark
• “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
• “Kids who get moving may also get better grades”, Reuters
• “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
• “Is it time to get rid of homework?”, USAToday
• “Stanford research shows pitfalls of homework”, Stanford
• “Florida school district bans homework, replaces it with daily reading”, USAToday
• “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
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Simona Johnes is the visionary being the creation of our project. Johnes spent much of her career in the classroom working with students. And, after many years in the classroom, Johnes became a principal.

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School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: December 7, 2023

Published: January 23, 2020

Homework is a word that most students dread hearing. After hours upon hours of sitting in class , the last thing we want is more schoolwork over our precious weekends. While it’s known to be a staple of traditional schooling, homework has also become a rather divise topic. Some feel as though homework is a necessary part of school, while others believe that the time could be better invested. Should students have homework? Have a closer look into the arguments on both sides to decide for yourself.

Photo by  energepic.com  from  Pexels

Why should students have homework, 1. homework encourages practice.

Many people believe that one of the positive effects of homework is that it encourages the discipline of practice. While it may be time consuming and boring compared to other activities, repetition is needed to get better at skills. Homework helps make concepts more clear, and gives students more opportunities when starting their career .

2. Homework Gets Parents Involved

Homework can be something that gets parents involved in their children’s lives if the environment is a healthy one. A parent helping their child with homework makes them take part in their academic success, and allows for the parent to keep up with what the child is doing in school. It can also be a chance to connect together.

3. Homework Teaches Time Management

Homework is much more than just completing the assigned tasks. Homework can develop time management skills , forcing students to plan their time and make sure that all of their homework assignments are done on time. By learning to manage their time, students also practice their problem-solving skills and independent thinking. One of the positive effects of homework is that it forces decision making and compromises to be made.

4. Homework Opens A Bridge Of Communication

Homework creates a connection between the student, the teacher, the school, and the parents. It allows everyone to get to know each other better, and parents can see where their children are struggling. In the same sense, parents can also see where their children are excelling. Homework in turn can allow for a better, more targeted educational plan for the student.

5. Homework Allows For More Learning Time

Homework allows for more time to complete the learning process. School hours are not always enough time for students to really understand core concepts, and homework can counter the effects of time shortages, benefiting students in the long run, even if they can’t see it in the moment.

6. Homework Reduces Screen Time

Many students in North America spend far too many hours watching TV. If they weren’t in school, these numbers would likely increase even more. Although homework is usually undesired, it encourages better study habits and discourages spending time in front of the TV. Homework can be seen as another extracurricular activity, and many families already invest a lot of time and money in different clubs and lessons to fill up their children’s extra time. Just like extracurricular activities, homework can be fit into one’s schedule.

The Other Side: Why Homework Is Bad

1. homework encourages a sedentary lifestyle.

Should students have homework? Well, that depends on where you stand. There are arguments both for the advantages and the disadvantages of homework.

While classroom time is important, playground time is just as important. If children are given too much homework, they won’t have enough playtime, which can impact their social development and learning. Studies have found that those who get more play get better grades in school , as it can help them pay closer attention in the classroom.

Children are already sitting long hours in the classroom, and homework assignments only add to these hours. Sedentary lifestyles can be dangerous and can cause health problems such as obesity. Homework takes away from time that could be spent investing in physical activity.

2. Homework Isn’t Healthy In Every Home

While many people that think homes are a beneficial environment for children to learn, not all homes provide a healthy environment, and there may be very little investment from parents. Some parents do not provide any kind of support or homework help, and even if they would like to, due to personal barriers, they sometimes cannot. Homework can create friction between children and their parents, which is one of the reasons why homework is bad .

3. Homework Adds To An Already Full-Time Job

School is already a full-time job for students, as they generally spend over 6 hours each day in class. Students also often have extracurricular activities such as sports, music, or art that are just as important as their traditional courses. Adding on extra hours to all of these demands is a lot for children to manage, and prevents students from having extra time to themselves for a variety of creative endeavors. Homework prevents self discovery and having the time to learn new skills outside of the school system. This is one of the main disadvantages of homework.

4. Homework Has Not Been Proven To Provide Results

Endless surveys have found that homework creates a negative attitude towards school, and homework has not been found to be linked to a higher level of academic success.

The positive effects of homework have not been backed up enough. While homework may help some students improve in specific subjects, if they have outside help there is no real proof that homework makes for improvements.

It can be a challenge to really enforce the completion of homework, and students can still get decent grades without doing their homework. Extra school time does not necessarily mean better grades — quality must always come before quantity.

Accurate practice when it comes to homework simply isn’t reliable. Homework could even cause opposite effects if misunderstood, especially since the reliance is placed on the student and their parents — one of the major reasons as to why homework is bad. Many students would rather cheat in class to avoid doing their homework at home, and children often just copy off of each other or from what they read on the internet.

5. Homework Assignments Are Overdone

The general agreement is that students should not be given more than 10 minutes a day per grade level. What this means is that a first grader should be given a maximum of 10 minutes of homework, while a second grader receives 20 minutes, etc. Many students are given a lot more homework than the recommended amount, however.

On average, college students spend as much as 3 hours per night on homework . By giving too much homework, it can increase stress levels and lead to burn out. This in turn provides an opposite effect when it comes to academic success.

The pros and cons of homework are both valid, and it seems as though the question of ‘‘should students have homework?’ is not a simple, straightforward one. Parents and teachers often are found to be clashing heads, while the student is left in the middle without much say.

It’s important to understand all the advantages and disadvantages of homework, taking both perspectives into conversation to find a common ground. At the end of the day, everyone’s goal is the success of the student.

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Does homework still have value? A Johns Hopkins education expert weighs in

Joyce epstein, co-director of the center on school, family, and community partnerships, discusses why homework is essential, how to maximize its benefit to learners, and what the 'no-homework' approach gets wrong.

By Vicky Hallett

The necessity of homework has been a subject of debate since at least as far back as the 1890s, according to Joyce L. Epstein , co-director of the Center on School, Family, and Community Partnerships at Johns Hopkins University. "It's always been the case that parents, kids—and sometimes teachers, too—wonder if this is just busy work," Epstein says.

But after decades of researching how to improve schools, the professor in the Johns Hopkins School of Education remains certain that homework is essential—as long as the teachers have done their homework, too. The National Network of Partnership Schools , which she founded in 1995 to advise schools and districts on ways to improve comprehensive programs of family engagement, has developed hundreds of improved homework ideas through its Teachers Involve Parents in Schoolwork program. For an English class, a student might interview a parent on popular hairstyles from their youth and write about the differences between then and now. Or for science class, a family could identify forms of matter over the dinner table, labeling foods as liquids or solids. These innovative and interactive assignments not only reinforce concepts from the classroom but also foster creativity, spark discussions, and boost student motivation.

"We're not trying to eliminate homework procedures, but expand and enrich them," says Epstein, who is packing this research into a forthcoming book on the purposes and designs of homework. In the meantime, the Hub couldn't wait to ask her some questions:

What kind of homework training do teachers typically get?

Future teachers and administrators really have little formal training on how to design homework before they assign it. This means that most just repeat what their teachers did, or they follow textbook suggestions at the end of units. For example, future teachers are well prepared to teach reading and literacy skills at each grade level, and they continue to learn to improve their teaching of reading in ongoing in-service education. By contrast, most receive little or no training on the purposes and designs of homework in reading or other subjects. It is really important for future teachers to receive systematic training to understand that they have the power, opportunity, and obligation to design homework with a purpose.

Why do students need more interactive homework?

If homework assignments are always the same—10 math problems, six sentences with spelling words—homework can get boring and some kids just stop doing their assignments, especially in the middle and high school years. When we've asked teachers what's the best homework you've ever had or designed, invariably we hear examples of talking with a parent or grandparent or peer to share ideas. To be clear, parents should never be asked to "teach" seventh grade science or any other subject. Rather, teachers set up the homework assignments so that the student is in charge. It's always the student's homework. But a good activity can engage parents in a fun, collaborative way. Our data show that with "good" assignments, more kids finish their work, more kids interact with a family partner, and more parents say, "I learned what's happening in the curriculum." It all works around what the youngsters are learning.

Is family engagement really that important?

At Hopkins, I am part of the Center for Social Organization of Schools , a research center that studies how to improve many aspects of education to help all students do their best in school. One thing my colleagues and I realized was that we needed to look deeply into family and community engagement. There were so few references to this topic when we started that we had to build the field of study. When children go to school, their families "attend" with them whether a teacher can "see" the parents or not. So, family engagement is ever-present in the life of a school.

My daughter's elementary school doesn't assign homework until third grade. What's your take on "no homework" policies?

There are some parents, writers, and commentators who have argued against homework, especially for very young children. They suggest that children should have time to play after school. This, of course is true, but many kindergarten kids are excited to have homework like their older siblings. If they give homework, most teachers of young children make assignments very short—often following an informal rule of 10 minutes per grade level. "No homework" does not guarantee that all students will spend their free time in productive and imaginative play.

Some researchers and critics have consistently misinterpreted research findings. They have argued that homework should be assigned only at the high school level where data point to a strong connection of doing assignments with higher student achievement . However, as we discussed, some students stop doing homework. This leads, statistically, to results showing that doing homework or spending more minutes on homework is linked to higher student achievement. If slow or struggling students are not doing their assignments, they contribute to—or cause—this "result."

Teachers need to design homework that even struggling students want to do because it is interesting. Just about all students at any age level react positively to good assignments and will tell you so.

Did COVID change how schools and parents view homework?

Within 24 hours of the day school doors closed in March 2020, just about every school and district in the country figured out that teachers had to talk to and work with students' parents. This was not the same as homeschooling—teachers were still working hard to provide daily lessons. But if a child was learning at home in the living room, parents were more aware of what they were doing in school. One of the silver linings of COVID was that teachers reported that they gained a better understanding of their students' families. We collected wonderfully creative examples of activities from members of the National Network of Partnership Schools. I'm thinking of one art activity where every child talked with a parent about something that made their family unique. Then they drew their finding on a snowflake and returned it to share in class. In math, students talked with a parent about something the family liked so much that they could represent it 100 times. Conversations about schoolwork at home was the point.

How did you create so many homework activities via the Teachers Involve Parents in Schoolwork program?

We had several projects with educators to help them design interactive assignments, not just "do the next three examples on page 38." Teachers worked in teams to create TIPS activities, and then we turned their work into a standard TIPS format in math, reading/language arts, and science for grades K-8. Any teacher can use or adapt our prototypes to match their curricula.

Overall, we know that if future teachers and practicing educators were prepared to design homework assignments to meet specific purposes—including but not limited to interactive activities—more students would benefit from the important experience of doing their homework. And more parents would, indeed, be partners in education.

Posted in Voices+Opinion

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More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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Research Trends: Why Homework Should Be Balanced

Research suggests that while homework can be an effective learning tool, assigning too much can lower student performance and interfere with other important activities.

Homework: effective learning tool or waste of time?

Since the average high school student spends almost seven hours each week doing homework, it’s surprising that there’s no clear answer. Homework is generally recognized as an effective way to reinforce what students learn in class, but claims that it may cause more harm than good, especially for younger students, are common.

Here’s what the research says:

• In general, homework has substantial benefits at the high school level, with decreased benefits for middle school students and few benefits for elementary students (Cooper, 1989; Cooper et al., 2006).
• While assigning homework may have academic benefits, it can also cut into important personal and family time (Cooper et al., 2006).
• Assigning too much homework can result in poor performance (Fernández-Alonso et al., 2015).
• A student’s ability to complete homework may depend on factors that are outside their control (Cooper et al., 2006; OECD, 2014; Eren & Henderson, 2011).
• The goal shouldn’t be to eliminate homework, but to make it authentic, meaningful, and engaging (Darling-Hammond & Ifill-Lynch, 2006).

Why Homework Should Be Balanced

Homework can boost learning, but doing too much can be detrimental. The National PTA and National Education Association support the “10-minute homework rule,” which recommends 10 minutes of homework per grade level, per night (10 minutes for first grade, 20 minutes for second grade, and so on, up to two hours for 12th grade) (Cooper, 2010). A recent study found that when middle school students were assigned more than 90–100 minutes of homework per day, their math and science scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015). Giving students too much homework can lead to fatigue, stress, and a loss of interest in academics—something that we all want to avoid.

Homework Pros and Cons

Homework has many benefits, ranging from higher academic performance to improved study skills and stronger school-parent connections. However, it can also result in a loss of interest in academics, fatigue, and a loss of important personal and family time.

Grade Level Makes a Difference

Although the debate about homework generally falls in the “it works” vs. “it doesn’t work” camps, research shows that grade level makes a difference. High school students generally get the biggest benefits from homework, with middle school students getting about half the benefits, and elementary school students getting few benefits (Cooper et al., 2006). Since young students are still developing study habits like concentration and self-regulation, assigning a lot of homework isn’t all that helpful.

Parents Should Be Supportive, Not Intrusive

Well-designed homework not only strengthens student learning, it also provides ways to create connections between a student’s family and school. Homework offers parents insight into what their children are learning, provides opportunities to talk with children about their learning, and helps create conversations with school communities about ways to support student learning (Walker et al., 2004).

However, parent involvement can also hurt student learning. Patall, Cooper, and Robinson (2008) found that students did worse when their parents were perceived as intrusive or controlling. Motivation plays a key role in learning, and parents can cause unintentional harm by not giving their children enough space and autonomy to do their homework.

Homework Across the Globe

OECD , the developers of the international PISA test, published a 2014 report looking at homework around the world. They found that 15-year-olds worldwide spend an average of five hours per week doing homework (the U.S. average is about six hours). Surprisingly, countries like Finland and Singapore spend less time on homework (two to three hours per week) but still have high PISA rankings. These countries, the report explains, have support systems in place that allow students to rely less on homework to succeed. If a country like the U.S. were to decrease the amount of homework assigned to high school students, test scores would likely decrease unless additional supports were added.

Homework Is About Quality, Not Quantity

Whether you’re pro- or anti-homework, keep in mind that research gives a big-picture idea of what works and what doesn’t, and a capable teacher can make almost anything work. The question isn’t  homework vs. no homework ; instead, we should be asking ourselves, “How can we transform homework so that it’s engaging and relevant and supports learning?”

Cooper, H. (1989). Synthesis of research on homework . Educational leadership, 47 (3), 85-91.

Cooper, H. (2010). Homework’s Diminishing Returns . The New York Times .

Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003 . Review of Educational Research, 76 (1), 1-62.

Darling-Hammond, L., & Ifill-Lynch, O. (2006). If They'd Only Do Their Work! Educational Leadership, 63 (5), 8-13.

Eren, O., & Henderson, D. J. (2011). Are we wasting our children's time by giving them more homework? Economics of Education Review, 30 (5), 950-961.

Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2015, March 16). Adolescents’ Homework Performance in Mathematics and Science: Personal Factors and Teaching Practices . Journal of Educational Psychology. Advance online publication.

OECD (2014). Does Homework Perpetuate Inequities in Education? PISA in Focus , No. 46, OECD Publishing, Paris.

Patall, E. A., Cooper, H., & Robinson, J. C. (2008). Parent involvement in homework: A research synthesis . Review of Educational Research, 78 (4), 1039-1101.

Van Voorhis, F. L. (2003). Interactive homework in middle school: Effects on family involvement and science achievement . The Journal of Educational Research, 96 (6), 323-338.

Walker, J. M., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework: A review of current research and its implications for teachers, after school program staff, and parent leaders . Cambridge, MA: Harvard Family Research Project.

ChatGPT for Teachers

Trauma-informed practices in schools, teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, homework helps high school students most — but it must be purposeful.

Researchers make a strong case for the value of homework for high school students.

During the high school years, many students participate in extracurricular activities or take on part-time jobs — responsibilities that leave little time for families to connect, which remains important for this age group. Advocates for less-intense homework policies maintain that students should be able to balance school, activities and family life.

Homework helps high school students — but how much do they need?

High school students are better able to manage their time, stay focused and complete complex tasks, which enables them to tap the value of homework. In high school, the 10-minute per grade level rule still applies (students should receive 10 minutes of homework per night based on the grade level they are in). This rule allows up to 120 minutes of homework in the evening for upper-level students. While students occasionally need to do more than two hours of work a night, this should be the exception rather than the rule. Research shows that completing more than this amount of homework results in no further gains.

There is, however, a larger spread in the amount of homework students do each night, even among those at the same grade level. As students get further along in high school, they can select the rigor of their curriculum. Those who pursue higher-level work, such as AP, honors or college-level courses, will do more homework each night than those who have a less-rigorous course load. Still, students shouldn’t be assigned more than two hours of homework a night on average.

High school students need real work, not busy work

Researchers agree that homework should serve a specific developmental or educational purpose. High school students should not get the impression their homework is just busy work; that increases resentment and reduces the likelihood they’ll see homework as crucial to their education.

The goal of homework, especially in the high school years, is for students to spend more time studying a subject and engaging in the curriculum — assuming the homework is designed to be meaningful and engaging rather than passive activities that don’t truly engage or promote understanding of new concepts. Purposeful homework should give students a deeper understanding of content and allow them to practice skills that they can master independently.

While some researchers suggest reducing homework for high school students, most researchers agree that homework at this age level is important because it has been positively linked to academic achievement. Yet it’s important to remember that the amount and type of homework matters, and teachers should strive to give less homework when possible so long as it promotes academic excellence.

Caitrin Blake has a BA in English and Sociology from the University of Vermont and a master’s degree in English literature from the University of Colorado Denver. She teaches composition at Arapahoe Community College.

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How Much Homework Is Too Much for Our Teens?

Here's what educators and parents can do to help kids find the right balance between school and home.

Does Your Teen Have Too Much Homework?

Today’s teens are under a lot of pressure.

They're under pressure to succeed, to win, to be the best and to get into the top colleges. With so much pressure, is it any wonder today’s youth report being under as much stress as their parents? In fact, during the school year, teens say they experience stress levels higher than those reported by adults, according to a previous American Psychological Association "Stress in America" survey.

Odds are if you ask a teen what's got them so worked up, the subject of school will come up. School can cause a lot of stress, which can lead to other serious problems, like sleep deprivation . According to the National Sleep Foundation, teens need between eight and 10 hours of sleep each night, but only 15 percent are even getting close to that amount. During the school week, most teens only get about six hours of zzz’s a night, and some of that sleep deficit may be attributed to homework.

When it comes to school, many adults would rather not trade places with a teen. Think about it. They get up at the crack of dawn and get on the bus when it’s pitch dark outside. They put in a full day sitting in hours of classes (sometimes four to seven different classes daily), only to get more work dumped on them to do at home. To top it off, many kids have after-school obligations, such as extracurricular activities including clubs and sports , and some have to work. After a long day, they finally get home to do even more work – schoolwork.

[Read: What Parents Should Know About Teen Depression .]

Homework is not only a source of stress for students, but it can also be a hassle for parents. If you are the parent of a kid who strives to be “perfect," then you know all too well how much time your child spends making sure every bit of homework is complete, even if it means pulling an all-nighter. On the flip side, if you’re the parent of a child who decided that school ends when the last bell rings, then you know how exhausting that homework tug-of-war can be. And heaven forbid if you’re that parent who is at their wit's end because your child excels on tests and quizzes but fails to turn in assignments. The woes of academics can go well beyond the confines of the school building and right into the home.

This is the time of year when many students and parents feel the burden of the academic load. Following spring break, many schools across the nation head into the final stretch of the year. As a result, some teachers increase the amount of homework they give. The assignments aren’t punishment, although to students and parents who are having to constantly stay on top of their kids' schoolwork, they can sure seem that way.

From a teacher’s perspective, the assignments are meant to help students better understand the course content and prepare for upcoming exams. Some schools have state-mandated end of grade or final tests. In those states these tests can account for 20 percent of a student’s final grade. So teachers want to make sure that they cover the entire curriculum before that exam. Aside from state-mandated tests, some high school students are enrolled in advanced placement or international baccalaureate college-level courses that have final tests given a month or more before the end of the term. In order to cover all of the content, teachers must maintain an accelerated pace. All of this means more out of class assignments.

Given the challenges kids face, there are a few questions parents and educators should consider:

Is homework necessary?

Many teens may give a quick "no" to this question, but the verdict is still out. Research supports both sides of the argument. Personally, I would say, yes, some homework is necessary, but it must be purposeful. If it’s busy work, then it’s a waste of time. Homework should be a supplemental teaching tool. Too often, some youth go home completely lost as they haven’t grasped concepts covered in class and they may become frustrated and overwhelmed.

For a parent who has been in this situation, you know how frustrating this can be, especially if it’s a subject that you haven’t encountered in a while. Homework can serve a purpose such as improving grades, increasing test scores and instilling a good work ethic. Purposeful homework can come in the form of individualizing assignments based on students’ needs or helping students practice newly acquired skills.

Homework should not be used to extend class time to cover more material. If your child is constantly coming home having to learn the material before doing the assignments, then it’s time to contact the teacher and set up a conference. Listen when kids express their concerns (like if they say they're expected to know concepts not taught in class) as they will provide clues about what’s happening or not happening in the classroom. Plus, getting to the root of the problem can help with keeping the peace at home too, as an irritable and grumpy teen can disrupt harmonious family dynamics .

[Read: What Makes Teens 'Most Likely to Succeed?' ]

How much is too much?

According to the National PTA and the National Education Association, students should only be doing about 10 minutes of homework per night per grade level. But teens are doing a lot more than that, according to a poll of high school students by the organization Statistic Brain . In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast, some polls have shown that U.S. high school students report doing about seven hours of homework per week.

Much of a student's workload boils down to the courses they take (such as advanced or college prep classes), the teaching philosophy of educators and the student’s commitment to doing the work. Regardless, research has shown that doing more than two hours of homework per night does not benefit high school students. Having lots of homework to do every day makes it difficult for teens to have any downtime , let alone family time .

How do we respond to students' needs?

As an educator and parent, I can honestly say that oftentimes there is a mismatch in what teachers perceive as only taking 15 minutes and what really takes 45 minutes to complete. If you too find this to be the case, then reach out to your child's teacher and find out why the assignments are taking longer than anticipated for your child to complete.

Also, ask the teacher about whether faculty communicate regularly with one another about large upcoming assignments. Whether it’s setting up a shared school-wide assignment calendar or collaborating across curriculums during faculty meetings, educators need to discuss upcoming tests and projects, so students don’t end up with lots of assignments all competing for their attention and time at once. Inevitably, a student is going to get slammed occasionally, but if they have good rapport with their teachers, they will feel comfortable enough to reach out and see if alternative options are available. And as a parent, you can encourage your kid to have that dialogue with the teacher.

Often teens would rather blend into the class than stand out. That’s unfortunate because research has shown time and time again that positive teacher-student relationships are strong predictors of student engagement and achievement. By and large, most teachers appreciate students advocating for themselves and will go the extra mile to help them out.

Can there be a balance between home and school?

Students can strike a balance between school and home, but parents will have to help them find it. They need your guidance to learn how to better manage their time, get organized and prioritize tasks, which are all important life skills. Equally important is developing good study habits. Some students may need tutoring or coaching to help them learn new material or how to take notes and study. Also, don’t forget the importance of parent-teacher communication. Most educators want nothing more than for their students to succeed in their courses.

Learning should be fun, not mundane and cumbersome. Homework should only be given if its purposeful and in moderation. Equally important to homework is engaging in activities, socializing with friends and spending time with the family.

[See: 10 Concerns Parents Have About Their Kids' Health .]

Most adults don’t work a full-time job and then go home and do three more hours of work, and neither should your child. It's not easy learning to balance everything, especially if you're a teen. If your child is spending several hours on homework each night, don't hesitate to reach out to teachers and, if need be, school officials. Collectively, we can all work together to help our children de-stress and find the right balance between school and home.

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A New Report Reveals That Homework in the United States is an Easy Load

Two new reports debunk the notion that U.S. schoolchildren suffer from a growing homework load, with little time to play and just be kids.

The great majority of students at all grade levels now spend less than one hour studying on a typical day—an amount that has not changed substantially in at least twenty years, according to data analyzed by the Brown Center on Education Policy at the Brookings Institution and the RAND Corporation.

The research contradicts dramatic anecdotes of children overwhelmed with homework. The Brookings and RAND researchers collected and reviewed the best social science available on children’s homework, including data from surveys conducted by the National Assessment of Educational Progress (NAEP), the Third International Math and Science Study (TIMSS), the Population Studies Center at the Institute for Social Research at the University of Michigan, and the Higher Education Research Institute at UCLA.

Even at the high school level, where more homework might be expected to prepare students for the demands of college or the workplace, only about a third of seventeen-year-olds spend an hour or more a day on homework.

The Brown Center on Education Policy conducted the study after a wave of dramatic news stories over the past few years described a backlash against homework. Since 2001, feature stories about onerous homework loads and parents fighting back have appeared in Time , Newsweek , and People magazines; the New York Times , Washington Post , Los Angeles Times , Raleigh News and Observer , and the Tampa Tribune ; and the CBS Evening News and other media outlets.

“The stories are misleading,” writes author Tom Loveless, director of the Brown Center. “They do not reflect the experiences of a majority—or even a significant minority—of American schoolchildren.”

“Excessive homework is not a common problem,” writes Loveless in the report. “The critics of homework need to produce some very powerful evidence before policymakers start mandating reductions in homework or even banning it altogether. To date, the evidence put forth by homework critics has been weak.”

Across three different age groups, the percentage of students with less than an hour of daily homework has actually risen since 1984, according to the National Assessment of Educational Progress, which for two decades has been asking a nationally representative sample of students questions about homework.

In 1999, 83 percent of nine-year-olds, 66 percent of thirteen-year-olds, and 65 percent of seventeen-year-olds reported having less than an hour of homework per night (see figure 1). In 1984, 81 percent of nine-year-olds, 63 percent of thirteen-year-olds, and 59 percent of seventeen-year-olds had reported spending that amount of time studying.

Another survey, the Third International Math and Science Study, finds that American high school students have one of the lightest homework loads in the world. Of twenty countries, the United States ranked near the bottom, tied for the next-to-last position. Students in France, Italy, Russia, and South Africa reported spending at least twice as much time on homework as American students.

The University of Michigan research does show an increase in the amount of homework given to children ages six to eight. But the increase of ten to eleven minutes a day is largely due to the fact that the baseline was low to begin with—only a third of children ages six to eight spent any time at all on studying in 1981.

“Why is it important to get the homework study right?” asks Loveless. “Mainly because it is positively associated with student learning.” Research shows that the relationship of homework with student achievement is positive for both middle and high school students and neutral for elementary school students.

Moreover, homework is a “barometer of the success—or the limits—of movements to raise academic standards,” write Brian Gill of RAND and Steven Schlossman of Carnegie Mellon University in the fall 2003 issue of Educational Evaluation and Policy Analysis.

“To succeed, academic excellence movements ultimately require students to invest effort in their studies; time spent on homework is a ground-level indicator of this effort,” say Gill and Schlossman.

Gill and Schlossman trace homework time trends of the past fifty years, finding that the only substantial increases in homework for high-school students occurred in the decade after Sputnik, when the nation launched an academic excellence movement motivated by competition with the Soviet Union. Homework time subsequently declined to pre-Sputnik levels, and the excellence movement of the 1980s and 1990s that followed the publication of “A Nation at Risk” caused surprisingly small increases in homework (see figure 8).

Ironically, the only increase in homework in the last two decades has happened precisely in the lower grade levels, where researchers believe it matters least for academic achievement, according to Gill and Schlossman.

Most parents feel the homework load is about right, and, of those who would like to change it, more parents would rather see more homework than less, according to a 2000 poll conducted by the Public Agenda Foundation. Only one out of ten parents believes there is too much homework.

When a homework problem exists, which can happen because children vary in their study habits, solutions should come from parents and teachers, not policymakers, Loveless says.

About the Brown Center on Education Policy and the Brookings Institution

Established in 1992, the Brown Center on Education Policy conducts research on topics in American education, with a special focus on efforts to improve academic achievement in elementary and secondary schools. The Brown Center is part of the Brookings Institution, a private, nonprofit organization devoted to research, education, and publication on important issues of domestic and foreign policy. The Institution maintains a position of neutrality on issues of public policy. Interpretations or conclusions in Brookings publications should be understood to be solely those of the authors.

For a full copy of the report as well as information about other Brown Center events and publications, please visit the Brown Center’s website , or call Tucker Warren at 202/457-8100.

About RAND Education

RAND Education conducts independent research and analysis on education policy, including school reform and educational assessment and accountability. RAND is a nonprofit institution that helps improve policy and decisionmaking through research and analysis.

About Brookings

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Ariell Bertrand, Melissa Arnold Lyon, Rebecca Jacobsen

April 18, 2024

Modupe (Mo) Olateju, Grace Cannon

April 15, 2024

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April 12, 2024

Should Kids Get Homework?

Homework gives elementary students a way to practice concepts, but too much can be harmful, experts say.

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Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful.

How much homework students should get has long been a source of debate among parents and educators. In recent years, some districts have even implemented no-homework policies, as students juggle sports, music and other activities after school.

Parents of elementary school students, in particular, have argued that after-school hours should be spent with family or playing outside rather than completing assignments. And there is little research to show that homework improves academic achievement for elementary students.

But some experts say there's value in homework, even for younger students. When done well, it can help students practice core concepts and develop study habits and time management skills. The key to effective homework, they say, is keeping assignments related to classroom learning, and tailoring the amount by age: Many experts suggest no homework for kindergartners, and little to none in first and second grade.

Value of Homework

Homework provides a chance to solidify what is being taught in the classroom that day, week or unit. Practice matters, says Janine Bempechat, clinical professor at Boston University 's Wheelock College of Education & Human Development.

"There really is no other domain of human ability where anybody would say you don't need to practice," she adds. "We have children practicing piano and we have children going to sports practice several days a week after school. You name the domain of ability and practice is in there."

Homework is also the place where schools and families most frequently intersect.

"The children are bringing things from the school into the home," says Paula S. Fass, professor emerita of history at the University of California—Berkeley and the author of "The End of American Childhood." "Before the pandemic, (homework) was the only real sense that parents had to what was going on in schools."

Harris Cooper, professor emeritus of psychology and neuroscience at Duke University and author of "The Battle Over Homework," examined more than 60 research studies on homework between 1987 and 2003 and found that — when designed properly — homework can lead to greater student success. Too much, however, is harmful. And homework has a greater positive effect on students in secondary school (grades 7-12) than those in elementary.

"Every child should be doing homework, but the amount and type that they're doing should be appropriate for their developmental level," he says. "For teachers, it's a balancing act. Doing away with homework completely is not in the best interest of children and families. But overburdening families with homework is also not in the child's or a family's best interest."

Negative Homework Assignments

Not all homework for elementary students involves completing a worksheet. Assignments can be fun, says Cooper, like having students visit educational locations, keep statistics on their favorite sports teams, read for pleasure or even help their parents grocery shop. The point is to show students that activities done outside of school can relate to subjects learned in the classroom.

But assignments that are just busy work, that force students to learn new concepts at home, or that are overly time-consuming can be counterproductive, experts say.

Homework that's just busy work.

Effective homework reinforces math, reading, writing or spelling skills, but in a way that's meaningful, experts say. Assignments that look more like busy work – projects or worksheets that don't require teacher feedback and aren't related to topics learned in the classroom – can be frustrating for students and create burdens for families.

"The mental health piece has definitely played a role here over the last couple of years during the COVID-19 pandemic, and the last thing we want to do is frustrate students with busy work or homework that makes no sense," says Dave Steckler, principal of Red Trail Elementary School in Mandan, North Dakota.

Homework on material that kids haven't learned yet.

With the pressure to cover all topics on standardized tests and limited time during the school day, some teachers assign homework that has not yet been taught in the classroom.

Not only does this create stress, but it also causes equity challenges. Some parents speak languages other than English or work several jobs, and they aren't able to help teach their children new concepts.

" It just becomes agony for both parents and the kids to get through this worksheet, and the goal becomes getting to the bottom of (the) worksheet with answers filled in without any understanding of what any of it matters for," says professor Susan R. Goldman, co-director of the Learning Sciences Research Institute at the University of Illinois—Chicago .

Homework that's overly time-consuming.

The standard homework guideline recommended by the National Parent Teacher Association and the National Education Association is the "10-minute rule" – 10 minutes of nightly homework per grade level. A fourth grader, for instance, would receive a total of 40 minutes of homework per night.

But this does not always happen, especially since not every student learns the same. A 2015 study published in the American Journal of Family Therapy found that primary school children actually received three times the recommended amount of homework — and that family stress increased along with the homework load.

Young children can only remain attentive for short periods, so large amounts of homework, especially lengthy projects, can negatively affect students' views on school. Some individual long-term projects – like having to build a replica city, for example – typically become an assignment for parents rather than students, Fass says.

"It's one thing to assign a project like that in which several kids are working on it together," she adds. "In (that) case, the kids do normally work on it. It's another to send it home to the families, where it becomes a burden and doesn't really accomplish very much."

Private vs. Public Schools

Do private schools assign more homework than public schools? There's little research on the issue, but experts say private school parents may be more accepting of homework, seeing it as a sign of academic rigor.

Of course, not all private schools are the same – some focus on college preparation and traditional academics, while others stress alternative approaches to education.

"I think in the academically oriented private schools, there's more support for homework from parents," says Gerald K. LeTendre, chair of educational administration at Pennsylvania State University—University Park . "I don't know if there's any research to show there's more homework, but it's less of a contentious issue."

How to Address Homework Overload

First, assess if the workload takes as long as it appears. Sometimes children may start working on a homework assignment, wander away and come back later, Cooper says.

"Parents don't see it, but they know that their child has started doing their homework four hours ago and still not done it," he adds. "They don't see that there are those four hours where their child was doing lots of other things. So the homework assignment itself actually is not four hours long. It's the way the child is approaching it."

But if homework is becoming stressful or workload is excessive, experts suggest parents first approach the teacher, followed by a school administrator.

"Many times, we can solve a lot of issues by having conversations," Steckler says, including by "sitting down, talking about the amount of homework, and what's appropriate and not appropriate."

Study Tips for High School Students

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Should Students Have Homework?

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By Suzanne Capek Tingley, Veteran Educator, M.A. Degree

It used to be that students were the only ones complaining about the practice of assigning homework. For years, teachers and parents thought that homework was a necessary tool when educating children. But studies about the effectiveness of homework have been conflicting and inconclusive, leading some adults to argue that homework should become a thing of the past.

What Research Says about Homework

According to Duke professor Harris Cooper, it's important that students have homework. His meta-analysis of homework studies showed a correlation between completing homework and academic success, at least in older grades. He recommends following a  "10 minute rule" : students should receive 10 minutes of homework per day in first grade, and 10 additional minutes each subsequent year, so that by twelfth grade they are completing 120 minutes of homework daily.

But his analysis didn't prove that students did better because they did homework; it simply  showed a correlation . This could simply mean that kids who do homework are more committed to doing well in school. Cooper also found that some research showed that homework caused physical and emotional stress, and created negative attitudes about learning. He suggested that more research needed to be done on homework's effect on kids.

Some researchers say that the question isn't whether kids should have homework. It's more about what kind of homework students have and how much. To be effective, homework has to meet students' needs. For example, some  middle school teachers have found success with online math homework  that's adapted to each student's level of understanding. But when middle school students were assigned more than an hour and a half of homework, their  math and science test scores went down .

Researchers at Indiana University discovered that math and science homework may improve standardized test grades, but they  found no difference in course grades  between students who did homework and those who didn't. These researchers theorize that homework doesn't result in more content mastery, but in greater familiarity with the kinds of questions that appear on standardized tests. According to Professor Adam Maltese, one of the study's authors, "Our results hint that maybe homework is not being used as well as it could be."

So while many teachers and parents support daily homework, it's hard to find strong evidence that the long-held practice produces positive results.

Problems with Homework

In an article in  Education Week Teacher , teacher Samantha Hulsman said she's frequently heard parents complain that a 30-minute homework assignment turns into a three-hour battle with their kids. Now, she's facing the same problem with her own kids, which has her rethinking her former beliefs about homework. "I think parents expect their children to have homework nightly, and teachers assign daily homework because it's what we've always done," she explained. Today, Hulsman said, it's more important to know how to collaborate and solve problems than it is to know specific facts.

Child psychologist Kenneth Barish wrote in  Psychology Today  that  battles over homework rarely result in a child's improvement in school . Children who don't do their homework are not lazy, he said, but they may be frustrated, discouraged, or anxious. And for kids with learning disabilities, homework is like "running with a sprained ankle. It's doable, but painful."

Barish suggests that parents and kids have a "homework plan" that limits the time spent on homework. The plan should include turning off all devices—not just the student's, but those belonging to all family members.

One of the  best-known critics of homework, Alfie Kohn , says that some people wrongly believe "kids are like vending machines—put in an assignment, get out learning." Kohn points to the lack of evidence that homework is an effective learning tool; in fact, he calls it "the greatest single extinguisher of children's curiosity that we have yet invented."

Homework Bans

Last year, the public schools in Marion County, Florida,  decided on a no-homework policy for all of their elementary students . Instead,  kids read nightly  for 20 minutes. Superintendent Heidi Maier said the decision was based on Cooper's research showing that elementary students gain little from homework, but a lot from reading.

Orchard Elementary School in South Burlington, Vermont, followed the same path, substituting reading for homework. The  homework policy has four parts : read nightly, go outside and play, have dinner with your family, and get a good night's sleep. Principal Mark Trifilio says that his staff and parents support the idea.

But while many elementary schools are considering no-homework policies, middle schools and high schools have been reluctant to abandon homework. Schools say parents support homework and teachers know it can be helpful when it is specific and follows certain guidelines. For example, practicing solving word problems can be helpful, but there's no reason to assign 50 problems when 10 will do. Recognizing that not all kids have the time, space, and home support to do homework is important, so it shouldn't be counted as part of a student's grade.

So Should Students Have Homework?

Should you ban homework in your classroom? If you teach lower grades, it's possible. If you teach middle or high school, probably not. But all teachers should think carefully about their homework policies. By limiting the amount of homework and improving the quality of assignments, you can improve learning outcomes for your students.

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OPINION: Why Students Should Have Significantly Less Homework

The opinions published by  The Match  are solely those of the author, and not of the entire publication, its staff, or Collegiate School.  The Match  welcomes thoughtful commentary and response to our content. You can respond in the comments below, but please do so respectfully. Letters to the Editors will be published, but they are subject to revision based on content or length. Letters can be sent to [email protected].

By Ava Lingerfelt

15-year-old boy doing homework. Photo credit: David R. Frazier Photolibrary, Inc.

During the past school year, I have struggled with mental health due to excessive amounts of homework. Although I am grateful for my education and my experience at Collegiate, it is difficult to balance school work, sports, a social life, and college preparation. I know some students struggle more than others with school-life balance, but I am not the only one whose mental health is affected by excessive amounts of school work. 

In 2021, Tyler Brand (‘23) wrote a Match opinion piece, “ Why should students have less homework ?” He wrote about the history of homework and the negative impact it has on teens. He included teacher and student opinions about excessive homework, and many students expressed their desire for less homework. His article highlights that some teachers agree that students should have less homework, and some students strongly feel that they should be assigned less work for the sake of their mental health and stress levels. 

Similarly, I believe students should be assigned less homework to improve their mental health and stress levels. I understand that homework is assigned in order for students to learn the skill of completing work individually, which is why I don’t believe homework should be taken away completely. Homework is beneficial because it teaches students about time management and working independently, which is a crucial life skill. However, I think that students need a break from homework from time to time in order to clear their heads or deal with other things that may be going on in their lives.

One possible solution to this is the idea that students shouldn’t be assigned homework on the weekends so that students truly get a break from school and the stress that comes with it. An alternative would be only having homework due Mondays, Wednesdays, and Fridays, so that students have a greater amount of time to manage their workload. 

Cherry Hill High School West (New Jersey) junior Jessica Amble, in an article last year on her school news site titled “ How Homework is Destroying Teens’ Mental Health ,” agreed, writing that according to a study by Stanford University , “Students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation from society.” 

Amble questions whether or not it makes sense to continue assigning homework if many studies have shown that it has harmful effects on students. She says, “According to The Washington Post , the estimated number of teenagers suffering from at least one mental illness is 1 in 5.” There are many different factors that can contribute to mental illness, but one of the leading factors is school and the work and pressure that comes with it. 

In 2021, USA Today’s Sara Moniuszko wrote an article related to homework affecting mental health in teens titled “ Is it time to get rid of homework ?” She writes about how homework “ takes away time from friends, family,  and extracurricular activities; which are all very important things for a person’s mental and emotional health.” In order to maintain satisfactory mental health, teens require time to do the things they enjoy, and homework often impedes their ability to do so. 

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , worked with students abroad, in France, whe re the students had a no-homework policy. She says, “Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school.”

Two kids doing homework. Photo credit: TEK image, Science Photo Library.

Similarly, Sydney Trebus, then a senior at Boulder High School in Colorado, wrote in 2019, “ Is Excessive Homework the Cause of Many Teen Issues ?” She said, “ homework over a certain time limit can cause stress, depression, anxiety, lack of sleep, and more.” This contributes to the idea that homework can cause a variety of problems in teens and their mental health.

Trebus mentions another study done by Stanford, which shows, “56 percent of students considered homework a primary source of stress, 43 percent viewed tests as a primary stressor, while less than one percent of the students said homework was not a stressor.” Although homework may be beneficial towards students’ education, Trebus explained that it is, “detrimental to their attitude towards school, their grades, their self-confidence, their social skills, and their quality of life.” 

Since homework is a primary stressor for students, Trebus says, “ if schools keep making homework more prominent in the learning system, students will lose their passion for learning.” I think school is something that students should be passionate and excited about, but the immense amounts of work that comes with it makes it significantly less enjoyable. Sydney says, “the more time taken away from the emotional and physical health of a student, the more resentful they will be towards school.”

I find it fascinating that there are multiple students that have expressed their opinions about excessive stress due to homework, but there haven’t been many changes made to solve the problem. Students and mental health professionals agree about how homework largely affects teens’ mental health.

Collegiate students agree. Abby Rosenstock (’24), says, “I am constantly stressed out during the week and usually during the weekends too.” She also says, “It feels like I can never catch a break.” I agree with Rosenstock, which is why I propose that students deserve no homework days to relax and focus on their mental health. 

Tired teenager falling asleep while doing homework Photo credit: David Davis.

Meredith Lanning (’24), says, “It would be nice if students had time to relax a little bit and get more sleep every once in a while.” She also says, “if we had less homework, we could get more sleep and maybe have a little bit of time to relax.” I agree; students currently aren’t getting enough sleep and have little to no time to relax. By the time students finish sports, showering, dinner, and homework, it is late and time to go to bed. 

Upper School English teacher and Match advisor Vlastik Svab says, “ I have definitely seen student stress levels rise, in general, in my 20 years teaching in high schools. I think schools like Collegiate ask a great deal of our students, and many are overwhelmed with all of their commitments. Homework can have value, but we as teachers should always be evaluating whether what we’re asking students to do has real educational value. I have found myself assigning less homework over time and having students write more in class, as that gives me the opportunity to workshop their writing with them in person.” 

I thoroughly agree with Svab’s response; I am also one of his students this semester, and I have appreciated the amount of class time he gives us to complete assignments. It definitely helps lighten the homework load and lower my stress levels. 

I hope more teachers recognize the importance of mental health and the excessive stress homework is causing on teens. I hope one day teachers start listening to students’ concerns and act on it. I hope one day students won’t see school and homework as a stressor, but instead as an exciting opportunity to learn new things. 

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Ava is a member of the class of 2024

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Students Should Have Less Homework: a Persuasive Argument

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Words: 537 |

Published: Sep 16, 2023

Words: 537 | Page: 1 | 3 min read

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1. **quality over quantity**, 2. **overwhelming stress levels**, 3. **balancing extracurricular activities**, 4. **individualized learning**, 5. **family time and bonding**, 6. **teacher-student feedback**, 7. **promoting a love for learning**, 8. **equal opportunity for all**.

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Lazy? Anxious? Overlooked? Teachers Sound Off on Unmotivated Students

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Labeling students who don’t do their work and seem unmotivated as “lazy” has transcended generations in the classroom. As time has gone on, and social science research has gotten more advanced, it’s clear that there’s many factors at play. Technological advancement, a pandemic, and an educational system under stress have only further complicated the question of what drives student apathy.

In a recent EdWeek Opinion piece , Kyle Coppes, a secondary school principal at an international school in Germany, wrote about the nuances of “student laziness.” In response to the article, many teachers felt inspired to share their own opinions on the topic. Some agreed that what seems like laziness is often a symptom of another problem; others insist that sometimes, students just don’t put in the effort that’s needed.

Here’s a collection of the most popular themes from what they had to say.

The success of classrooms reflects the system ...

“as an educational psychologist, i strongly agree but it is not the fault of the teacher. schools are a mirror of society.”, “the education system—or at least where i teach—is primarily responsible for creating the lazy child. maybe lazy isn’t the word we need to be looking at, but rather the unmotivated child.”, “i appreciate the philosophy brought into the argument. furthermore, i very much want to believe the idea here, but this requires a much more practical follow-up question: if the reason students appear lazy, but are not, is that educators are not addressing other issues, how are administrators, school boards, and others in charge of school policy going to change to allow students to get their needs met”, “what if this apathy is a result of the school system itself”, the issue is nuanced, “i can understand my students are avoiding the content by doing many of the things they are doing. i can understand why they are avoiding the content, because they avoided the content during covid and now can’t handle the content before them.”, “i agree there’s usually reasons behind behaviors that appear to be “laziness.” unfortunately, many of the times the classroom teacher has little to no control over many of the factors contributing to that ... family issues, lack of food at home, student mental health problems, etc. this is why student support in terms of counselors, psychologists, and social workers are needed.”.

Gabrielle M.

“You only have to listen, as students tend to know it’s self-inflicted sleep deprivation from texting, surfing, online games, and chats. They start their homework after midnight—2 a.m., and then have to get up at 7-8 a.m. to make it to school. All this from a group that needs more quality sleep than almost any other age bracket.”

“always look further into what is going on with your students. don’t ever just label them lazy and move on—just like i always try and look when the behavior is defiant—99% of the time the kid is crying for help, attention, love, etc. ... i am not doing my students justice to just label them defiant and move on—however—in this case, there is still that 1 percent that is just downright defiant because they want to be …. “, “i totally agree with this. and honestly the first person to tell you kids are lazy are the kids themselves. it’s the only 4 letter word totally banned in my classroom. there is a reason behind their lack of motivation. uncover the reason, address the problem, work gets done. i have spent a lot of my career with kids with school anxiety and avoidance. a lot of teachers just don’t get it.”, “it is true that knowing one’s students, truly knowing them, helps immensely. but there are some factors at work right now that are totally student laziness.”, “it’s not about blame—mindset is the invisible aspect of teaching practice that guides how we respond to students and how they see us. when we label, even subconsciously, a student, they know it —when we bypass the inactions and speak to the ‘function of their behavior’ we can actually move mountains.”, do principals understand what teachers face, “i’m curious how long this principal was a teacher. we are seeing less and less time in the classroom from administrators. experience doesn’t mean expertise but it is one of the requirements for it.”, “this person has clearly been out of the classroom for the past 40 years and most likely spends all of their days in their office hiding from actual responsibility.”, “well, i—like most teachers—agree that we educators can suss out the reasons that a student appears “lazy” and provide formative support ... i would have been more impressed if kyle talked about how, as principal, he supports teachers in this endeavor ....”, “this principal will struggle to keep a fully staffed building.”, “i like the overall tone of this but i’m guessing that this administrator has not had to spend much time guiding classrooms lately. there are some systemic things that have been put in place in many school districts where a student can almost never fail ... and then there’s the added element of how something can look like laziness but it’s masquerading a much deeper issue. that’s its own special consideration.”, “as long as perspectives like this continue placing 100% of the responsibility & accountability for learning on teachers, there will continue to be high burnout and turnover rates. another disconnected administrator missing the mark.”, “kids tell me they don’t care. they google the answers right in front of me instead of trying to do the work. he needs to get into the classroom.”, true laziness can be a factor, some teachers insist, “some students find anything that requires any effort nearly impossible to do.”, “i think a better way to put it is don’t assume laziness is the issue right off the bat. explore other reasons why students are avoiding work. but, sometimes, students will admit to me they just feel lazy ... it can happen.”, “i’m a teacher and sometimes i’m lazy, too. i’m human.”, sign up for edweek update, edweek top school jobs.

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What Students Are Saying About Why School Absences Have ‘Exploded’

Chronic absenteeism has increased in American schools since the Covid-19 pandemic. We asked teenagers what they make of the trend.

By The Learning Network

Nationally, an estimated 26 percent of public school students were considered chronically absent last school year, up from 15 percent before the Covid-19 pandemic, according to the most recent data, from 40 states and Washington, D.C., compiled by the conservative-leaning American Enterprise Institute.

The increases have occurred in districts big and small, and across income and race.

In “​ Why School Absences Have ‘Exploded’ Almost Everywhere ,” Sarah Mervosh and Francesca Paris explain:

The trends suggest that something fundamental has shifted in American childhood and the culture of school, in ways that may be long lasting. What was once a deeply ingrained habit — wake up, catch the bus, report to class — is now something far more tenuous. “Our relationship with school became optional,” said Katie Rosanbalm, a psychologist and associate research professor with the Center for Child and Family Policy at Duke University.

In a related Student Opinion question , we asked teenagers if that explanation resonated with them. Had their relationship to school — and school attendance — changed since the pandemic? And if so, what did they make of this shift?

Many students said, yes, school feels different now. Why? They pointed to remote learning changing their routines, an increase in anxiety and a decrease in motivation, the ease of making up schoolwork online and much more. Read their responses in full below.

Thank you to everyone who participated in the conversation on our writing prompts this week, including students from Central Bucks South High School in Warrington, Pa .; Norwood High School in Norwood, Mass.; and West Salem High School in Salem, Ore.

Please note: Student comments have been lightly edited for length, but otherwise appear as they were originally submitted.

Remote learning made students comfortable with missing school.

I believe that there are two main contributors to missing school too much. The first is online school. Myself included. It was very easy to simply leave the call after taking attendance and the teacher wouldn’t realize. Skipping class was easy and you could still get high grades. Transitioning back to real school, kids still held that true. They knew that they could miss school and still do well because covid taught that to them. The second reason is punishment. When you miss school, nothing happens. Class goes on and you have a little extra homework the next day but that’s it. What is the issue with missing class is a very common thought and it’s true. There is very minimal downside to missing school. When I had surgery, I missed a full week of school and within a day and a half, I was fully caught up again. Missing school has just become all too easy.

— Xavier, Pennsylvania

2020 was when our lives completely changed for the worst. We all had to stay inside and stay separate from each other. It was terrible, not being able to talk to my friends, and seeing the death toll on news constantly rise. However, after a year into the pandemic, I believe students realized the power they now had, including me. Now that I am a highschooler, I am going to admit that sometimes I would just mute my class and do whatever I wanted. School became shorter and easier to pass than ever before. That’s why when we all transitioned back into school, it was weird. We all still wanted to get through class the “easy way,” yet now that we were back, it wasn’t possible. This is why we started increasing our absences. The threat of absence has become weak, students are not as afraid to stay out of school. Furthermore the threat of being infected gave just one more reason to be out of school, for the sake of “preventing others from getting sick,” when in reality you feel fine. That is most likely why the absences in school had an exponential increase.

— Joshua, Pennsylvania

Students feel like expectations are lower than they were before the pandemic.

As a student in high school, I’ve come to realize the horrible state our attendance has been in since the pandemic. The reason can be simplified into one idea: laziness. We are lazy, willing to do only enough to get by, no more, no less. If a student doesn’t need to come to a class to obtain the grade they wish to achieve, then they won’t show up. Classes are not challenging enough to make students feel that they are worth going to. My mom is used to getting texts from me during the school day, begging to be excused from a class where “we’re doing nothing” or, “I already finished the work,” which is true, yet I abuse the opportunity to miss class because I know there will be no greater coincidence, I will still be getting an A. Due to my laziness, I would rather be at home taking a nap than sitting in a class with no greater impact on my life.

— Clara, Salem, Oregon

Since the pandemic, schooling has been focused on getting students caught up to where we’re supposed to be. Consequently, more allowances are made for students who don’t do assignments or don’t even show up. And with the switch to all online because of the pandemic, things have never shifted back. If a student misses a day or even a week, they can easily see what they missed and do it and submit it from home. With this option giving them the exact same grade as it would if they actually went to school, it’s no wonder why students are choosing to stay at home or skipping class. Additionally, the pandemic had heightened anxiety levels in students, specifically social anxiety, making them less likely to show up. The allowances made by the school district for students has created a space for students to be lazy and get away with it. This is fostering a negative impact on student work ethic not only now, but also in the future when this generation will be entering the work force.

— Emma, West Salem High School

The period of school shutdowns got students out of their school routines.

When I think back to virtual learning, my brain automatically goes to how stress free it was. I was in sixth grade when Covid first hit and going through a period of my life where I was extremely anxious at school. I believe that this break is exactly what I needed at the time. However, I do believe that in the long run, this online learning time period got a lot of people into the routine of not having a routine. A lot of people at my school would turn their camera off and fall asleep or go on their phones during online learning. I believe that there were times that I did this as well. I also think that this mindset carried through into the grades where I did not have an online/hybrid option. In eighth and ninth grade, I happened to stay home sick, go into school late, or leave early a lot. I think this is due to me not taking school as seriously due to the grading methods that were being used and how some of my teachers were not grading harshly. Now that I am a sophomore in high school, I think I have finally gotten back into the routine of actual schooling and not staying home sick unless I actually feel extremely sick.

— Madison, Pennsylvania

Before the pandemic and as I was growing up, I was the kind of student that wanted perfect attendance. For some odd reason, it made me feel like a better student if I never missed a day. This included turning my parents down when they offered me to go on trips, even though I was only in fourth grade and the work that I would have missed wouldn’t have made an impact in my academic career. However, after the pandemic school began to feel optional. We felt what it was like to fall out of the routine that going to school was and were never able to fully recover from it. I think that having experienced attending school from your bed, in your pajamas has played a major role in the current trend of students receiving more absences. For me, it made me realize that the “0” next to your number of absences didn’t matter as much as I had once thought. As a now highschooler, the school days are long and every class requires an abundance of work and undivided attention that whenever there is a substitute or not much going on, it is easy to decide to leave school. With senior year approaching, everything’s purpose is college and the fact that colleges aren’t able to see how many absences a student has when they apply, does play a role in the increasing number of absences.

— Ava, Miami Country Day School

Because assignments and other materials are online, students find they can keep up with their classes even if they don’t attend school.

Schools have adjusted rules so much that it makes school feel optional. Don’t want to attend class publicly? Take online classes. Don’t want to take “required” state testing? Opt out. Before, school seemed strict, we didn’t have the option to opt out of tests, we didn’t think of taking online school. Yet now, schools make it so easy to skip because everything is simply online. Our assignments, lectures, and teachers are all online. There are no longer requirements in school. What’s the point of attending if we can graduate without taking state testing or attending advisory — also a requirement, yet I no longer have an advisory because my counselors said I don’t need to take it to graduate. It’s confusing. Students have been enabled for over 4 years now since quarantine started. School doesn’t feel mandatory, it’s optional. I’m currently enrolled into 2 AP classes, so I try my best not to miss school. But it’s inevitable, I get sick, I have family situations or maybe I simply don’t feel like attending school. But I see people skip school like nothing. “I didn’t feel like going” is a constant statement I hear. Not many students have the motivation to attend, and simply don’t go because they have a comfort in their head that they can graduate while missing multiple days of school nearly everyday.

— Olivia, Salem, OR

Current absenteeism rates have significantly impacted my learning experience for the past few years. Since the pandemic, there has been a noticeable shift in the perception of the value of education and whether or not attendance is an important factor in a student’s academic success. In the years following 2020, I found myself struggling to make it to class everyday due to my new found efficiency of working at home with my computer. I felt that even if I was not in class personally, I would be able to keep up with my work easily as it was all online regardless. Due to this I would go on trips or skip class purely because I was under the impression that I would be able to continue achieving virtually.

— Ruby, RFHS

Before the pandemic, my attendance was stable but after the pandemic, my absences were piling on. It was difficult to get back in the rhythm of in person school when I had already done a whole year online, but now my attendance in school is definitely getting better. On the other hand, students in my school tend to miss school and it is a rare sight to see a full class. Some students go as far as showing up to class once a week and just do the classwork online. After the pandemic, schools went from paperwork to all online, which is a big reason why students miss all the time, knowing that school work can just be done at home. It has definitely affected students’ grades and goals in life, but hopefully in the future, absences can lower back down.

— Emily, Atrisco Heritage Academy High School

Going to school, and finding the motivation to have as good an attendance record as possible, now feels like more of a struggle.

As students, we’ve developed a comfort in staying in bed during school without having to get ourselves ready to go outside. We had the ability to wake up five minutes before “school” started to get on our zoom calls. Now, we must wake up an hour and a half prior, and make breakfast and pack lunch, before driving to school. The process is tenuous as the article states, but because we’ve accustomed to a different lifestyle, it just makes this one seem like so much more work. I, myself have noticed my difference in attendance after COVID-19. I used to be very obsessed with perfect attendance, but I had 11 absences in my sophomore year, right after coming back from online school. Nowadays, I’m more lenient on myself when it comes to taking a mental health day, because the process can be overwhelming. School is very important, so of course I try to always come in, but sometimes it can be hard. I have not noticed this trend in the world, as well as with myself until this article. It’s enlightening to know that this had not only an effect on me, but all over the country. Hopefully the rates of absenteeism will decrease as time goes on, because we are the future.

— Anisha, New Jersey

Before virtual learning, I never made much of a habit of not turning in work or showing up for class. It was so much easier then but since virtual learning, it had become incredibly difficult for me to focus as well as keep up motivation to continue school. It was easy to skip and nobody really said much about it so it easily became a bad habit. That bad habit eventually leaked into normal school as well and it always sounds so much easier to break out of than it actually is.

— Tayy, NRHS

As the average high school class skipper (only sometimes), in my personal experience, missing out on classes hasn’t really been because of mental health concerns, but more of just lasting laziness from the pandemic. I feel as though I was relatively hard working in middle school/elementary but after a few years off with only half effort assignments, I have grown to become more sluggish and reluctant when it comes to more advanced work while in school. And it makes the option of missing out on classes because of my own reluctance a lot more appealing.

— Luke, Bali, Indonesia

My schedule during the week is get up, get ready for school, go to school, go home, do homework, go to sleep and then I repeat that everyday for 5 days. As much as I don’t want to dread going to school, it’s exhausting having the same schedule repeated everyday of the week. While in school, you have assignments assigned nearly everyday. I feel as though school has had a change in its meaning because of the COVID-19 pandemic. While in quarantine, we were looking at a screen for the whole day and lacked motivation to get assignments done. When we shifted to in person school again, it didn’t change. I now look at school as a task that I need to complete to shape my future. I need to have all my assignments perfect and turned in on time. The meaning of school has turned into a draining task rather than a place that you look forward to going to.

— Jamisan, Salem, Oregon

Some students face challenges in attending class that may have nothing to do with the pandemic.

I don’t believe that students are skipping because it is so easy to catch up and pass, despite their absences. In fact, I know that a lot of people who skip aren’t passing most of their classes. They do this because their parents don’t hold them accountable, and there is always something deeper going on in that student’s life that makes it that much harder for them to find the motivation to go to class. I don’t think making the classes harder will hold students more accountable, but in fact deter them from going to class at all. If a student is aware that they are failing and doesn’t understand the concept of the class, and the class proceeds to become harder, they are going to quickly become unmotivated to go to class in the first place, feeling out of place compared to the other — passing — students in the class. While I don’t have a solution for this problem, myself, I feel that the problem is much broader than we suspect, and the answer will be a much deeper journey to find.

— Kylie, West Salem HS

Schools can do more to get students back in class.

I attend a French school in London and attendance is closely monitored. Absences have to be justified by your parents or you could get into trouble. I think it’s important to attend school as we did before Covid - because as well as learning the curriculum, it is crucial to socialise with your friends and classmates, which is good for your mental health … I wonder if social media could be a factor? If students did not have access to social media or the internet, would they prefer to be in school with their friends? This increase in absenteeism could affect students’ chances of getting into University when they come to finish school or even their opportunities later in life. Students need to be reminded of this more and more perhaps. School helps you to learn not just about facts but also helps to build your emotional quotient & social intelligence — which are all valuable for life.

— Alexandre 14, London

As a current high school junior, my experiences with skipping have been minimal at best, however, I feel strongly that the reason behind skipping is pretty simple. Students don’t care as much about school and the system encourages it. When faced with the choice of sitting in a class and learning about the Patagorian theorem or hanging out with friends, many students are now choosing the latter. The lack of care or effort being put forth in school doesn’t even affect their grades! This is due to certain classes having minimal grades set at 50%, which is 10% away from a pass. This system is actively encouraging people to put minimal effort into a class just to get a pass and graduate. Removing courses like this would certainly raise the importance of getting the work done. Another solution to this problem would be having attendance as a grade, if your grade depends on you being in classes then most would show up. If you have to show up to class to pass then more students would be inclined to do so. The emphasis is on not bending the knee to people who don’t want to show up to class, not giving them a minimal 50%, we should mark attendance for a passing grade, and letting them fail. If we keep letting students skip with minimal consequences then their attitudes won’t change and thus hinder our students’ growth.

— Henry, Salem, OR

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Amanda Hoover

Students Are Likely Writing Millions of Papers With AI

Students have submitted more than 22 million papers that may have used generative AI in the past year, new data released by plagiarism detection company Turnitin shows.

A year ago, Turnitin rolled out an AI writing detection tool that was trained on its trove of papers written by students as well as other AI-generated texts. Since then, more than 200 million papers have been reviewed by the detector, predominantly written by high school and college students. Turnitin found that 11 percent may contain AI-written language in 20 percent of its content, with 3 percent of the total papers reviewed getting flagged for having 80 percent or more AI writing. (Turnitin is owned by Advance, which also owns Condé Nast, publisher of WIRED.) Turnitin says its detector has a false positive rate of less than 1 percent when analyzing full documents.

ChatGPT’s launch was met with knee-jerk fears that the English class essay would die . The chatbot can synthesize information and distill it near-instantly—but that doesn’t mean it always gets it right. Generative AI has been known to hallucinate , creating its own facts and citing academic references that don’t actually exist. Generative AI chatbots have also been caught spitting out biased text on gender and race . Despite those flaws, students have used chatbots for research, organizing ideas, and as a ghostwriter . Traces of chatbots have even been found in peer-reviewed, published academic writing .

Teachers understandably want to hold students accountable for using generative AI without permission or disclosure. But that requires a reliable way to prove AI was used in a given assignment. Instructors have tried at times to find their own solutions to detecting AI in writing, using messy, untested methods to enforce rules , and distressing students. Further complicating the issue, some teachers are even using generative AI in their grading processes.

Detecting the use of gen AI is tricky. It’s not as easy as flagging plagiarism, because generated text is still original text. Plus, there’s nuance to how students use gen AI; some may ask chatbots to write their papers for them in large chunks or in full, while others may use the tools as an aid or a brainstorm partner.

Students also aren't tempted by only ChatGPT and similar large language models. So-called word spinners are another type of AI software that rewrites text, and may make it less obvious to a teacher that work was plagiarized or generated by AI. Turnitin’s AI detector has also been updated to detect word spinners, says Annie Chechitelli, the company’s chief product officer. It can also flag work that was rewritten by services like spell checker Grammarly, which now has its own generative AI tool . As familiar software increasingly adds generative AI components, what students can and can’t use becomes more muddled.

Detection tools themselves have a risk of bias. English language learners may be more likely to set them off; a 2023 study found a 61.3 percent false positive rate when evaluating Test of English as a Foreign Language (TOEFL) exams with seven different AI detectors. The study did not examine Turnitin’s version. The company says it has trained its detector on writing from English language learners as well as native English speakers. A study published in October found that Turnitin was among the most accurate of 16 AI language detectors in a test that had the tool examine undergraduate papers and AI-generated papers.

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Schools that use Turnitin had access to the AI detection software for a free pilot period, which ended at the start of this year. Chechitelli says a majority of the service’s clients have opted to purchase the AI detection. But the risks of false positives and bias against English learners have led some universities to ditch the tools for now. Montclair State University in New Jersey announced in November that it would pause use of Turnitin’s AI detector. Vanderbilt University and Northwestern University did the same last summer.

“This is hard. I understand why people want a tool,” says Emily Isaacs, executive director of the Office of Faculty Excellence at Montclair State. But Isaacs says the university is concerned about potentially biased results from AI detectors, as well as the fact that the tools can’t provide confirmation the way they can with plagiarism. Plus, Montclair State doesn’t want to put a blanket ban on AI, which will have some place in academia. With time and more trust in the tools, the policies could change. “It’s not a forever decision, it’s a now decision,” Isaacs says.

Chechitelli says the Turnitin tool shouldn’t be the only consideration in passing or failing a student. Instead, it’s a chance for teachers to start conversations with students that touch on all of the nuance in using generative AI. “People don’t really know where that line should be,” she says.

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Russia’s limits on critical thinking are hitting its academic performance

Stricter political and administrative controls on what can be said have led to the creation of a pioneering ‘free university’, say katarzyna kaczmarska and dmitry dubrovsky.

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Recent months have seen heated debates in Russia about the limits of faculty and students’ rights to undertake public speaking and engage in political activism.

Lecturers at the prestigious  Higher School of Economics  (HSE), once considered Russia’s most liberal university, have spent the summer worrying that their criticisms of the political status quo might put an end to their teaching careers.

A master’s programme was apparently shut down when the university’s management realised that Yegor Zhukov – a prominent blogger and participant in the 2019 protests against fraudulent practices in the elections for the Moscow city parliament – was among the newly admitted cohort. He was also badly  beaten  just hours after he posted a video on YouTube explaining that he had been enrolled and then, less than two hours later, was crossed off a list of students admitted.

It has proved contentious for scholars to speak out in public and for students to engage in political activity at least since the 2019 protests. Zhukov was an undergraduate at the HSE when he was  arrested  following an unsanctioned opposition rally that summer. This led many fellow students, staff and alumni to express solidarity. However, though the management initially supported calls for Zhukov’s release, it later shifted to a policy seemingly designed to avoid future clashes with the state authorities.

In 2020, the university introduced new  internal regulations  requiring staff and students to refrain from using their university affiliations in public statements that could trigger “negative social reactions and/or have negative reputational consequences for the university”. Though these regulations are careful to emphasise that there are no restrictions on academics speaking out about their “research results” and matters of “professional competence”, keeping within the guidelines is likely to be difficult, particularly for those researching current social or political developments in Russia. This attempt to establish a boundary between “legitimate” academic research and “unacceptable” participation in public debate amounts to another way of silencing critically minded scholars.

After the journalist Svetlana Prokopyeva was  found guilty  in July of “justifying terrorism” when she dared to ask about the connection between the repressive political regime in Russia and a suicide bomb outside the Federal Security Service office in Arkhangelsk, several HSE employees produced a paper citing values such as “academic ethics” to delegitimise debate about terrorism and its causes. A few scholars  responded  by pointing out that such a stance could close down research into social phenomena such as terrorism, state terror, revolution and liberation movements.

The HSE has also decided not to extend the contracts of a number of academics for the coming academic year. Though the university’s management has defended its decision on grounds of efficiency and necessary restructuring, those adversely affected argue that the dismissals were motivated by an urge to get rid of those who were most  outspoken  and critical of the political system in Russia, including the abruptly amended  constitution .

The British Association for Slavonic and East European Studies (BASEES) published a  letter  this July in which the president shared his unease “about the integrity of the process by which decisions over continuing employment and terminations of contracts are taken” and emphasised that these developments undermine the HSE’s position as a close partner for scholars and universities in the UK. And Russia’s  University Solidarity  trade union  called for  a protest (using a hashtag translating as “you can’t shut us up”) against measures to punish scholars and students for their outspokenness.

Then, in late August, a group of scholars, including those whose contracts at HSE have not been renewed, issued a  manifesto  announcing the establishment of Russia’s first Free University and stating that one of their main goals is to free lecturers from excessive administrative pressures (among which they mean to include the pressure not to speak out).

Among the group is Gasan Guseynov, whose social media post last year criticising abuses of the Russian language by journalists and politicians  prompted  HSE management to look into whether it “violated academic ethics in public speaking”. This led to a committee’s  recommending  that Guseynov make a public apology for the “deliberate dissemination of ill-considered and irresponsible statements that have caused damage to the university’s reputation”.

All of this took place against a background of Russian universities failing to achieve the planned leap in international rankings; more and more insecure  employment contracts ; and  legislation  requiring that education in schools and universities should include not only knowledge and skills, but also spiritual and moral values.

A recent  analysis  of the obstacles to scientific progress in Russia concludes that research managers do not prioritise the creation of the kind of new scientific knowledge likely to be recognised by the international academic community. This study was authored by people close to Alexei Kudrin, who represents the liberal-leaning wing within the ruling elite.

What even this group fails to mention, however, is that the problem does not reside so much in management structures as in a political system that crushes creativity and punishes critical thinking and activism.

Katarzyna Kaczmarska is lecturer in politics and international relations at the University of Edinburgh . Dmitry Dubrovsky is an associate research fellow at the Centre for Independent Social Research  in Russia.

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