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August 16, 2021

Is it time to get rid of homework? Mental health experts weigh in

by Sara M Moniuszko

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide-range of mental health impacts, is it time schools start listening to their pleas over workloads?

Some teachers are turning to social media to take a stand against homework .

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy work loads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace, says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework causes, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says homework benefits plateau at about two hours per night.

"Most students, especially at these high-achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no homework policy while working with students abroad.

"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 ," she says.

The answer may not be to eliminate homework completely, but to be more mindful of the type of work students go home with, suggests Kang, who was a high-school teacher for 10 years.

"I don't think (we) should scrap homework, I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the last two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic, making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized... sitting down and planning out their study schedules can really help manage their time," she says.

Breaking assignments up can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

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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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Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health

How much homework is too much?

Homework has become a matter of concern for educators, parents, and researchers due to its potential effects on students’ stress levels. It’s no secret students often find themselves grappling with high levels of stress and anxiety throughout their academic careers, so understanding the extent to which homework affects those stress levels is important.

By delving into the latest research and understanding the underlying factors at play, we hope to curate insights for educators, parents, and students who are wondering is homework causing stress in their lives?

The Link Between Homework and Stress: What the Research Says

Over the years, numerous studies investigated the relationship between homework and stress levels in students.

One study published in the Journal of Experimental Education found that students who reported spending more than two hours per night on homework experienced higher stress levels and physical health issues . Those same students reported over three hours of homework a night on average.

This study, conducted by Stanford lecturer Denise Pope, has been heavily cited throughout the years, with WebMD eproducing the below video on the topic– part of their special report series on teens and stress :

Additional studies published by Sleep Health Journal found that long hours on homework on may be a risk factor for depression while also suggesting that reducing workload outside of class may benefit sleep and mental fitness .

Lastly, a study presented by Frontiers in Psychology highlighted significant health implications for high school students facing chronic stress, including emotional exhaustion and alcohol and drug use.

Homework’s Potential Impact on Mental Health and Well-being

Homework-induced stress on students can involve both psychological and physiological side effects.

1. Potential Psychological Effects of Homework-Induced Stress:

• Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming.

• Sleep Disturbances : Homework-related stress can disrupt students’ sleep patterns, leading to sleep anxiety or sleep deprivation, both of which can negatively impact cognitive function and emotional regulation.

• Reduced Motivation: Excessive homework demands could drain students’ motivation, causing them to feel fatigued and disengaged from their studies. Reduced motivation may lead to a lack of interest in learning, hindering overall academic performance.

2. Potential Physical Effects of Homework-Induced Stress:

• Impaired Immune Function: Prolonged stress could weaken the immune system, making students more susceptible to illnesses and infections.

• Disrupted Hormonal Balance : The body’s stress response triggers the release of hormones like cortisol, which, when chronically elevated due to stress, can disrupt the delicate hormonal balance and lead to various health issues.

• Gastrointestinal Disturbances: Stress has been known to affect the gastrointestinal system, leading to symptoms such as stomachaches, nausea, and other digestive problems.

• Cardiovascular Impact: The increased heart rate and elevated blood pressure associated with stress can strain the cardiovascular system, potentially increasing the risk of heart-related issues in the long run.

• Brain impact: Prolonged exposure to stress hormones may impact the brain’s functioning , affecting memory, concentration, and cognitive abilities.

The Benefits of Homework

It’s important to note that homework also offers many benefits that contribute to students’ academic growth and development, such as:

• Development of Time Management Skills: Completing homework within specified deadlines encourages students to manage their time efficiently. This valuable skill extends beyond academics and becomes essential in various aspects of life.

• Preparation for Future Challenges : Homework helps prepare students for future academic challenges and responsibilities. It fosters a sense of discipline and responsibility, qualities that are crucial for success in higher education and professional life.

• Enhanced Problem-Solving Abilities: Homework often presents students with challenging problems to solve. Tackling these problems independently nurtures critical thinking and problem-solving skills.

While homework can foster discipline, time management, and self-directed learning, the middle ground may be to strike a balance that promotes both academic growth and mental well-being .

How Much Homework Should Teachers Assign?

As a general guideline, educators suggest assigning a workload that allows students to grasp concepts effectively without overwhelming them . Quality over quantity is key, ensuring that homework assignments are purposeful, relevant, and targeted towards specific objectives.

Advice for Students: How to balance Homework and Well-being

Finding a balance between academic responsibilities and well-being is crucial for students. Here are some practical tips and techniques to help manage homework-related stress and foster a healthier approach to learning:

• Effective Time Management : Encourage students to create a structured study schedule that allocates sufficient time for homework, breaks, and other activities. Prioritizing tasks and setting realistic goals can prevent last-minute rushes and reduce the feeling of being overwhelmed.

• Break Tasks into Smaller Chunks : Large assignments can be daunting and may contribute to stress. Students should break such tasks into smaller, manageable parts. This approach not only makes the workload seem less intimidating but also provides a sense of accomplishment as each section is completed.

• Find a Distraction-Free Zone : Establish a designated study area that is free from distractions like smartphones, television, or social media. This setting will improve focus and productivity, reducing time needed to complete homework.

• Be Active : Regular exercise is known to reduce stress and enhance mood. Encourage students to incorporate physical activity into their daily routine, whether it’s going for a walk, playing a sport, or doing yoga.

• Practice Mindfulness and Relaxation Techniques : Encourage students to engage in mindfulness practices, such as deep breathing exercises or meditation, to alleviate stress and improve concentration. Taking short breaks to relax and clear the mind can enhance overall well-being and cognitive performance.

• Seek Support : Teachers, parents, and school counselors play an essential role in supporting students. Create an open and supportive environment where students feel comfortable expressing their concerns and seeking help when needed.

How Healium is Helping in Schools

Stress is caused by so many factors and not just the amount of work students are taking home. Our company created a virtual reality stress management solution… a mental fitness tool called “Healium” that’s teaching students how to learn to self-regulate their stress and downshift in a drugless way. Schools implementing Healium have seen improvements from supporting dysregulated students and ADHD challenges to empowering students with body awareness and learning to self-regulate stress . Here’s one of their stories.

By providing students with the tools they need to self-manage stress and anxiety, we represent a forward-looking approach to education that prioritizes the holistic development of every student.

To learn more about how Healium works, watch the video below.

About the Author

Sarah Hill , a former interactive TV news journalist at NBC, ABC, and CBS affiliates in Missouri, gained recognition for pioneering interactive news broadcasting using Google Hangouts. She is now the CEO of Healium, the world’s first biometrically powered immersive media channel, helping those with stress, anxiety, insomnia, and other struggles through biofeedback storytelling. With patents, clinical validation, and over seven million views, she has reshaped the landscape of immersive media.

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Stanford research shows pitfalls of homework

A Stanford researcher found that 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. More than two hours of homework a night may be counterproductive, according to the study.

Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford 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,” Pope said.

She 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.

The Truth About Homework Stress: What Parents & Students Need to Know

Fact Checked

Written by:

published on:

December 21, 2023

Updated on:

January 9, 2024

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Homework is generally given out to ensure that students take time to review and remember the days lessons. It can help improve on a student’s general performance and enhance traits like self-discipline and independent problem solving.

Parents are able to see what their children are doing in school, while also helping teachers determine how well the lesson material is being learned. Homework is quite beneficial when used the right way and can improve student performance.

This well intentioned practice can turn sour if it’s not handled the right way. Studies show that if a student is inundated with too much homework, not only do they get lower scores, but they are more likely to get stressed.

The age at which homework stress is affecting students is getting lower, some even as low as kindergarten. Makes you wonder what could a five year old possibly need to review as homework?

One of the speculated reasons for this stress is that the complexity of what a student is expected to learn is increasing, while the breaks for working out excess energy are reduced. Students are getting significantly more homework than recommended by the education leaders, some even nearly three times more.

To make matters worse, teachers may give homework that is both time consuming and will keep students busy while being totally non-productive.

Remedial work like telling students to copy notes word for word from their text books will do nothing to improve their grades or help them progress. It just adds unnecessary stress.

Explore emotional well-being with BetterHelp – your partner in affordable online therapy. With 30,000+ licensed therapists and plans starting from only $65 per week, BetterHelp makes self-care accessible to all. Complete the questionnaire to match with the right therapist.

Effects of homework stress at home

Both parents and students tend to get stressed out at the beginning of a new school year due to the impending arrival of homework.

Nightly battles centered on finishing assignments are a household routine in houses with students.

Research has found that too much homework can negatively affect children. In creating a lack of balance between play time and time spent doing homework, a child can get headaches, sleep deprivation or even ulcers.

And homework stress doesn’t just impact grade schoolers. College students are also affected, and the stress is affecting their academic performance.

Even the parent’s confidence in their abilities to help their children with homework suffers due increasing stress levels in the household.

Fights and conflict over homework are more likely in families where parents do not have at least a college degree. When the child needs assistance, they have to turn to their older siblings who might already be bombarded with their own homework.

Parents who have a college degree feel more confident in approaching the school and discussing the appropriate amount of school work.

“It seems that homework being assigned discriminates against parents who don’t have college degree, parents who have English as their second language and against parents who are poor.” Said Stephanie Donaldson Pressman, the contributing editor of the study and clinical director of the New England Center for Pediatric Psychology.

With all the stress associated with homework, it’s not surprising that some parents have opted not to let their children do homework. Parents that have instituted a no-homework policy have stated that it has taken a lot of the stress out of their evenings.

The recommended amount homework

The standard endorsed by the National Education Association is called the “10 minute rule”; 10 minutes per grade level per night. This recommendation was made after a number of studies were done on the effects of too much homework on families.

The 10 minute rule basically means 10 minutes of homework in the first grade, 20 minute for the second grade all the way up to 120 minutes for senior year in high school. Note that no homework is endorsed in classes under the first grade.

Parents reported first graders were spending around half an hour on homework each night, and kindergarteners spent 25 minutes a night on assignments according to a study carried out by Brown University.

Making a five year old sit still for half an hour is very difficult as they are at the age where they just want to move around and play.

A child who is exposed to 4-5 hours of homework after school is less likely to find the time to go out and play with their friends, which leads to accumulation of stress energy in the body.

Their social life also suffers because between the time spent at school and doing homework, a child will hardly have the time to pursue hobbies. They may also develop a negative attitude towards learning.

The research highlighted that 56% of students consider homework a primary source of stress.

And if you’re curious how the U.S stacks up against other countries in regards to how much time children spend on homework, it’s pretty high on the list .

Signs to look out for on a student that has homework stress

Since not every student is affected by homework stress in the same way, it’s important to be aware of some of the signs your child might be mentally drained from too much homework.

Here are some common signs of homework stress:

Sleep disturbances
Frequent stomachaches and headaches
Decreased appetite or changed eating habits
New or recurring fears
Not able to relax
Regressing to behavior they had when younger
Bursts of anger crying or whining
Becoming withdrawn while others may become clingy
Drastic changes in academic performance
Having trouble concentrating or completing homework
Constantly complains about their ability to do homework

If you’re a parent and notice any of these signs in your child, step in to find out what’s going on and if homework is the source of their stress.

If you’re a student, pay attention if you start experiencing any of these symptoms as a result of your homework load. Don’t be afraid to ask your teacher or parents for help if the stress of homework becomes too much for you.

What parents do wrong when it comes to homework stress

Most parents push their children to do more and be more, without considering the damage being done by this kind of pressure.

Some think that homework brought home is always something the children can deal with on their own. If the child cannot handle their homework then these parents get angry and make the child feel stupid.

This may lead to more arguing and increased dislike of homework in the household. Ultimately the child develops an even worse attitude towards homework.

Another common mistake parents make is never questioning the amount of homework their children get, or how much time they spend on it. It’s easy to just assume whatever the teacher assigned is adequate, but as we mentioned earlier, that’s not always the case.

Be proactive and involved with your child’s homework. If you notice they’re spending hours every night on homework, ask them about it. Just because they don’t complain doesn’t mean there isn’t a problem.

How can parents help?

While every parent wants their child to become successful and achieve the very best, it’s important to pull back on the mounting pressure and remember that they’re still just kids. They need time out to release their stress and connect with other children.
Many children may be afraid to admit that they’re overwhelmed by homework because they might be misconstrued as failures. The best thing a parent can do is make home a safe place for children to express themselves freely. You can do this by lending a listening ear and not judging your kids.
Parents can also take the initiative to let the school know that they’re unhappy with the amount of homework being given. Even if you don’t feel comfortable complaining, you can approach the school through the parent-teacher association available and request your representative to plead your case.
It may not be all the subjects that are causing your child to get stressed. Parents should find out if there is a specific subject of homework that is causing stress. You could also consult with other parents to see what they can do to fix the situation. It may be the amount or the content that causes stress, so the first step is identifying the problem.
Work with your child to create a schedule for getting homework done on time. You can set a specific period of time for homework, and schedule time for other activities too. Strike a balance between work and play.
Understanding that your child is stressed about homework doesn’t mean you have to allow them not to try. Let them sit down and work on it as much as they’re able to, and recruit help from the older siblings or a neighbor if possible.
Check out these resources to help your child with their homework .

The main idea here is to not abolish homework completely, but to review the amount and quality of homework being given out. Stress, depression and lower grades are the last things parents want for their children.

The schools and parents need to work together to find a solution to this obvious problem.

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Mastering the Art of Homework: Expert Tips for a Stress-Free Study Session

2023-05-09 | By Orcam Staff

From Frustration to Focus: How to Make Homework Less Stressful

As students, parents, and teachers alike can attest, homework is a ubiquitous feature of modern education. But as much as homework is a fact of life for many students, the question of whether it causes stress remains a hotly debated topic. The importance of this topic cannot be overstated, as research has consistently shown that homework-related stress can have negative impacts on student mental health, academic performance, and overall well-being.

In this article, we will explore the underlying causes of homework-related stress, its effects on students, and evidence-based strategies to alleviate homework-related stress and improve student well-being. By the end of this article, readers will have a clearer understanding of the issue at hand and practical tools to help manage the stress that homework can sometimes bring.

Homework is a common aspect of education that can cause stress for many students, parents, and teachers. The question of whether homework causes stress is a controversial topic. However, it is crucial to address this issue as research has consistently shown that homework-related stress can negatively impact students' mental health, academic performance, and overall well-being. One effective solution to alleviate homework-related stress is to learn how to make homework less frustrating.

This article aims to explore the underlying causes of homework-related stress, its effects on students, and evidence-based strategies to improve student well-being. By the end of this article, readers will have gained a better understanding of the issue and practical tools to manage the stress that homework can bring.

Homework and Stress: Understanding the Causes and Effects

Homework policies: a contributing factor to student stress.

Homework can be a significant source of stress for students, leading to a range of negative effects on their mental health, academic performance, and overall well-being. Research has shown that homework policies that assign excessive amounts of homework or place unrealistic expectations on students can contribute to feelings of anxiety and stress.

Study Habits: The Key to Managing Homework-Related Stress

Some of the key causes of homework-related stress include academic pressure, lack of effective time management skills, and poor study habits. When students feel overwhelmed by their workload, it can lead to anxiety and feelings of being unable to cope. This can ultimately impact their academic performance and overall well-being.

Negative Impact of Academic Pressure on Student Mental Health and Well-Being

It's important to recognize that homework itself is not inherently stressful. Rather, it is the amount and type of homework assigned, as well as the expectations placed on students, that can contribute to stress. By implementing effective homework alternatives and strategies, such as project-based learning or flipped classrooms, educators can help alleviate homework-related stress and improve student engagement and performance.

Time Management: A Crucial Skill to Alleviate Homework Stress

To reduce homework stress, students can try to implement effective time management techniques, such as breaking down assignments into manageable tasks and creating a study schedule that prioritizes important assignments. They can also explore homework alternatives, such as online resources and study groups, that can help them better understand the material and complete their assignments more efficiently.

Overall, by understanding the causes and effects of homework-related stress, students, parents, and educators can work together to create a more supportive and less stressful learning environment.

Many students know all too well the feelings of anxiety, frustration, and even hopelessness that can come with excessive homework. But why exactly does homework cause stress? The answer lies in a number of factors, from the policies governing homework to the individual habits and well-being of each student.

The link between homework policies and student stress

One major source of homework-related stress is the policies and expectations surrounding homework. While homework is meant to help reinforce learning and promote academic success, too much homework or overly strict homework policies can lead to anxiety and burnout. When students feel overwhelmed by the sheer volume of homework, they may experience anxiety or even feelings of helplessness, leading to a vicious cycle of stress and poor academic performance.

The Role of study habits in Managing homework-related stress

But homework-related stress is not solely the result of external factors. Study habits and time management can play a significant role in how students experience homework-related stress. Students who struggle with effective study habits or who have difficulty managing their time may find themselves feeling overwhelmed by homework and unable to cope with the associated stress.

The Impact of academic pressure on student mental health and Well-being

Academic pressure is also a major contributor to homework-related stress. Whether from parents, teachers, or self-imposed expectations, students may feel intense pressure to perform well academically. This pressure can lead to a range of negative consequences, from burnout to anxiety and depression.

The relationship between homework, time management, and student stress

So, does homework cause anxiety or stress? The answer is yes, and the effects can be significant. When students experience high levels of stress related to homework, they may struggle to concentrate, retain information, and perform well academically. Over time, this can take a toll on their mental health and well-being.

In the next section, we will explore evidence-based strategies for managing homework-related stress, including homework alternatives and techniques for reducing anxiety and improving time management. By implementing these strategies, students can reduce the impact of homework-related stress on their lives and enjoy greater academic success and overall well-being.

The Psychology of Homework and Stress

Homework is a complex issue that goes beyond just completing assignments. The psychological impact of homework on students cannot be ignored. In this section, we will explore the educational psychology theories related to homework and stress.

Overview of Educational Psychology Theories Related to Homework and Stress a. Self-Determination Theory b. Control-Value Theory c. Cognitive Load Theory

Impact of Homework on Student Motivation and Engagement a. How homework can positively or negatively impact student motivation b. How different types of homework assignments affect student engagement

Homework Anxiety and Its Effects on Student Mental Health and Academic Performance a. How homework anxiety can lead to stress and negatively affect student mental health b. The relationship between homework anxiety and academic performance

Strategies to Alleviate Homework-Related Stress and Improve Student Well-being

After discussing the underlying causes and effects of homework-related stress, it's important to explore strategies that can help alleviate stress and promote student well-being. Here are some evidence-based strategies:

Alternatives to Traditional Homework Assignments

While homework has long been a staple of the education system, it may not always be the most effective way for students to learn. Here are some alternatives to traditional homework assignments:

Project-Based Learning:

Instead of assigning daily homework, teachers can assign longer-term projects that allow students to explore a topic in-depth and demonstrate their understanding in creative ways.

Collaborative Learning:

Group assignments can help students learn from one another and work together to achieve a common goal.

Flipped Classroom:

In this approach, students watch lectures or read materials at home and use class time to work on assignments or projects, allowing for more individualized support from the teacher.

Time-Management Strategies to Reduce Homework-Related Stress

Effective time management can help students better balance their academic workload and reduce homework-related stress. Here are some strategies students can use:

Prioritize Tasks:

Help students prioritize tasks by breaking down large assignments into smaller tasks and prioritizing tasks based on deadlines and importance.

Use a Planner:

Encourage students to use a planner to keep track of assignments, deadlines, and extracurricular activities.

Take Breaks:

Encourage students to take breaks and engage in physical activity or other hobbies to help reduce stress and increase focus.

Tips for Students on How to Make School Less Stressful

In addition to effective time management, there are other strategies students can use to make school less stressful:

Practice Mindfulness:

Encourage students to practice mindfulness exercises such as deep breathing or meditation to help reduce stress and increase focus.

Get Enough Sleep:

Getting enough sleep is crucial for student well-being and academic success. Encourage students to prioritize a consistent sleep schedule.

Seek Support:

Encourage students to seek support from friends, family, or mental health professionals if they are feeling overwhelmed or anxious.

Strategies for Parents and Teachers to Support Students' Well-being and Academic Success

Parents and teachers can play a crucial role in supporting student well-being and academic success. Here are some strategies they can use:

Communicate:

Encourage open communication between parents, teachers, and students to ensure everyone is aware of expectations and concerns.

Prioritize Playtime:

Encourage parents to prioritize playtime and physical activity outside of school hours to help reduce stress and promote well-being.

Provide Support:

Teachers can provide additional support to students who are struggling with homework by offering extra help sessions or alternative assignments.

By implementing these strategies, we can work towards reducing homework-related stress and promoting student well-being and academic success.

In conclusion, this article has explored the underlying causes and effects of homework-related stress on students, as well as evidence-based strategies to alleviate this stress and improve student well-being. It has been established that homework policies, study habits, academic pressure, and time management all play a significant role in contributing to homework-related stress. Moreover, it has been highlighted that homework-related stress can have a negative impact on student mental health, academic performance, and overall well-being.

To alleviate this stress and promote student well-being, there are various strategies that can be employed, such as alternatives to traditional homework assignments, time-management strategies, and tips for making school less stressful. Additionally, parents and teachers can play an important role in supporting students' well-being and academic success.

In conclusion, it is important for students, parents, and teachers to prioritize student well-being and to seek out additional resources on this topic. By taking steps to reduce homework-related stress, we can help ensure that students are better able to thrive academically, mentally, and emotionally.

Key Takeaways:

Homework can cause stress in students, which can negatively impact their mental health and academic performance.

Homework-related stress can stem from a variety of factors, including academic pressure, time management, and ineffective homework policies.

Alternatives to traditional homework assignments and time-management strategies can help reduce homework-related stress.

It's important for parents and teachers to prioritize student well-being and to seek out additional resources to support students in managing homework-related stress.

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August 23, 2022 , Filed Under: Uncategorized

How to Manage Homework-Related Stress

Ask students what causes them the most stress, and the conversation will likely turn to homework. Students have complained about homework for practically as long as it has existed. While some dismiss these complaints as students’ laziness or lack of organization, there’s more to it than that. Many students face a lot of pressure to succeed in school, sports, work, and other areas. Also, more teens and young adults are dealing with mental health problems, with up to 40% of college students reporting symptoms of depression and anxiety.

Researchers and professionals debate over whether homework does more harm than good, but at least for now, homework is an integral part of education. How do students deal with heavy homework loads? It’s become common for overwhelmed students to use an essay service to help them complete their assigned tasks. Pulling all-nighters to finish assignments and study for tests is another strategy busy college students use, for better or worse.

If you’re a student that’s struggling to get all your homework done, make sure to take care of your mental health. School is important, but your health is more important. Try the following tips to help you stay on top of your busy schedule.

Make a Schedule

Time management is an important skill, but you can’t learn it without effort. The first step to managing your time more effectively is to make a schedule and stick to it. Use a calendar, planner, or an app to write down everything you need to get done. Set reminders for due dates and set aside time each day for studying. Don’t leave assignments for the last minute. Plan to finish your work well ahead of the due date in case something unexpected happens and you need more time. Make sure your schedule is realistic. Give yourself a reasonable amount of time to complete each task. And schedule time for hobbies and social activities too.

Find a Study Spot

Doing homework in a dedicated workspace can boost your productivity. Studying in bed could make you fall asleep, and doing homework in a crowded, noisy place can be distracting. You want to complete as much work as possible during your study sessions, so choose a place that’s free of distractions. Make sure you have everything you need within arm’s reach. Resist the temptation to check your notifications or social media feeds while you study. Put your phone in airplane mode if necessary so it doesn’t distract you. You don’t need a private office to study efficiently, but having a quiet, distraction-free place to do your homework can help you to get more done.

Get Enough Rest

An all-nighter every once in a while probably won’t do you any lasting harm. But a consistent lack of sleep is bad for your productivity and your health. Most young people need at least 7 hours of sleep every night, so make it your goal to go to bed on time. You’ll feel better throughout the day, have more energy, and improve your focus. Instead of dozing off while you’re doing homework, you’ll be more alert and productive if you get enough sleep.

It’s also important to spend time relaxing and enjoying your favorite activities. Hang out with friends, take a walk, or watch a movie. You’ll feel less stressed if you take some time for yourself.

Don’t Shoot for Perfection

It’s tempting to try to get a perfect grade on every test or assignment. But perfectionism only causes unnecessary stress and anxiety. If you consider yourself a perfectionist, you might spend too much time on less important tasks. Prioritize your assignments and put more time and effort into the most important ones.

Most people struggle with perfectionism because they’ve been taught they should do their best at everything. But you don’t have to go above and beyond for every assignment. That’s not to say you should turn in bad work. But putting in just enough effort to get by isn’t a bad thing. Don’t put pressure on yourself to be the best at everything. Focus on your most important assignments, and don’t spend too much time and effort perfecting the others.

Almost all students deal with the burden of homework-related stress. No one enjoys the anxiety of having a lot of assignments due and not enough time to complete them. But take advantage of this opportunity to learn organization and self-discipline, which will help you throughout your life. Try making a schedule and don’t forget to set aside time to rest. When it’s time to study, choose a quiet place where you can concentrate. Don’t neglect your health; if you’re feeling anxious or depressed, talk to a counselor or your doctor. School stress is hard to avoid, but if you take these steps you can reduce homework anxiety and have better control of your time.

The real voyage of discovery consists not in seeking new landscapes, but in having new eyes — Marcel Proust

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When Is Homework Stressful? Its Effects on Students’ Mental Health

Are you wondering when is homework stressful? Well, homework is a vital constituent in keeping students attentive to the course covered in a class. By applying the lessons, students learned in class, they can gain a mastery of the material by reflecting on it in greater detail and applying what they learned through homework.

However, students get advantages from homework, as it improves soft skills like organisation and time management which are important after high school. However, the additional work usually causes anxiety for both the parents and the child. As their load of homework accumulates, some students may find themselves growing more and more bored.

Students may take assistance online and ask someone to do my online homework . As there are many platforms available for the students such as Chegg, Scholarly Help, and Quizlet offering academic services that can assist students in completing their homework on time.

Negative impact of homework

There are the following reasons why is homework stressful and leads to depression for students and affect their mental health. As they work hard on their assignments for alarmingly long periods, students’ mental health is repeatedly put at risk. Here are some serious arguments against too much homework.

No uniqueness

Homework should be intended to encourage children to express themselves more creatively. Teachers must assign kids intriguing assignments that highlight their uniqueness. similar to writing an essay on a topic they enjoy.

Moreover, the key is encouraging the child instead of criticizing him for writing a poor essay so that he can express himself more creatively.

Lack of sleep

One of the most prevalent adverse effects of schoolwork is lack of sleep. The average student only gets about 5 hours of sleep per night since they stay up late to complete their homework, even though the body needs at least 7 hours of sleep every day. Lack of sleep has an impact on both mental and physical health.

No pleasure

Students learn more effectively while they are having fun. They typically learn things more quickly when their minds are not clouded by fear. However, the fear factor that most teachers introduce into homework causes kids to turn to unethical means of completing their assignments.

Excessive homework

The lack of coordination between teachers in the existing educational system is a concern. As a result, teachers frequently end up assigning children far more work than they can handle. In such circumstances, children turn to cheat on their schoolwork by either copying their friends’ work or using online resources that assist with homework.

Anxiety level

Homework stress can increase anxiety levels and that could hurt the blood pressure norms in young people . Do you know? Around 3.5% of young people in the USA have high blood pressure. So why is homework stressful for children when homework is meant to be enjoyable and something they look forward to doing? It is simple to reject this claim by asserting that schoolwork is never enjoyable, yet with some careful consideration and preparation, homework may become pleasurable.

No time for personal matters

Students that have an excessive amount of homework miss out on personal time. They can’t get enough enjoyment. There is little time left over for hobbies, interpersonal interaction with colleagues, and other activities.

However, many students dislike doing their assignments since they don’t have enough time. As they grow to detest it, they can stop learning. In any case, it has a significant negative impact on their mental health.

Children are no different than everyone else in need of a break. Weekends with no homework should be considered by schools so that kids have time to unwind and prepare for the coming week. Without a break, doing homework all week long might be stressful.

How do parents help kids with homework?

Encouraging children’s well-being and health begins with parents being involved in their children’s lives. By taking part in their homework routine, you can see any issues your child may be having and offer them the necessary support.

Set up a routine

Your student will develop and maintain good study habits if you have a clear and organized homework regimen. If there is still a lot of schoolwork to finish, try putting a time limit. Students must obtain regular, good sleep every single night.

Observe carefully

The student is ultimately responsible for their homework. Because of this, parents should only focus on ensuring that their children are on track with their assignments and leave it to the teacher to determine what skills the students have and have not learned in class.

Listen to your child

One of the nicest things a parent can do for their kids is to ask open-ended questions and listen to their responses. Many kids are reluctant to acknowledge they are struggling with their homework because they fear being labelled as failures or lazy if they do.

However, every parent wants their child to succeed to the best of their ability, but it’s crucial to be prepared to ease the pressure if your child starts to show signs of being overburdened with homework.

Talk to your teachers

Also, make sure to contact the teacher with any problems regarding your homework by phone or email. Additionally, it demonstrates to your student that you and their teacher are working together to further their education.

Homework with friends

If you are still thinking is homework stressful then It’s better to do homework with buddies because it gives them these advantages. Their stress is reduced by collaborating, interacting, and sharing with peers.

Additionally, students are more relaxed when they work on homework with pals. It makes even having too much homework manageable by ensuring they receive the support they require when working on the assignment. Additionally, it improves their communication abilities.

However, doing homework with friends guarantees that one learns how to communicate well and express themselves.

Review homework plan

Create a schedule for finishing schoolwork on time with your child. Every few weeks, review the strategy and make any necessary adjustments. Gratefully, more schools are making an effort to control the quantity of homework assigned to children to lessen the stress this produces.

Bottom line

Finally, be aware that homework-related stress is fairly prevalent and is likely to occasionally affect you or your student. Sometimes all you or your kid needs to calm down and get back on track is a brief moment of comfort. So if you are a student and wondering if is homework stressful then you must go through this blog.

While homework is a crucial component of a student’s education, when kids are overwhelmed by the amount of work they have to perform, the advantages of homework can be lost and grades can suffer. Finding a balance that ensures students understand the material covered in class without becoming overburdened is therefore essential.

Zuella Montemayor did her degree in psychology at the University of Toronto. She is interested in mental health, wellness, and lifestyle.

Psychreg is a digital media company and not a clinical company. Our content does not constitute a medical or psychological consultation. See a certified medical or mental health professional for diagnosis.

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Homework and Mental Health: Striking the Right Balance

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In today’s fast-paced and competitive education landscape, students are often faced with overwhelming academic expectations that can significantly impact their mental health. The pressure to excel academically, coupled with the demands of homework, can lead to excessive stress, anxiety, and burnout. It is crucial to find the right balance between academic responsibilities and mental well-being to ensure that students thrive both academically and emotionally.

In this comprehensive guide, we will delve into the research surrounding homework and its effects on students’ stress levels and mental health. We will explore the link between homework and stress, examine the impact of excessive homework on students’ well-being, and, for those seeking relief, offer practical strategies to manage homework effectively or find support to do my homework for me . These insights are intended to help students, parents, and educators strike a balance that promotes both academic success and mental well-being.

The Link Between Homework and Stress

Numerous studies have investigated the relationship between homework and stress levels in students. One notable study conducted by Stanford lecturer Denise Pope found that students who reported spending more than two hours per night on homework experienced higher stress levels and physical health issues. This research highlighted the potential negative effects of excessive homework on students’ well-being.

Another study published in the Sleep Health Journal found that long hours of homework may be a risk factor for depression. This research suggests that reducing homework workload outside of class may benefit sleep quality and mental fitness. Additionally, a study presented by Frontiers in Psychology emphasized the significant health implications for high school students facing chronic stress, including emotional exhaustion and substance use.

These studies collectively indicate that excessive homework can contribute to increased stress levels among students, potentially leading to a range of negative psychological and physiological effects. It is crucial for educators and parents to be mindful of the workload they assign to students and prioritize their well-being.

The Impact of Homework on Mental Health and Well-being

Excessive homework can have far-reaching effects on students’ mental health and well-being. Understanding these effects is essential for developing strategies to mitigate the potential negative consequences. Let’s examine the psychological and physical effects of homework-induced stress on students:

Psychological Effects of Homework-Induced Stress

Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming.
Sleep Disturbances: Homework-related stress can disrupt students’ sleep patterns, leading to sleep anxiety or sleep deprivation. Lack of quality sleep negatively impacts cognitive function and emotional regulation.
Reduced Motivation: Excessive homework demands can drain students’ motivation, causing them to feel fatigued and disengaged from their studies. Reduced motivation may lead to a lack of interest in learning, hindering overall academic performance.

Physical Effects of Homework-Induced Stress

Impaired Immune Function: Prolonged stress from overwhelming homework loads can weaken the immune system, making students more susceptible to illnesses and infections.
Disrupted Hormonal Balance: Chronic stress triggers the release of hormones like cortisol, which can disrupt the delicate hormonal balance and lead to various health issues.
Gastrointestinal Disturbances: Stress affects the gastrointestinal system, resulting in symptoms such as stomachaches, nausea, and other digestive problems.
Cardiovascular Impact: The increased heart rate and elevated blood pressure associated with stress can strain the cardiovascular system, potentially increasing the risk of heart-related issues in the long run.
Brain Impact: Prolonged exposure to stress hormones may impact the brain’s functioning, affecting memory, concentration, and cognitive abilities.

It is evident that excessive homework can have detrimental effects on students’ mental and physical well-being. Balancing academic responsibilities with self-care and mental health is crucial for fostering a healthy and productive learning environment.

The Benefits of Homework

While the potential negative effects of excessive homework cannot be ignored, it is essential to recognize that homework also offers several benefits that contribute to students’ academic growth and development. Some of these benefits include:

Development of Time Management Skills: Completing homework within specified deadlines encourages students to manage their time efficiently. This skill extends beyond academics and becomes essential in various aspects of life.
Preparation for Future Challenges: Homework helps prepare students for future academic challenges and responsibilities. It fosters a sense of discipline and responsibility, qualities crucial for success in higher education and professional life.
Enhanced Problem-Solving Abilities: Homework often presents students with challenging problems to solve. Tackling these problems independently nurtures critical thinking and problem-solving skills.

While acknowledging these benefits, it is crucial to strike a balance between assigning meaningful homework and ensuring students’ overall well-being.

Striking the Right Balance: Strategies for Students, Parents, and Educators

Finding a balance between academic responsibilities and mental well-being is crucial for students’ overall success and happiness. Here are some practical strategies that students, parents, and educators can implement to strike the right balance:

For Students:

Effective Time Management: Create a structured study schedule that allocates sufficient time for homework, breaks, and other activities. Prioritize tasks and set realistic goals to prevent last-minute rushes and reduce feelings of overwhelm.

Break Tasks into Smaller Chunks: Large assignments can be daunting and contribute to stress. Break them into smaller, manageable parts. This approach makes the workload seem less intimidating and provides a sense of accomplishment as each section is completed.

Designate a Distraction-Free Zone: Establish a designated study area that is free from distractions like smartphones, television, or social media. This setting improves focus and productivity, reducing the time needed to complete homework.

Engage in Physical Activity: Regular exercise is known to reduce stress and enhance mood. Incorporate physical activity into your daily routine, whether it’s going for a walk, playing a sport, or practicing yoga.

Practice Relaxation Techniques: Engage in mindfulness practices such as deep breathing exercises or meditation to alleviate stress and improve concentration. Taking short breaks to relax and clear the mind enhances overall well-being and cognitive performance.

Seek Support: Reach out to teachers, parents, or school counselors when feeling overwhelmed or in need of assistance. Establish an open and supportive environment where you feel comfortable expressing concerns and seeking help.

For Parents:

Foster Open Communication: Create an environment where your child feels comfortable discussing their academic challenges and stressors. Encourage open communication about workload and provide support and guidance when needed.

Set Realistic Expectations: Recognize that each child is unique and has different capacities for handling academic pressures. Set realistic expectations for homework completion, considering their individual needs and responsibilities.

Encourage Healthy Habits: Promote a balanced lifestyle that includes sufficient sleep, physical activity, and relaxation. Encourage breaks and downtime to prevent burnout.

Collaborate with Educators: Maintain open lines of communication with teachers to stay informed about the workload and address any concerns regarding excessive homework. Advocate for a balanced approach to homework.

For Educators:

Assign Purposeful Homework: Ensure that homework assignments are purposeful, relevant, and targeted towards specific learning objectives. Emphasize quality over quantity and avoid assigning excessive workloads.

Provide Clear Instructions: Clearly communicate assignment expectations and deadlines to students. This clarity helps students plan their time effectively and reduces stress related to uncertainty.

Offer Support and Resources: Provide students with resources and support systems, such as study guides, online materials, or access to tutoring, to help them navigate their homework effectively.

Encourage Self-Care: Educate students about the importance of self-care and stress management. Incorporate discussions and activities related to mental health and well-being into the curriculum.

By implementing these strategies, students, parents, and educators can work collaboratively to strike a balance between academic responsibilities and mental well-being, fostering a positive learning environment that promotes both academic success and emotional well-being.

Finding the right balance between homework and mental health is crucial for students’ overall well-being and academic success. Excessive homework can lead to increased stress levels, negatively impacting students’ mental and physical health. By understanding the potential effects of homework-induced stress, implementing practical strategies, and fostering open communication between students, parents, and educators, we can create a supportive learning environment that prioritizes both academic growth and mental well-being. Let’s work together to ensure that students thrive academically and emotionally.

Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework.

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.

And for all the distress homework can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night.

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

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Top 10 Stress Management Techniques for Students

Elizabeth Scott, PhD is an author, workshop leader, educator, and award-winning blogger on stress management, positive psychology, relationships, and emotional wellbeing.

Akeem Marsh, MD, is a board-certified child, adolescent, and adult psychiatrist who has dedicated his career to working with medically underserved communities.

Most students experience significant amounts of stress. This can significantly affect their health, happiness, relationships, and grades. Learning stress management techniques can help these students avoid negative effects in these areas.

Why Stress Management Is Important for Students

A study by the American Psychological Association (APA) found that teens report stress levels similar to adults. This means teens are experiencing significant levels of chronic stress and feel their stress levels generally exceed their ability to cope effectively .

Roughly 30% of the teens reported feeling overwhelmed, depressed, or sad because of their stress.

Stress can also affect health-related behaviors. Stressed students are more likely to have problems with disrupted sleep, poor diet, and lack of exercise. This is understandable given that nearly half of APA survey respondents reported completing three hours of homework per night in addition to their full day of school work and extracurriculars.

Common Causes of Student Stress

Another study found that much of high school students' stress originates from school and activities, and that this chronic stress can persist into college years and lead to academic disengagement and mental health problems.

Top Student Stressors

Common sources of student stress include:

Extracurricular activities
Social challenges
Transitions (e.g., graduating, moving out , living independently)
Relationships
Pressure to succeed

High school students face the intense competitiveness of taking challenging courses, amassing impressive extracurriculars, studying and acing college placement tests, and deciding on important and life-changing plans for their future. At the same time, they have to navigate the social challenges inherent to the high school experience.

This stress continues if students decide to attend college. Stress is an unavoidable part of life, but research has found that increased daily stressors put college-aged young adults at a higher risk for stress than other age groups.

Making new friends, handling a more challenging workload, feeling pressured to succeed, being without parental support, and navigating the stresses of more independent living are all added challenges that make this transition more difficult. Romantic relationships always add an extra layer of potential stress.

Students often recognize that they need to relieve stress . However, all the activities and responsibilities that fill a student’s schedule sometimes make it difficult to find the time to try new stress relievers to help dissipate that stress.

10 Stress Management Techniques for Students

Here you will learn 10 stress management techniques for students. These options are relatively easy, quick, and relevant to a student’s life and types of stress .

Get Enough Sleep

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Students, with their packed schedules, are notorious for missing sleep. Unfortunately, operating in a sleep-deprived state puts you at a distinct disadvantage. You’re less productive, may find it more difficult to learn, and may even be a hazard behind the wheel.

Research suggests that sleep deprivation and daytime sleepiness are also linked to impaired mood, higher risk for car accidents, lower grade point averages, worse learning, and a higher risk of academic failure.

Don't neglect your sleep schedule. Aim to get at least 8 hours a night and take power naps when needed.

Use Guided Imagery

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Guided imagery can also be a useful and effective tool to help stressed students cope with academic, social, and other stressors. Visualizations can help you calm down, detach from what’s stressing you, and reduce your body’s stress response.

You can use guided imagery to relax your body by sitting in a quiet, comfortable place, closing your eyes, and imagining a peaceful scene. Spend several minutes relaxing as you enjoy mentally basking in your restful image.

Consider trying a guided imagery app if you need extra help visualizing a scene and inducting a relaxation response. Research suggests that such tools might be an affordable and convenient way to reduce stress.

Exercise Regularly

One of the healthiest ways to blow off steam is to get regular exercise . Research has found that students who participate in regular physical activity report lower levels of perceived stress. While these students still grapple with the same social, academic, and life pressures as their less-active peers, these challenges feel less stressful and are easier to manage.

Finding time for exercise might be a challenge, but there are strategies that you can use to add more physical activity to your day. Some ideas that you might try include:

Doing yoga in the morning
Walking or biking to class
Reviewing for tests with a friend while walking on a treadmill at the gym
Taking an elective gym class focused on leisure sports or exercise
Joining an intramural sport

Exercise can help buffer against the negative effects of student stress. Starting now and keeping a regular exercise practice throughout your lifetime can help you live longer and enjoy your life more.

Take Calming Breaths

When your body is experiencing a stress response, you’re often not thinking as clearly as you could be. You are also likely not breathing properly. You might be taking short, shallow breaths. When you breathe improperly, it upsets the exchange of oxygen and carbon dioxide in your body.

Studies suggest this imbalance can contribute to various physical symptoms, including increased anxiety, fatigue, stress, emotional problems, and panic attacks.

A quick way to calm down is to practice breathing exercises . These can be done virtually anywhere to relieve stress in minutes.

Because they are fast-acting, breathing exercises are a great way to cope with moments of acute stress , such as right before an exam or presentation. But they can also help manage longer-lasting stress such as dealing with relationships, work, or financial problems.

Practice Progressive Muscle Relaxation (PMR)

Another great stress management technique for students that can be used during tests, before bed, or at other times when stress has you physically wound up is progressive muscle relaxation ( PMR ).

This technique involves tensing and relaxing all muscles until the body is completely relaxed. With practice, you can learn to release stress from your body in seconds. This can be particularly helpful for students because it can be adapted to help relaxation efforts before sleep for a deeper sleep.

Once a person learns how to use PMR effectively, it can be a quick and handy way to induce relaxation in any stressful situation, such as bouts of momentary panic before a speech or exam, dealing with a disagreement with your roommate, or preparing to discuss a problem with your academic advisor.

Listen to Music

A convenient stress reliever that has also shown many cognitive benefits, music can help relieve stress and calm yourself down or stimulate your mind depending on what you need in the moment.

Research has found that playing upbeat music can improve processing speed and memory. Stressed students may find that listening to relaxing music can help calm the body and mind. One study found that students who listened to the sounds of relaxing music were able to recover more quickly after a stressful situation.

Students can harness the benefits of music by playing classical music while studying, playing upbeat music to "wake up" mentally, or relaxing with the help of their favorite slow melodies.

Build Your Support Network

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Having emotional support can help create a protective buffer against stress. Unfortunately, interpersonal relationships can also sometimes be a source of anxiety for students. Changes in friendships, romantic breakups, and life transitions such as moving away for college can create significant upheaval and stress for students.

One way to combat feelings of loneliness and make sure that you have people to lean on in times of need is to expand your support network and nurture your relationships.

Look for opportunities to meet new people, whether it involves joining study groups or participating in other academic, social, and leisure activities.

Remember that different types of relationships offer differing types of support . Your relationships with teachers, counselors, and mentors can be a great source of information and resources that may help you academically. Relationships with friends can provide emotional and practical support.

Widening your social circle can combat student stress on various fronts and ensure you have what you need to succeed.

Eat a Healthy Diet

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You may not realize it, but your diet can either boost your brainpower or sap you of mental energy. It can also make you more reactive to the stress in your life. As a result, you might find yourself turning to high-sugar, high-fat snacks to provide a temporary sense of relief.

A healthy diet can help combat stress in several ways. Improving your diet can keep you from experiencing diet-related mood swings, light-headedness, and more.

Unfortunately, students are often prone to poor dietary habits. Feelings of stress can make it harder to stick to a consistently healthy diet, but other concerns such as finances, access to cooking facilities, and time to prepare healthy meals can make it more challenging for students.

Some tactics that can help students make healthy choices include:

Eating regularly
Carrying a water bottle to class
Keeping healthy snacks such as fruits and nuts handy
Limiting caffeine, nicotine, and alcohol intake

Find Ways to Minimize Stress

One way to improve your ability to manage student stress is to look for ways you cut stress out of your life altogether. Evaluate the things that are bringing stress or anxiety into your life. Are they necessary? Are they providing more benefits than the toll they take on your mental health? If the answer is no, sometimes the best option is just to ditch them altogether.

This might mean cutting some extracurricular activities out of your schedule. It might mean limiting your use of social media. Or it might mean learning to say no to requests for your time, energy, and resources.

While it might be challenging at first, learning how to prioritize yourself and your mental well-being is an important step toward reducing your stress.

Try Mindfulness

When you find yourself dealing with stress—whether it's due to academics, relationships, financial pressures, or social challenges—becoming more aware of how you feel in the moment may help you respond more effectively.

Mindfulness involves becoming more aware of the present moment. Rather than judging, reacting, or avoiding problems, the goal is to focus on the present, become more aware of how you are feeling, observe your reactions, and accept these feelings without passing judgment on them.

Research suggests that mindfulness-based stress management practices can be a useful tool for reducing student stress. Such strategies may also help reduce feelings of anxiety and depression.

A Word From Verywell

It is important to remember that stress isn't the same for everyone. Figuring out what works for you may take some trial and error. A good start is to ensure that you are taking care of yourself physically and emotionally and to experiment with different stress relief strategies to figure out what works best to help you feel less stressed.

If stress and anxiety are causing distress or making it difficult to function in your daily life, it is important to seek help. Many schools offer resources that can help, including face-to-face and online mental health services. You might start by talking to your school counselor or student advisor about the stress you are coping with. You can also talk to a parent, another trusted adult, or your doctor.

If you or a loved one are struggling with anxiety, contact the Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline at 1-800-662-4357 for information on support and treatment facilities in your area.

For more mental health resources, see our National Helpline Database .

American Psychological Association. Stress in America: Are Teens Adopting Adults' Stress Habits?

Leonard NR, Gwadz MV, Ritchie A, et al. A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools . Front Psychol. 2015;6:1028. doi:10.3389/fpsyg.2015.01028

Acharya L, Jin L, Collins W. College life is stressful today - Emerging stressors and depressive symptoms in college students . J Am Coll Health . 2018;66(7):655-664. doi:10.1080/07448481.2018.1451869

Beiter R, Nash R, McCrady M, Rhoades D, Linscomb M, Clarahan M, Sammut S. The prevalence and correlates of depression, anxiety, and stress in a sample of college students . J Affect Disord . 2015;173:90-6. doi:10.1016/j.jad.2014.10.054

Hershner SD, Chervin RD. Causes and consequences of sleepiness among college students . Nat Sci Sleep . 2014;6:73-84. doi:10.2147/NSS.S62907

Gordon JS, Sbarra D, Armin J, Pace TWW, Gniady C, Barraza Y. Use of a guided imagery mobile app (See Me Serene) to reduce COVID-19-related stress: Pilot feasibility study . JMIR Form Res . 2021;5(10):e32353. doi:10.2196/32353

Cowley J, Kiely J, Collins D. Is there a link between self-perceived stress and physical activity levels in Scottish adolescents ? Int J Adolesc Med Health . 2017;31(1). doi:10.1515/ijamh-2016-0104

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Toussaint L, Nguyen QA, Roettger C, Dixon K, Offenbächer M, Kohls N, Hirsch J, Sirois F. Effectiveness of progressive muscle relaxation, deep breathing, and guided imagery in promoting psychological and physiological states of relaxation . Evid Based Complement Alternat Med . 2021;2021:5924040. doi:10.1155/2021/5924040.

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By Elizabeth Scott, PhD Elizabeth Scott, PhD is an author, workshop leader, educator, and award-winning blogger on stress management, positive psychology, relationships, and emotional wellbeing.

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Int J Environ Res Public Health

School-Related Stressors and the Intensity of Perceived Stress Experienced by Adolescents in Poland

Associated data.

This study does not report any data.

Higher stress reactivity during adolescence is a vulnerability marker of exposure to various environmental stressors. This study aimed to investigate the association between a high level of perceived stress experienced by adolescents and stressful stimuli induced from school environment, peer, and parental relationships. The data used were from a cross-sectional, observational study conducted in a stratified sample of 1846 adolescents (13–18 years) in the Wielkopolska province, Poland. Data were collected through self-administered questionnaires and anthropometric measurements. Perceived stress was assessed using the Perceived Stress Scale (PSS-10). The association of a high level of perceived stress with school-induced exposures was determined using multivariate logistic regression after adjusting for gender, age, height and weight status and interpersonal relationships (STATISTICA 13.1). It was found that girls were over three times more likely than boys to experience a high level of perceived stress. Moreover, girls appeared to be more vulnerable than boys to school-related stressors and weight status, while boys to stressors that can arise from interpersonal relationships. School environment was the only predictor factor of high perceived stress level with a large effect size in both boys (OR = 4.45; 95% CI: 3.11–6.36) and girls (OR = 6.22; 95% CI: 4.18–7.59). Given the findings of the present study, preventive programs are critical to mitigate the effect of stress from school on adolescents’ health and well-being.

1. Introduction

Adolescence is the period of transition between childhood and adulthood. It begins with the onset of puberty (the average age is 10 years for girls and 12 for boys) and ends in the mid-20s with the completion of the growth spurt, attainment of adult stature, and achievement of full reproductive maturity [ 1 , 2 ]. The biological, cognitive, psychological, and emotional transformations in body, brain, and behavior during this stage of development interact simultaneously in a transactional fashion to shape pathways from child to adult [ 3 ]. Adolescence is also considered a window of heightened vulnerability to intense, acute and/or chronic stress [ 4 ]. Consistent with this is a dramatic rise of acute responses to various stressors. Typical sources of stressors in adolescence are physical (abrupt changes in bodily appearance, development of secondary sexual characteristics, sexual maturation), cognitive (perturbations of the maturing brain), social and environmental (school-induced stress, relations with teachers, parents, and peers) life changes that are novel, challenging, and stressful to young people [ 5 , 6 ]. Acute stress responses in young, healthy individuals may be adaptive and typically do not impose a health burden [ 7 ]. However, cumulative and chronic stressors may lead to increased emotional distress, antisocial and risky-for-health behaviors, somatic symptoms, can cause elevated blood pressure, weaken the immune system, and generally, can have negative and lasting effects on physical and mental health in adulthood [ 8 , 9 ].

The association between stressors and health burden depends on the nature, number, and persistence of the stressors as well as the individual’s biological vulnerability, psychosocial resources, and learned patterns of coping with stressful situations [ 10 ].

One way of understanding better the processes which underpin stressful situations and improving the way to handle stress is through the transactional model of stress and coping proposed by Lazarus and Folkman [ 11 ]. This model presents psychological stress as a transaction and accordingly defines it as “a particular relationship between the person and the environment that is appraised by the person as taxing or exceeding his or her resources and endangering his or her well-being” [ 11 ] (p. 19). It means that negative effects of stress on individuals’ wellness or functioning depend on the degree they perceive of the threat level of environmental stimuli and their resources being inadequate to cope with these adversities [ 11 ]. This subjective feeling or thoughts that an individual has about the general stressfulness of his or her life and the ability to handle such stress underpins his or her perceived stress [ 12 ] (p. 1453). Thus, perceived stress is a multidimensional concept that depends on a wide range of causative factors including various personal traits such as individual effectiveness in coping with demands from the environment, baseline psychopathological state, or personality types [ 13 , 14 ].

Findings from epidemiological studies have confirmed the association between perceived stress and environmental stimuli (stressors). Of all environmental stressors, school-induced stress is the most often reported by adolescents [ 15 ]. School is for young people a social environment for both learning (stressful educational demands from teachers and high expectations from parents) and interpersonal relationships with teachers and same-aged peers [ 16 ]. Distressed students usually report a large amount of homework, stressful assignments and tests, increasing demands and expectations from school, unhealthy competition between classmates, bullying victimization, and permanent tension surrounding academic performance and social relationships [ 17 ]. Parents might also put high expectations on their adolescent children and insist that they practice constantly and perform well (the best) in school competitions and other organized activities to satisfy their needs [ 18 ]. There is much evidence for believing that unrealistic parents’ expectations create pressure and foster performance anxiety in their adolescent children [ 19 ]. Although family is still important in socialization during adolescence, peers play a major role in both social support and companionship. Positive peer relationships are valuable opportunities for building personal and social skills to enhance interpersonal interactions and better adjustment. But negative peer pressure can lead adolescents to engage in risk-taking behaviors or to be lonely. Both are associated with elevated perceived stress [ 20 ].

The sudden and rapid physical changes that adolescents go through make bodily appearance an important component of individual self-esteem, psychological health, and willingness to fully take part in school/social activities [ 21 ]. Being overweight and obesity were proven to be significantly associated with perceived stress, psychosocial health problems, and the beginning of bullying victimization [ 22 ]. On the other hand, the overwhelming prevalence of thin and lean female imagery and strong and lean male imagery portrayed throughout the media in Western societies has created widespread body image concerns among adolescents [ 23 ]. This in turn can lead to weight-related body dissatisfaction and unhealthy eating behavior e.g., dieting. There is much evidence on the association between perceived stress and weight status/weight gains with the possible moderating effect of gender (girls being more likely than boys to report higher levels of stress) and the mediating role of weight-related body dissatisfaction [ 24 ].

In recent years, the decline of infectious diseases in children and adolescents has placed mental and substance use disorders (MSUDs), often referred to as the new morbidity or millennial morbidity, among the most common causes of their disability [ 25 ]. As reported by the World Health Organization, the MSUDs account for 16% of the global burden of disease and injury in 15–19-year-olds although the prevalence estimates from international studies differ widely [ 26 ]. Furthermore, depression has been identified as a major contributor to the overall burden of disease and perceived stress has proven to be an important factor affecting depression in adolescents [ 27 ]. The latest findings of the Health Behavior in School-aged Children survey (HBSC 2018) revealed that 31% of 15-year-old girls and 15% of 15-year-old boys in European countries reported feeling low more than once a week, and also, 37% of boys and 22% of boys reported feeling nervous more than once a week. In Poland, the corresponding figures were 35% of girls and 17% of boys reporting feeling low and 48% of girls and 41% of boys reporting feeling nervous [ 28 ]. The UNICEF report ranked Poland 31st among 41 developed countries on adolescents’ wellbeing and in second place in Europe in terms of the number of suicides and attempted suicide by young people [ 29 ]. These worrying figures reflect a dramatic situation of mental health care in Poland, noting that Poland has the fewest child psychiatrists in Europe (only four per 100,000 residents) and spends just 3.7% of its health budget on funding mental health care [ 29 ].

Better evaluation of factors that cause most psychological stress to adolescent life is essential for developing interventions for prevention and promotion. However, comprehensive research on this issue is rather scarce, especially with regard to data for Poland. In response to this research gap, the present study was set up with three objectives in mind: (i) to estimate the prevalence of perceived stress among adolescent students, (ii) to determine the set of factors that affect the likelihood of experiencing a high level of perceived stress, and (iii) to evaluate gender differences in perceived stress and associated factors.

2. Materials and Methods

2.1. study design and participants.

Data for this study were derived from the observational, cross-sectional survey conducted in 2015 in the Wielkopolska province, Poland. The study design and study protocol were approved by the Bioethics Commission of the Poznań University of Medical Sciences and the Poznań Board of Education. All examinations were performed in compliance with principles outlined in the Helsinki Declaration [ 30 ]. Sample size was calculated using the formula for quantitative variable and a single cross-sectional survey [ 31 ]. Sampling procedure was a stratified two-stage cluster sampling method with the probability proportional to size (PPS) sampling technique [ 32 ]. For the first sampling stage, lower and upper secondary schools were selected from the list provided by the Ministry of Education for the Wielkopolska province ( https://cie.men.gov.pl ) (Accessed on 1 March 2011) followed by the selection of classes from the target grade of each participating school. In this procedure, if the number of classes was more than one, the class was randomly selected (e.g., one class out of every three, four and so on). In most villages however, the students were assigned to only one class of each year level group.

Students attending grades 1 to 3 in lower secondary school (LSS) and 1 and 2 in upper secondary school (USS) were enrolled in the survey, but only those whose parents/legal guardians had given a written consent for them to participate. Adolescents aged 16 and above gave consent on their own behalf. Altogether they accounted for 96.7% of the baseline sample. The study criterion for eligibility was chronological age range 13–18 years. Twenty one students had an individual learning path (home schooling) due to acute or chronic conditions and were thereby exposed to different stressors than their peers regularly attending classes. Those students were excluded from the baseline sample.

Examinations were performed by well-trained personnel in school nursery rooms during morning hours and consisted of two parts: self-reported questionnaire in paper-and-pencil version and anthropometric measurements.

2.2. Measures

Data were collected through a self-administered questionnaire that consisted of structured questions on background information pertaining to demographic, social, health indicators (BMI body weight status and psychosomatic symptoms), and perceived stress level. Chronological age was calculated in decimal values by subtracting the date of examination from the date of birth. The age groups were divided by years, defined in terms of the whole year. The reported home residence of the participant at the time of the examination was classified according to online national archives available at https://stat.gov.pl (Accessed 4 May 2016) as rural areas (coded 0) which represented villages, i.e., small communities with a population of less than 1000 people mainly engaged in farm work; small town, ≤25,000 people (coded 1); mid-sized city, >25,000 and <100,000 people (coded 2); large city ≥100,000 people (coded 3).

Body height and body weight were measured according to standard procedures [ 33 ] with a portable Swiss-made GPM anthropometer to the nearest 1 mm and on a calibrated electronic scale, Precision Health Scale, to the nearest 0.1 kg. Sex and age-adjusted percentile values derived from the national growth references for Polish school-aged children and adolescents were subsequently used to obtain the three stature categories [ 34 ]. Height-for-age between the 25th and 75th percentiles was the average height group; less than the 25th percentile was shorter than and greater than the 75th percentile was taller than the average height group. The body weight status was based on the body mass index (BMI) calculated by taking a subject’s weight (kg) and dividing it by his/her height squared (m 2 ). Following the IOTF recommendation, Cole’s cut off values were used to determine the weight status [ 35 , 36 ].

2.3. Instruments

Perceived stress was measured using the Perceived Stress Scale (PSS), originally designed by Cohen and colleagues [ 37 ], translated to Polish and standardized by Juczyński and Ogińska-Bulik [ 38 ]. Study participants were asked to assess the extent to which they appraise life events as stressful during the last month. They rated on a 5-point Likert scale: 0 (never), 1 (hardly ever), 2 (sometimes), 3 (quite often) and 4 (very often), the statements such as “In the last month, how often have you been upset because of something that happened unexpectedly?” and “In the last month, how often have you felt that things were going your way?” This adaptation is characterized by good psychometric properties: (a) internal consistency which has been tested in a group of 120 adults obtaining a Cronbach’s alpha of 0.86; it indicates an adequate internal consistency for all questions with the overall scale score; (b) reliability over time (test/retest), and has been determined in a sample of 30 young adult university students within 2 days and 4 weeks intervals obtaining a Cronbach’s alpha of Rho = 0.90 and Rho = 0.72, respectively [ 38 ]. Scores for the four positively stated items (Items 4, 5, 7, 8) were reversed. The responses to the 10 items were then summed to create a psychological stress score. Individual scores on the PSS-10 can range from 0 to 40; the higher the scale score, the more likely the individual will perceive a higher level of psychological stress [ 37 ]. Scores ranging from 0–13 would be considered low stress; 14–26 moderate stress, and 27–40 high perceived stress [ 39 ].

The family, peer, and school environments were assessed on the basis of participants’ responses to the questions: (i) family: “How pressured do you feel by the high expectations from parents for your academic performance?”, (ii) peers: “How pressured do you feel by your class/team mates or other people your age try to get you to do something which you do not want to do?”, (iii) school-related stress: a generic stress “How pressured do you feel by the schoolwork you have to do?” And specific school stress “How pressured do you feel by upcoming tests; by participating in class; by a lack of support from the teacher?” The response options available were not at all (1), a little (2), somewhat (3), and a lot (4). The responses were recoded from 0 to 3, a higher score indicating more perceived pressure. The scores were divided into tertials: low, moderate, and high perceived levels of pressure.

Study participants were also asked to select on the test anxiety list any of the psychosomatic symptoms they usually experience before this stressful event.

2.4. Data Analysis

The prime objective of interest was to determine the set of factors that affect the likelihood of experiencing a high level of perceived stress (outcome) by adolescent students. For that, logistic regression analysis (LRA) was applied as the main statistical method. The dependent variable in the LRA was a dichotomous stress level: high (1) vs. low-to-moderate stress (0). Factors known or suspected to be the exposure of stress were chosen a priori for the analysis. They included: socio-demographic characteristics (gender, chronological age at the time of examination, type of school, and place of residence), height category and weight status as indicators of adolescent health and quality of diet, and environmental stressors related to three social environments: school (generic school-related stress and its specific causes: upcoming tests anxiety, participating in class, and a lack of support from teachers), the peer and parental relationships. Initially, an unadjusted association between high levels of perceived stress and each of the covariate variables was evaluated in bivariate relationships. Gender was found to be a significant predictor of high perceived stress; therefore, in the next step, gender-stratified adjusted analyses were performed using multiple logistic regression analysis (MLRA). The MLRA initially included all variables with a significance of p -value less than 0.05 in the univariate analysis. The odds ratio was used as a measure of the association between two and among multiple variables. A final explanatory model with a subset and relative odds (OR) of the factors associated with high level of stress was obtained using a stepwise procedure with backward elimination and rejection criterion of the p -value greater than 0.05.

Descriptive information on gender differences was based mainly on categorical variables and Pearson’s chi-square test. Student’s t -test was used for continuous variables.

To evaluate the importance (power) of statistically significant differences, their substantive significance (effect size) was calculated using Cohen’s guidelines and rules of thumb to qualify the magnitude of an effect size [ 40 ]. The Cohen’s d effect size index expressed in terms of Hedges’ g for groups with different sample size was used as a measure of effect size for difference between the means of two groups (boys and girls) and expressed in standard deviation units. The following suggested benchmark values for categorization into small 0.20 ≤ d < 0.50, medium 0.50 ≤ d < 0.80, and large d ≥ 0.8 effects were used. For odds ratio, the benchmarks defined were small 1.5 ≤ OR < 2.5, medium 2.5 ≤ OR < 4.3 and large OR ≥ 4.3 effects [ 40 , 41 ].

Statistical analyses were run using the STATISTICA version 13.3 data analysis software systems (StatSoft Inc., Tulsa, OK, USA). All significance tests comprised two-way determinations. A value of p < 0.05 was considered statistically significant.

3.1. Major Characteristics of the Sample

Complete data were obtained from an ethnically homogeneous group (European Whites) of 1036 female and 810 male adolescents, mean age 15.75; SD = 1.76 years in boys and 15.93; SD = 1.69 years in girls. The total response rate was 97.4% and 95.6% for girls and boys, respectively. Table 1 gives sample distribution of the candidate predictor factors of perceived stress stratified by gender.

Candidate predictor factors of perceived stress: sample distribution according to gender.

1 Gender differences: p -values represent results of independent samples Student’s t -test for continuous variables and Pearson’s chi-square test for categorical variables.

Place of residence, type of school, and body height category were almost evenly split among boys and girls. Large, statistically significant gender differences were found in the weight status and environmental stressors. Overall, a far greater proportion of girls than boys were underweight, and this difference was seen across three grades of thinness. Almost every second girl and every third boy experienced school-induced stress and its specific causes such as upcoming test and participation in class. A higher proportion of boys than girls were overweight and obese and felt pressures of peer relationships and high expectations from parents.

3.2. Perceived Stress Scores on the PSS-10

The overall PSS-10 score averaged 14.76 (SD = 6.85, 95% CI: 14.25–15.27) for boys compared to 19.19 (SD = 6.95, 95% CI: 18.75–19.64) for girls. The effect size of this difference was moderate (Hedges’ g = 0.641, 95% CI: 0.547–0.736). Furthermore, girls had higher scores in perceived stress across all 10 items of the PSS-10 than boys ( Table 2 ). This result was statistically significant (most p -values less than 0.0001). However, effect sizes of these differences were mostly small. Hedges’ g values varied from 0.222 (95% CI: 0.126–0.319) for the Felt confident item to 0.414 (95% CI 0.316–0.511) for the Being upset item. The estimated strength of sex differences was moderate (medium size effect) for three other items, Nervous and stressed (Hedges’ g = 0.592; 95% CI: 0.494–0.691), Could not cope (Hedges’ g = 0.557; 95% CI: 0.459–0.655), and couldn’t overcome (Hedges’ g = 0.511; 95% CI: 0.413–0.609).

Gender differences in mean scores across all ten items of the Perceived Stress Scale, PSS-10.

Note: PSS-10, 10-item Perceived Stress Scale; * Reverse coded item.

3.3. Prevalence of High Perceived Stress Levels

Prevalence of the most reported high perceived level, shown in Table 3 , was associated with moderate levels of peer (25.5%) and parental (23.8%) pressures, high levels of stress from school (20.6%), and its specific causes—upcoming tests anxiety (20.8%) and participating in class (18.3%). There was also a substantial gender difference, with 17.8% of girls against 5.9% of boys reporting high perceived stress levels. It is worth noting that the prevalence of high stress was similar in both types of school and the difference was statistically not significant (20.7% and 24.9% for lower secondary school and upper secondary school, respectively). It means that school equally generated a stressful environment regardless of its type. Another finding showed that life in the countryside generated a high level of perceived stress amounting to 18.6% of our total sample. Interestingly, this proportion was greater than that of adolescents living in large cities. However, the difference between rural and three levels of urbanization was not statistically significant. The prevalence of high perceived stress was almost three-fold higher in older adolescents compared to their younger counterparts (15.4% vs. 5.8% in 18 and 13 years of age). The prevalence of high perceived stress was also significantly differentiated by health indicators, body height, and weight status. Adolescents shorter and taller than the average height peers experienced high perceived stress levels significantly more frequently (18.3%, and 10.9% vs. 8.6% for shorter and taller, respectively). Being underweight or overweight/obese compared to normal weight peers, predisposed adolescents to report high perceived stress level more frequently (17.2%, and 11 vs. 6.1%, for overweight/obese and underweight, respectively).

Prevalence of high perceived stress level experienced by adolescent students across levels of candidate predictor factors.

Note: p -values represent results of Pearson’s chi-square tests for categorical variables. a Age range varies from 13 to 18 years.

3.4. Candidate Predictor Factors Associated with High Level of Perceived Stress

Table 4 presents results of the univariate logistic regression analysis examining all of the possible combinations of the candidate predictor variables (stressors) associated with a high level of perceived stress. The analysis showed that all the stressors considered, except for the type of school and place of residence, were significantly associated with a high level of perceived stress. Direct associations were found for gender, with girls being over 3 times more likely than boys to experience perceived stress at high level (OR = 3.22; 95% CI: 2.15–5.82); age, with 13 years of age as reference category; weight status for overweight/obese adolescents and normal weight status as reference category; school-induced stress and its specific causes: upcoming tests, participating in class and lack of support from teachers; peer pressures and parental high expectations (low level of each stressor exposure as reference category). The only inverse association (odds ratio less than one) was observed between high perceived stress level and underweight (three grades of thinness) status (normal weight status as reference category) and adolescent height with taller than the average height group as reference category.

Bivariate associations between high level of perceived stress and candidate predictor factors in adolescent study participants: results of logistic regression analysis, unadjusted odds ratio and 95% confidence interval.

Note: a Age range varies from 13 to 18 years.

3.5. The Best Subset of Factors That Predict High Level of Perceived Stress across Gender

The best subset of high perceived stress predictors was determined from the dataset after adjusting for all candidate predictor factors but the type of school and place of residence and for each gender separately ( Table 5 ). The finding showed that the best set of predictors shaping high level of perceived stress was slightly different in both genders.

The best subset of predictor factors affecting the likelihood of experiencing high level of perceived stress in adolescent boys and girls: results of multivariate logistic regression analysis, adjusted odds ratio, and 95% confidence interval.

Note: a Adjusted odds ratio after controlling for all candidate predictor variables. Final most parsimonious subset of factors affecting the likelihood of high perceived stress was obtained using a stepwise backward elimination method and rejection criterion of the p -value greater than 0.05. b Age range varies from 13 to 18 years.

In boys, the best subset of high perceived stress predictors included age, school-induced stress, peer and parental pressures, and lack of support from teachers. In girls, it included age, school-induced stress, stressful school events such as upcoming tests anxiety and participating in class, thinness and obesity, peer and parental pressures.

The odds of high perceived stress increased with each year of increasing age and by the age of 18 years, was almost three times in boys (OR = 2.82; 95% CI: 1.91–5.27) and over three times in girls (OR = 3.18; 95% CI: 1.29–7.81) greater than in 13-year-old counterparts.

Adolescents exposed to school-related stress were 4.5 times (boys) and 6.2 times (girls) more likely to experience a high level of perceived stress than those not exposed at all or only at low levels (OR = 4.45; 95% CI: 3.11–6.36 for boys and OR = 6.22; 95% CI: 4.18–7.59 for girls).

Adolescent boys exposed to high peer pressure were over four times and girls were over three times more likely to be stressed at a high level than their not exposed counterparts (OR = 4.15; 95% CI: 2.21–5.77 for boys and OR = 3.14; 95% CI: 2.35–4.97 for girls).

Similarly, those who were exposed to continuous high expectations from parents were over (boys), and almost (girls), three times more likely to experience high perceived stress levels as compared to their counterparts not exposed to parental stress (OR = 3.47; 95% CI: 2.06–4.72 for boys and OR = 2.63; 95% CI: 1.75–4.09 for girls).

While girls were stressed by abnormal (elevated or lowered) weight status, boys were stressed by their concern about height. The odds of high perceived stress level were almost three times greater in overweight/obese girls than in normal weight counterparts (OR = 2.63; 95% CI: 1.75–4.09). The likelihood of experiencing high perceived stress level increased 1.25 times with decreased value of BMI (thinness grade 3) giving OR = 0.80; 95% CI: 0.60–1.04. Boys shorter than the average height in group were considerably (almost twice) more likely than their taller counterparts to report high perceived stress levels (OR = 1.82; 95% CI: 1.09–2.51).

Furthermore, specific school-related stressful events were significant predictors of high perceive stress level only in girls. Those exposed to exam/test anxiety at a high level were almost two times more likely than their not exposed or at low level peers to experience high perceived stress (OR = 1.82; 95% CI: 1.20–3.05). A similar result was found for stress generated by participating in the classroom activities (OR = 1.84; 95% CI: 1.53–2.34).

While girls were more affected by school-related stressful events, boys experienced a high perceived stress level when exposed to a lack of support of the teacher (OR = 1.74; 95% CI: 1.01–2.94).

The patterning of statistically significant gender differences in perceived stress included also psychosomatic symptoms associated with exam/test anxious worry ( Figure 1 ). Overall, 91.7% of girls compared to 76.6% of boys reported any of the symptoms. Nervousness was the most common symptom reported by both girls (53.6%) and boys (48.2%) followed by headache, abdominal pain, sleep disruptions, and churning around the stomach ( Figure 1 a). Gender difference was statistically significant (Chi-square = 36.49, df = 5, p < 0.001). Relative to boys, girls were much more likely to experience multiple symptoms of exam/tests anxiety ( Figure 1 b) and this gender difference was statistically significant too (Chi-square = 58.30, df = 4, p < 0.001). For example, three symptoms were about 4 times (8.2% in girls versus 1.6% in boys) and four symptoms almost 9 times (3.5% in girls versus 0.4% in boys) more frequently reported by girls than boys.

An external file that holds a picture, illustration, etc.
Object name is ijerph-18-11791-g001.jpg

Frequency of psychosomatic symptoms evoked by exam/tests stress in adolescent students: ( a ) Specific symptoms; ( b ) Number of symptoms.

4. Discussion

Utilizing a transactional model of stress and coping and a large sample of adolescents aged 13 to 18 years, the present study provides the first, as we believe, data that show perceived stress in relation to school environment, peers, and parents among Polish youths. Results of this study may contribute in several ways to the public health research literature on stress in adolescence and the pediatric clinical practice.

One of the key findings revealed that of all the examined factors, school-induced stress was the most powerful predictor (with large effect size) of a high perceived stress level. This was true for both genders regardless of their rural/urban settings and the type of school they attended. Several studies showed similar results [ 15 , 16 , 42 , 43 , 44 ].

School is recognized as a central developmental context for the academic and socio-emotional development of adolescent students. School can be seen as adolescents’ main workplace, an environment where they face a wide range of ongoing normative stressors such as academic demands (tests, exams, class participation) strengthened by high parental expectations [ 15 , 42 , 43 ]. School is also an important institution for the socialization of adolescents in modern societies shaped by teacher–student interpersonal relationships, relational work and likeability among the same-aged peers [ 44 ]. Exposure to anxiety or stress induced from school affects adolescent well-being. School well-being plays a significant role in current and future well-being, psychosomatic problems, and academic achievements [ 15 ].

The concept of stage-environment fit, a theoretical outgrowth of the ecological system perspective, suggests that a poor fit between individual changes during adolescence (e.g., pubertal changes in physique, desires for autonomy and a greater role in decision-making; a heightened need for positive relationships with adults outside the family, and sensitivity to peer evaluation) and contextual levels (e.g., greater teacher control and discipline; less personal and positive teacher–student relationships; fewer opportunities for student decision-making and choice, and more emphasis on ability assessment and social comparison) may hinder his/her ability to cope with and adapt to a stressful school environment [ 45 ]. If this fit is unsuitable, the individual may experience maladaptation. If it is adequate (optimal), the individual’s motivation, behavior, and overall mental and physical health may be facilitated. Our findings indicated a large overall effect of school environment on perceived stress. This is interpreted as of practical significance, thus suggesting that school-based intervention programs targeting adolescent students might mitigate stress and improve their mental health status and well-being [ 46 ].

Gender has proven to be a medium effect factor of perceived stress with girls being more likely than boys to experience systematically higher perceived stress levels, score higher on a perceived stress scale, and report more frequently psychosomatic symptoms of exam anxiety.

The exact gender-related differences in prevalence rate and general score vary among adolescents across several different cultures and social contexts [ 47 , 48 , 49 , 50 , 51 ]. In line with our finding, a study by Murberg and Bru [ 52 ] found gender difference in school stress vulnerability, with girls being likely to experience more stress related to school achievement (in the present study, not only generic stress from school but also participating in class and upcoming test anxiety) while boys experienced more stress from relational conflicts with teachers, parents, and peers at school. Despite the heterogeneous results across studies, the well-established gender difference in perceived stress is believed to emerge at adolescence and often passes through to later periods of life [ 53 ].

The reasons behind the gender gap are less well understood. The explanations suggested include potential gender differences in sociocultural milieu [ 54 ] and biological sex differences in physiological [ 55 ] and neurobiological [ 56 ] mechanisms underlying every part of the stress process. There is also much evidence on gender determined differences in emotional reactions to stress, in particular, that related to establishing and maintaining interpersonal relationships in the adolescent period, with girls showing higher levels of stress than boys [ 57 ].

Bale and Epperson [ 58 ] in their systematic literature review have demonstrated that apart for the prenatal organizational window to sex differences in long-term programing, there are limited differences in early postnatal life until the onset of puberty. This critical moment in life is associated with gender-related changes in psychological stress. In line with the focal theory of change [ 59 ], the magnitude of perceived stress depends on the accumulation of experience from previous stages of life. Both the accumulation and new exposures to stressful environmental stimuli may result in much higher stress in adolescence than any other period of life. Furthermore, the current study showed that prevalence of high perceived stress level and overall magnitude of stress increased with each increasing year in both boys and girls. This finding is broadly consistent with other studies [ 50 , 53 ]. Seiffge-Krenke and colleagues, however, found that most adolescents experienced high levels of stress during early adolescence up to the age of 15, after which it began decreasing [ 60 ].

Studies evaluating the association between the BMI weight status and perceived stress have yielded conflicting results. Our analysis revealed a significant positive association between being overweight/obese and a high level of perceived stress and negative association between being thin and perceived stress, but only in girls. This finding corroborates that of the HELENA-CSS study [ 61 ] but is inconsistent with reports indicating overweight/obese boys and girls being directly associated with perceived stress [ 62 , 63 ], and null results found in our previous study conducted among Polish adolescents where perceived stress was measured in terms of depressive symptoms [ 64 ]. The results of the EAT Study have suggested that impairment in the emotional well-being of overweight/obese adolescents is mediated by weight-related body dissatisfaction in both boys and girls and during early and late adolescence [ 21 ]. In contrast to these findings, the 4-year longitudinal study of van Jaarsveld and colleagues [ 65 ] revealed that perceived stress in any year was not related prospectively to increases in waist or BMI, nor was there any evidence that higher stress over the whole period was associated with greater gains in waist or BMI.

Furthermore, inverse associations of body height with perceived stress (the shorter height, the greater stress), found in the present study only in boys, confirmed gender-oriented aspects of overall own body perception (body image) or body dissatisfaction. A growing body of literature in this area, including our previous studies, clearly suggests that girls almost exclusively report wanting to be thinner [ 66 , 67 , 68 , 69 ] whereas the majority of boys desire to be taller and more muscular [ 70 , 71 ]. Although less frequently addressed in the literature, height dissatisfaction is suggested to be associated with a higher drive for muscularity and seems to be a male-specific phenomenon [ 72 ].

Study Limitations

This study has several limitations. First, the data were based on self-reports from adolescents and should be evaluated with reference to potential self-reporting bias. However, self-reporting of perceived stress is commonly used in psychological studies largely because it provides a more appropriate measure of actual levels of stress experienced by individuals than external counting of potential stressors [ 73 ]. Second, the cross-sectional design did not allow us to make conclusions regarding causality but was methodologically appropriate for solving the research question, to assess the prevalence of high perceived stress level and to determine the best subset of its predictors. Despite these limitations, the strengths of this study were the conceptual framework that underpinned our study (the transactional model of stress and coping), use of validated psychometric instruments, population-based cohort data of non-clinical adolescent students, the relatively large sample size, high response rate, a multivariate approach to integrate multiple factors hypothesized to be associated with high perceived stress level and measuring the strength of these relationships and differences. With the advantages of systematic sampling, the results of this study can be generalized to the entire cohort of Polish adolescents.

5. Conclusions

Results of the present study provide valuable insights into the impact of stressful school setting, peer and parental pressures on perceived stress of Polish adolescents. As the significant effects of school-induced stress and gender differences on perceived stress were large and medium, the challenge to researcher and practitioners is clear. Gender differences in psychological reaction to diverse stressors, both individual and environment, should be the subject of further detailed investigation. The sources of stress reported to be most common by adolescents should be discussed with parents, school principals and health policy makers to develop and implement school-based stress reduction programs for adolescents.

Acknowledgments

The authors express their thanks to the school district administrators, classroom teachers, parents, and students who took part in the study and enabled this research to be possible. Special thanks are due to the anonymous reviewers whose comments and suggestions helped us to improve earlier drafts of this manuscript.

Author Contributions

M.K. designed the study and conceived the original idea of this paper, performed the computations, analyzed and interpreted the research results, drafted the manuscript. S.T.-O. collected data, made a literature search, analyzed and interpreted psychometric data. All authors have read and agreed to the published version of the manuscript.

No specific grant was received for conducting this study from any funding agency in the public, commercial, or not-for-profit sectors.

Institutional Review Board Statement

The study was conducted according to the guidelines of the Declaration of Helsinki, and approved by the Bioethics Committee at Poznań University of Medical Sciences (protocol code 311/07, 1 March 2007).

Informed Consent Statement

Written informed consent has been obtained from parents/guardians, and adolescents aged 16 and above to publish this paper.

Data Availability Statement

Conflicts of interest.

The authors declare that there is no conflict of interest regarding the publication of this article.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

How Does Homework Cause Stress: Surprising Ways Your Assignments May Be Overwhelming You

SuchScience Staff
January 11, 2024

Understanding Homework-Related Stress

Diving into homework-related stress, one finds that not only is it a significant stressor impacting children’s health, but it also reflects the broader practices and assumptions within the education system.

Health Impacts of Excessive Homework

Not just a buzzword, homework stress can lead to tangible negative health outcomes.

A study in the Journal of Learning Disabilities Research & Practice connects excessive homework to childhood health dilemmas such as headaches, stomach problems, sleep deprivation, and even anxiety and depression.

Denise Pope from Stanford University found in her research that excessive homework can be counterproductive, causing not just mental health issues but also physical health problems by disrupting both sleep quality and quantity.

Education System and Homework Practices

The education system’s traditional assumption has been that homework is beneficial for learning facilitation.

However, survey data indicates that the pressure to complete large volumes of homework can be counterproductive.

There’s a delicate balance between the purpose and benefit of homework and its potential to become a chronic stressor.

Educational experts are examining this issue, as seen in works like those in the Journal of Experimental Education , to ensure that homework practices evolve to support children’s learning without compromising their health.

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Balancing Homework with Personal Life

A cluttered desk with books and papers, a clock ticking in the background, and a look of frustration on a faceless figure's expression

Homework can be more than just a task; it often impacts students’ lives beyond the classroom, affecting their time for other activities and their mental health.

Time Management Challenges

Students today face a significant challenge trying to juggle their homework load with other aspects of their personal lives.

Extracurricular activities, which are essential for social and personal development, often have to be balanced with the time spent on homework .

Many students find themselves in a constant battle to maintain a healthy sleep schedule while trying to keep up with their academic responsibilities, leading to a lack of balance .

Research indicates that middle school students often struggle with this balance, as they attempt to meet the demands of their studies while participating in extracurricular activities and spending valuable family time .

The attempt to manage these diverse commitments can result in a significant decrease in the time available for social activities and contribute to increased anxiety and the risk of depression .

Psychological Consequences of Overload

The psychological impact of an intense homework load can extend far beyond mere frustration.

Students who consistently experience a heavy homework burden may suffer from chronic stress , which can lead to feelings of alienation from family and friends .

The quest for academic success, coupled with the urge to excel in activities and maintain a presence on social media , means young minds are constantly besieged by demands, which can lead to significant personal responsibility and life skills development but at a high cost.

These negative effects are not limited to mental wellness; they can also manifest in physical ways.

A study has shown that a high emphasis on homework can be associated with physical health problems .

It is thus critical for students to learn how to manage their responsibilities effectively, avoiding a scenario where homework becomes the sole focus at the expense of personal growth and health.

Progress in balanced homework practices has also been documented, suggesting that strategic changes can help alleviate the pressure on students.

Teachers are encouraged to consider the overall well-being of their pupils, ensuring that homework bolsters academic achievement without detracting from the ability to lead a balanced life.

The Role of Educational Institutions

A clock shows late hours.

Educational institutions lie at the core of the homework debate.

They shape the policies that directly influence both the quality and quantity of homework assigned.

Policy Changes and Homework Guidelines

Some schools, recognizing the potential for academic stress, have begun to rethink their approach.

The National Education Association has endorsed a 10-minute rule , suggesting that no more than 10 minutes of homework per grade level per night should be assigned.

This move aims to balance schoolwork and free time, allowing students to engage in exercise and mindfulness activities.

In high-performing schools, where the pressure to succeed is palpable, some administrators are implementing a no-homework policy to reduce student stress and burnout.

Support Systems for Stress Management

Schools are not only changing policies but are also putting support systems in place.

Programs focusing on stress management, such as structured mindfulness exercises , have been introduced.

Teachers and parents are also receiving guidance on how to help manage homework-related stresses.

These initiatives, supported by studies from the Stanford Graduate School of Education, underline the critical role educational institutions play in shaping a supportive learning environment.

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How to Reduce Homework Stress

If homework is a source of frustration and stress in your home, it doesn’t have to be that way! Read on to learn effective strategies to reduce your child’s homework stress.

Author Katie Wickliff

Published March 2024

If homework is a source of frustration and stress in your home, it doesn’t have to be that way! Read on to learn effective strategies to reduce your child’s homework stress.

Key takeaways
Homework stress can be a significant problem for children and their families
An appropriate amount of quality homework can be beneficial for students
Parents can help reduce homework stress in several key ways

Table of contents

Homework stress effects
How to reduce homework stress

As a parent who has felt the frustration of watching my child be reduced to tears because of her homework each night, I’ve often wondered: do these math worksheets and reading trackers really make a difference to a child’s academic success? Or does homework cause stress without having a positive impact on learning?

If your child experiences a significant amount of homework stress, you may feel at a loss to help. However, there are several things you can do at home to minimize the negative effects of this stress on your child–and you! We’ve put together a list of research-based practices that can help your child better handle their homework load.

The Effects of Homework Stress on Students

Does homework cause stress? Short answer: Yes. It’s been well documented that too much homework can cause stress and anxiety for students–and their parents. However, do the benefits of homework outweigh the costs? Is homework “worth” the frustration and exhaustion that our children experience?

Findings on the benefits of homework at the elementary school level are mixed, with studies showing that homework appears to have more positive effects under certain conditions for certain groups of students.

After examining decades of studies on the relationship between homework and academic achievement, leading homework researcher Harris M. Cooper has proposed the “10-minute rule,” suggesting that homework be limited to 10 minutes per grade level. For example, children in 3rd grade should do no more than 30 minutes of homework daily, while a 1st grader should do no more than 10 minutes of homework. The National Parent Teacher Association and the National Education Association both endorse this guideline as a general rule of thumb.

Because of these research findings, Doodle believes that an appropriate amount of quality homework can help students feel more positive about learning and can provide parents with a critical connection to their child’s school experience . But to keep learning positive, we need to reduce the amount of stress both students and parents feel about homework.

1. Routine, Routine, Routine

Creating an after-school routine and sticking to it helps children feel organized, but with sports, tutoring, or music lessons, many children have varying weekday schedules. As a former classroom teacher and private tutor, I suggest that families post a weekly schedule somewhere visible and communicate that schedule with their child.

At our house, we have a dry-erase calendar posted on the wall. Every Sunday evening, I write both of my children’s schedules for the following week–including homework time. We go through the calendar together, and they reference it often throughout the week. I can tell both my son and daughter feel better when they know when they’ll get their homework done.

2. Create a Homework Space

Ideally, your child should have a dedicated homework space. It doesn’t matter if that space is a desk, a dining room table, or a kitchen countertop. What does matter is that the homework area is tidy, because an unorganized homework area is very distracting.

3. Start Homework Early

Encourage your child to start their homework as early as possible. Help them review their assignments, make a plan for what needs to be completed, and then dive in. Naturally, children are more tired later in the evening which can lead to more stress.

4. Encourage Breaks

If you can see your child becoming frustrated or overwhelmed by their homework, encourage them to take a breather and come back to it later. As a teacher and tutor, I called this a “brain break” and believe these breaks are essential. Taking a short break will give your child a chance to step away from a frustrating problem or assignment.

5. It’s Okay to Ask for Help

Sometimes, homework can become just too stressful and overwhelming. In that case, it really is okay to stop. Children can learn to advocate for themselves by making a list of questions for their teacher and asking for help the next day. Depending on their age, you might need to help role-play how to approach their teacher with their frustrations.

Additionally, parents should never feel afraid to contact their child’s teacher to talk about homework issues. When I was teaching elementary school, I always wanted parents to feel comfortable reaching out about any issues, including homework stress.

6. Get Plenty of Rest

Sleep is critical to a child’s overall wellbeing , which includes their academic performance. Tired kids can’t concentrate as well, which can lead to feeling more overwhelmed about homework assignments. According to the American Academy of Sleep Medicine, kids aged 6-12 should get at least 9 hours of sleep each night.

7. Consider a Homework Group

Organizing a homework group a few times a week is another way for your child to view homework more positively. Working as a group encourages collaboration, while discussions can solidify concepts learned in class.

8. Encourage Positivity

No matter what your school experience was like, it’s important to model a growth mindset for your child. A growth mindset is the belief that your abilities can develop and improve over time. So if your child says something like “ I can’t do this! ” first acknowledge their frustration. Then, encourage them to say, “ I may not understand this yet, but I will figure it out. ” Speaking positively about tough experiences takes practice, but it will go a long way in reducing homework stress for your child.

9. Develop Skills With Fun Games

Feeling stressed about homework is no fun. Completing worksheets and memorizing facts is necessary, but playing games is a great way to inject some excitement into learning. Doodle’s interactive math app is filled with interactive exercises, engaging math games, and unique rewards that help kids develop their skills while having fun.

Lower Math Anxiety with DoodleMath

Does your child struggle with math anxiety? DoodleMath is an award-winning math app f illed with fun, interactive math questions aligned to state standards. Doodle creates a unique work program tailored to each child’s skill level to boost confidence and reduce math anxiety. Try it free today!

FAQs About Homework Stress

Many studies have shown that homework and stress often go hand-in-hand, often because many children feel pressure to perform perfectly or they have trouble managing their emotions–they get overwhelmed or flooded easily.

You can help your child reduce homework stress in several ways, including by establishing a routine, creating a homework space, encouraging breaks, and making homework fun with online games or math apps.

Lesson credits

Katie Wickliff

Katie holds a master’s degree in Education from the University of Colorado and a bachelor’s degree in both Journalism and English from The University of Iowa. She has over 15 years of education experience as a K-12 classroom teacher and Orton-Gillingham certified tutor. Most importantly, Katie is the mother of two elementary students, ages 8 and 11. She is passionate about math education and firmly believes that the right tools and support will help every student reach their full potential.

Parents, sign up for a DoodleMath subscription and see your child become a math wizard!

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Is Homework a Waste of Students' Time? Study Finds It's the Biggest Cause of Teen Stress

As the debate over the need for homework continues, a new study found that it's the biggest cause of teen stress, leading to sleepless nights and poor academic performance

Julie Mazziotta is the Sports Editor at PEOPLE, covering everything from the NFL to tennis to Simone Biles and Tom Brady. She was previously an Associate Editor for the Health vertical for six years, and prior to joining PEOPLE worked at Health Magazine. When not covering professional athletes, Julie spends her time as a (very) amateur athlete, training for marathons, long bike trips and hikes.

It’s the bane of every teen’s existence. After sitting through hours at school, they leave only to get started on mountains of homework. And educators are mixed on its effectiveness . Some say the practice reinforces what students learned during the day, while others argue that it put unnecessary stress on kids and parents , who are often stuck nagging or helping.

According to a new study, conducted by the Better Sleep Council , that homework stress is the biggest source of frustration for teens, with 74 percent of those surveyed ranking it the highest, above self-esteem (51 percent) parental expectations (45 percent) and bullying (15 percent).

Homework is taking up a large chunk of their time , too — around 15-plus hours a week, with about one-third of teens reporting that it’s closer to 20-plus hours.

The stress and excessive homework adds up to lost sleep, the BSC says. According to the survey, 57 percent of teenagers said that they don’t get enough sleep, with 67 reporting that they get just five to seven hours a night — a far cry from the recommended eight to ten hours. The BSC says that their research shows that when teens feel more stressed, their sleep suffers. They go to sleep later, wake up earlier and have more trouble falling and staying asleep than less-stressed teens.

“We’re finding that teenagers are experiencing this cycle where they sacrifice their sleep to spend extra time on homework, which gives them more stress — but they don’t get better grades,” said Mary Helen Rogers, the vice president of marketing and communications for the BSC.

RELATED VIDEO: To Help Or Not To Help: Moms Talk About Whether Or Not They Help Their Children With Homework

Another interesting finding from this study: students who go to bed earlier and wake up earlier do better academically than those who stay up late, even if those night owls are spending that time doing homework.

To end this cycle of sleep deprivation and stress, the BSC recommends that students try setting a consistent time to go to sleep each night, regardless of leftover homework. And their other sleep tips are good for anyone, regardless of age — keep the temperature between 65 and 67 degrees, turn off the electronic devices before bed, make sure the mattress is comfy and reduce noise with earplugs or sound machines.

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How to Manage Homework Stress

Homework—a dreadful word for both parents and children. While homework is an important part of a child’s development, building independence and problem-solving abilities, it’s also a driving factor in frustration among children and parents. 56% of students say it’s a primary source of stress. But what causes homework stress and what can you do when your child is overwhelmed with homework?

What is Homework Stress ?

It’s exactly that! Anxiety about homework , frustration while working on assignments, and procrastination are all indicators of homework-related stress . The stress can leave students feeling discouraged and overwhelmed, which has a negative impact on their ability to retain information. Students who feel this way often have trouble managing their time and emotions. So, we’ve prepared a few pointers that can help make homework less stressful for your kids!

What Can You Do About It ?

🗓 Create a routine

Make a schedule and stick to it. A clear and organized homework routine will help your children feel more motivated to do their work. Have them get started early after school so they have the rest of the evening for other activities. Establish a time limit so that homework time can feel more manageable. If they struggle to finish their work in the timeframe, discuss with their teacher to find out how long it should be taking. Finding a balance between homework, extracurricular activities, and social time can be difficult, so sticking to a routine is important.

💻 Set a designated study spot

Give students an area that is quiet and distraction free. Remove cell phones, TVs, and tablets to ensure that your children are working to the best of their abilities without any interruptions. It’s easy to become distracted by noise from the living room and toys from the bedroom, so find a spot in your home that has a quiet environment. Make sure to keep the space stocked and organized with necessary items such as highlighter, pencils, and paper. A designated study area allows students to concentrate and produce better quality work.

🙋‍♀️ Don’t be afraid to help

If there is a question or assignment that your child is struggling with, help them! They often know the answer but need a fresh set of eyes to get them across the finish line. Sitting with your child and asking if they need help goes a long way, especially if they’re stuck on a concept. When reviewing material, be sure to consider your child’s learning style .

🥛 Take breaks

We’ve said it before and we’ll say it again . During study time, short breaks help reduce anxiety and frustration. It gives your children a few minutes to clear their minds so they can come back to their assignments refreshed and focused. This not only increases productivity and energy, but also helps students to work smarter and more diligently. The most effective break times are around 10–15 minutes, so the next time you see your child struggling with motivation, suggest a short break!

📝 Make sure they understand the material

Homework is a recap and extension of what your children learned during the school day, so if they’re struggling at home, it could be an indication that they didn’t fully understand the material in class. Making sure they read directions carefully. Ask them to explain or teach the concept to you to see if they comprehend the concept. Start by reviewing homework or class material from previous weeks that led up to the current work. When students fully understanding the topic, they feel more at ease and confident.

Parker, Clifton. “Stanford research shows pitfalls of homework”. Stanford News. 2014.

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Will less homework make California students happier?

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Workplace Stress Solutions: Family Support

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Is it time to get rid of homework? Mental health experts weigh in
Emmy Kang, mental health counselor at Humantold, says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health ...
More than two hours of homework may be counterproductive, research
• 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.
Does Homework Cause Stress? Exploring the Impact on Students' Mental
1. Potential Psychological Effects of Homework-Induced Stress: • Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming. • Sleep Disturbances: Homework-related stress ...
Stanford research shows pitfalls of homework
March 10, 2014 Stanford research shows pitfalls of homework. A Stanford researcher found that students in high-achieving communities who spend too much time on homework experience more stress ...
Homework anxiety: Why it happens and how to help
Use a calm voice. When kids feel anxious about homework, they might get angry, yell, or cry. Avoid matching their tone of voice. Take a deep breath and keep your voice steady and calm. Let them know you're there for them. Sometimes kids just don't want to do homework. They complain, procrastinate, or rush through the work so they can do ...
The Truth About Homework Stress: What You Need to Know
Effects of homework stress at home. Both parents and students tend to get stressed out at the beginning of a new school year due to the impending arrival of homework.. Nightly battles centered on finishing assignments are a household routine in houses with students. Research has found that too much homework can negatively affect children. In creating a lack of balance between play time and ...
Is homework a necessary evil?
As homework load increased, so did family stress, the researchers found (American Journal of Family Therapy, 2015). Many high school students also seem to be exceeding the recommended amounts of homework. Pope and Galloway recently surveyed more than 4,300 students from 10 high-achieving high schools.
10 Tips to Reduce Homework Stress
How To Avoid Homework Stress. Here are 10 tips to help your child learn how to make homework less stressful. 1. Stick to a Schedule. Help your child plan out his or her time, scheduling time for homework, chores, activities, and sleep. Keep this schedule handy so your child knows what he or she should be working on, and when.
From Frustration to Focus: How to Make Homework Less Stressful
Homework-related stress can stem from a variety of factors, including academic pressure, time management, and ineffective homework policies. Alternatives to traditional homework assignments and time-management strategies can help reduce homework-related stress.
How to Manage Homework-Related Stress
Ask students what causes them the most stress, and the conversation will likely turn to homework. Students have complained about homework for practically as long as it has existed. ... Almost all students deal with the burden of homework-related stress. No one enjoys the anxiety of having a lot of assignments due and not enough time to complete ...
When Is Homework Stressful? Its Effects on Students ...
Every few weeks, review the strategy and make any necessary adjustments. Gratefully, more schools are making an effort to control the quantity of homework assigned to children to lessen the stress this produces. Bottom line. Finally, be aware that homework-related stress is fairly prevalent and is likely to occasionally affect you or your student.
Homework and Mental Health: Striking the Right Balance
Psychological Effects of Homework-Induced Stress. Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming. Sleep Disturbances: Homework-related stress can disrupt students ...
Addressing Student Mental Health Through the Lens of Homework Stress
Keywords: homework, stress, mental health The outcomes of adolescent mental health is a threat to students' health and wellbeing, more so than it ever has been in the modern era. As of 2019, the CDC reported a nearly 40. percent increase in feelings of sadness or hopelessness over the last ten years, and similar.
Students Experiencing Stress
Stress is the body's emotional, physical, or behavioral response to environmental change. Stress can be a short-term reaction in response to an upcoming event, such as homework deadlines, an upcoming exam, or speaking in front of the class. Stress can also result from traumatic or ongoing experiences, such as coping with parents' divorce ...
Is it time to get rid of homework? Mental health experts weigh in
Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health ...
Top 10 Stress Management Techniques for Students
Stress can also affect health-related behaviors. Stressed students are more likely to have problems with disrupted sleep, poor diet, and lack of exercise. This is understandable given that nearly half of APA survey respondents reported completing three hours of homework per night in addition to their full day of school work and extracurriculars.
School-Related Stressors and the Intensity of Perceived Stress
Distressed students usually report a large amount of homework, stressful assignments and tests, increasing demands and expectations from school, unhealthy competition between classmates, ... Adolescents exposed to school-related stress were 4.5 times (boys) and 6.2 times (girls) more likely to experience a high level of perceived stress than ...
Impacts of Excessive Homework on Student Health
Diving into homework-related stress, one finds that not only is it a significant stressor impacting children's health, but it also reflects the broader practices and assumptions within the education system. Health Impacts of Excessive Homework. Not just a buzzword, homework stress can lead to tangible negative health outcomes. ...
How to Reduce Homework Stress
Encourage your child to start their homework as early as possible. Help them review their assignments, make a plan for what needs to be completed, and then dive in. Naturally, children are more tired later in the evening which can lead to more stress. 4. Encourage Breaks. If you can see your child becoming frustrated or overwhelmed by their ...
Study Finds Homework Is the Biggest Cause of Teen Stress
According to a new study, conducted by the Better Sleep Council, that homework stress is the biggest source of frustration for teens, with 74 percent of those surveyed ranking it the highest ...
Homework Stress and Learning Disability: The Role of Parental Shame
The high stress related to homework for students with LD and their parents may be accounted for by the characteristics of the disability, which can make many aspects of homework more challenging. For example, students with LD may encounter problems understanding the assignment, remembering to do it, organizing the material needed to carry it ...
How to Manage Homework Stress
Anxiety about homework, frustration while working on assignments, and procrastination are all indicators of homework-related stress. The stress can leave students feeling discouraged and overwhelmed, which has a negative impact on their ability to retain information. Students who feel this way often have trouble managing their time and emotions ...
Will less homework stress make California students happier?
A Challenge Success survey found that 45% said homework was a major source of stress and that 52% considered most assignments to be busywork.
Will less homework make California students happier?
The Assembly Committee on Education passed a new homework policy bill in California for schools to set up clear homework guidelines for students to experience less stress mentally and physically.

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