why cheating on homework is bad

The Real Roots of Student Cheating

Let's address the mixed messages we are sending to young people..

Updated September 28, 2023 | Reviewed by Ray Parker

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• Cheating is rampant, yet young people consistently affirm honesty and the belief that cheating is wrong.
• This discrepancy arises, in part, from the tension students perceive between honesty and the terms of success.
• In an integrated environment, achievement and the real world are not seen as at odds with honesty.

The release of ChatGPT has high school and college teachers wringing their hands. A Columbia University undergraduate rubbed it in our face last May with an opinion piece in the Chronicle of Higher Education titled I’m a Student. You Have No Idea How Much We’re Using ChatGPT.

He goes on to detail how students use the program to “do the lion’s share of the thinking,” while passing off the work as their own. Catching the deception , he insists, is impossible.

As if students needed more ways to cheat. Every survey of students, whether high school or college, has found that cheating is “rampant,” “epidemic,” “commonplace, and practically expected,” to use a few of the terms with which researchers have described the scope of academic dishonesty.

In a 2010 study by the Josephson Institute, for example, 59 percent of the 43,000 high school students admitted to cheating on a test in the past year. According to a 2012 white paper, Cheat or Be Cheated? prepared by Challenge Success, 80 percent admitted to copying another student’s homework. The other studies summarized in the paper found self-reports of past-year cheating by high school students in the 70 percent to 80 percent range and higher.

At colleges, the situation is only marginally better. Studies consistently put the level of self-reported cheating among undergraduates between 50 percent and 70 percent depending in part on what behaviors are included. 1

The sad fact is that cheating is widespread.

Commitment to Honesty

Yet, when asked, most young people affirm the moral value of honesty and the belief that cheating is wrong. For example, in a survey of more than 3,000 teens conducted by my colleagues at the University of Virginia, the great majority (83 percent) indicated that to become “honest—someone who doesn’t lie or cheat,” was very important, if not essential to them.

On a long list of traits and qualities, they ranked honesty just below “hard-working” and “reliable and dependent,” and far ahead of traits like being “ambitious,” “a leader ,” and “popular.” When asked directly about cheating, only 6 percent thought it was rarely or never wrong.

Other studies find similar commitments, as do experimental studies by psychologists. In experiments, researchers manipulate the salience of moral beliefs concerning cheating by, for example, inserting moral reminders into the test situation to gauge their effect. Although students often regard some forms of cheating, such as doing homework together when they are expected to do it alone, as trivial, the studies find that young people view cheating in general, along with specific forms of dishonesty, such as copying off another person’s test, as wrong.

They find that young people strongly care to think of themselves as honest and temper their cheating behavior accordingly. 2

The Discrepancy Between Belief and Behavior

Bottom line: Kids whose ideal is to be honest and who know cheating is wrong also routinely cheat in school.

What accounts for this discrepancy? In the psychological and educational literature, researchers typically focus on personal and situational factors that work to override students’ commitment to do the right thing.

These factors include the force of different motives to cheat, such as the desire to avoid failure, and the self-serving rationalizations that students use to excuse their behavior, like minimizing responsibility—“everyone is doing it”—or dismissing their actions because “no one is hurt.”

While these explanations have obvious merit—we all know the gap between our ideals and our actions—I want to suggest another possibility: Perhaps the inconsistency also reflects the mixed messages to which young people (all of us, in fact) are constantly subjected.

Mixed Messages

Consider the story that young people hear about success. What student hasn’t been told doing well includes such things as getting good grades, going to a good college, living up to their potential, aiming high, and letting go of “limiting beliefs” that stand in their way? Schools, not to mention parents, media, and employers, all, in various ways, communicate these expectations and portray them as integral to the good in life.

They tell young people that these are the standards they should meet, the yardsticks by which they should measure themselves.

In my interviews and discussions with young people, it is clear they have absorbed these powerful messages and feel held to answer, to themselves and others, for how they are measuring up. Falling short, as they understand and feel it, is highly distressful.

At the same time, they are regularly exposed to the idea that success involves a trade-off with honesty and that cheating behavior, though regrettable, is “real life.” These words are from a student on a survey administered at an elite high school. “People,” he continued, “who are rich and successful lie and cheat every day.”

In this thinking, he is far from alone. In a 2012 Josephson Institute survey of 23,000 high school students, 57 percent agreed that “in the real world, successful people do what they have to do to win, even if others consider it cheating.” 3

Putting these together, another high school student told a researcher: “Grades are everything. You have to realize it’s the only possible way to get into a good college and you resort to any means necessary.”

In a 2021 survey of college students by College Pulse, the single biggest reason given for cheating, endorsed by 72 percent of the respondents, was “pressure to do well.”

What we see here are two goods—educational success and honesty—pitted against each other. When the two collide, the call to be successful is likely to be the far more immediate and tangible imperative.

A young person’s very future appears to hang in the balance. And, when asked in surveys , youths often perceive both their parents’ and teachers’ priorities to be more focused on getting “good grades in my classes,” than on character qualities, such as being a “caring community member.”

In noting the mixed messages, my point is not to offer another excuse for bad behavior. But some of the messages just don’t mix, placing young people in a difficult bind. Answering the expectations placed on them can be at odds with being an honest person. In the trade-off, cheating takes on a certain logic.

The proposed remedies to academic dishonesty typically focus on parents and schools. One commonly recommended strategy is to do more to promote student integrity. That seems obvious. Yet, as we saw, students already believe in honesty and the wrongness of (most) cheating. It’s not clear how more teaching on that point would make much of a difference.

Integrity, though, has another meaning, in addition to the personal qualities of being honest and of strong moral principles. Integrity is also the “quality or state of being whole or undivided.” In this second sense, we can speak of social life itself as having integrity.

It is “whole or undivided” when the different contexts of everyday life are integrated in such a way that norms, values, and expectations are fairly consistent and tend to reinforce each other—and when messages about what it means to be a good, accomplished person are not mixed but harmonious.

While social integrity rooted in ethical principles does not guarantee personal integrity, it is not hard to see how that foundation would make a major difference. Rather than confronting students with trade-offs that incentivize “any means necessary,” they would receive positive, consistent reinforcement to speak and act truthfully.

Talk of personal integrity is all for the good. But as pervasive cheating suggests, more is needed. We must also work to shape an integrated environment in which achievement and the “real world” are not set in opposition to honesty.

1. Liora Pedhazur Schmelkin, et al. “A Multidimensional Scaling of College Students’ Perceptions of Academic Dishonesty.” The Journal of Higher Education 79 (2008): 587–607.

2. See, for example, the studies in Christian B. Miller, Character and Moral Psychology. New York: Oxford University Press, 2014, Ch. 3.

3. Josephson Institute. The 2012 Report Card on the Ethics of American Youth (Installment 1: Honesty and Integrity). Josephson Institute of Ethics, 2012.

Joseph E. Davis is Research Professor of Sociology and Director of the Picturing the Human Colloquy of the Institute for Advanced Studies in Culture at the University of Virginia.

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Why Students Cheat—and What to Do About It

A teacher seeks answers from researchers and psychologists. 

“Why did you cheat in high school?” I posed the question to a dozen former students.

“I wanted good grades and I didn’t want to work,” said Sonya, who graduates from college in June. [The students’ names in this article have been changed to protect their privacy.]

My current students were less candid than Sonya. To excuse her plagiarized Cannery Row essay, Erin, a ninth-grader with straight As, complained vaguely and unconvincingly of overwhelming stress. When he was caught copying a review of the documentary Hypernormalism , Jeremy, a senior, stood by his “hard work” and said my accusation hurt his feelings.

Cases like the much-publicized ( and enduring ) 2012 cheating scandal at high-achieving Stuyvesant High School in New York City confirm that academic dishonesty is rampant and touches even the most prestigious of schools. The data confirms this as well. A 2012 Josephson Institute’s Center for Youth Ethics report revealed that more than half of high school students admitted to cheating on a test, while 74 percent reported copying their friends’ homework. And a survey of 70,000 high school students across the United States between 2002 and 2015 found that 58 percent had plagiarized papers, while 95 percent admitted to cheating in some capacity.

So why do students cheat—and how do we stop them?

According to researchers and psychologists, the real reasons vary just as much as my students’ explanations. But educators can still learn to identify motivations for student cheating and think critically about solutions to keep even the most audacious cheaters in their classrooms from doing it again.

Rationalizing It


First, know that students realize cheating is wrong—they simply see themselves as moral in spite of it.

“They cheat just enough to maintain a self-concept as honest people. They make their behavior an exception to a general rule,” said Dr. David Rettinger , professor at the University of Mary Washington and executive director of the Center for Honor, Leadership, and Service, a campus organization dedicated to integrity.

According to Rettinger and other researchers, students who cheat can still see themselves as principled people by rationalizing cheating for reasons they see as legitimate.

Some do it when they don’t see the value of work they’re assigned, such as drill-and-kill homework assignments, or when they perceive an overemphasis on teaching content linked to high-stakes tests.

“There was no critical thinking, and teachers seemed pressured to squish it into their curriculum,” said Javier, a former student and recent liberal arts college graduate. “They questioned you on material that was never covered in class, and if you failed the test, it was progressively harder to pass the next time around.”

But students also rationalize cheating on assignments they see as having value.

High-achieving students who feel pressured to attain perfection (and Ivy League acceptances) may turn to cheating as a way to find an edge on the competition or to keep a single bad test score from sabotaging months of hard work. At Stuyvesant, for example, students and teachers identified the cutthroat environment as a factor in the rampant dishonesty that plagued the school.

And research has found that students who receive praise for being smart—as opposed to praise for effort and progress—are more inclined to exaggerate their performance and to cheat on assignments , likely because they are carrying the burden of lofty expectations.

A Developmental Stage

When it comes to risk management, adolescent students are bullish. Research has found that teenagers are biologically predisposed to be more tolerant of unknown outcomes and less bothered by stated risks than their older peers.

“In high school, they’re risk takers developmentally, and can’t see the consequences of immediate actions,” Rettinger says. “Even delayed consequences are remote to them.”

While cheating may not be a thrill ride, students already inclined to rebel against curfews and dabble in illicit substances have a certain comfort level with being reckless. They’re willing to gamble when they think they can keep up the ruse—and more inclined to believe they can get away with it.

Cheating also appears to be almost contagious among young people—and may even serve as a kind of social adhesive, at least in environments where it is widely accepted.  A study of military academy students from 1959 to 2002 revealed that students in communities where cheating is tolerated easily cave in to peer pressure, finding it harder not to cheat out of fear of losing social status if they don’t.

Michael, a former student, explained that while he didn’t need to help classmates cheat, he felt “unable to say no.” Once he started, he couldn’t stop.

Technology Facilitates and Normalizes It

With smartphones and Alexa at their fingertips, today’s students have easy access to quick answers and content they can reproduce for exams and papers.  Studies show that technology has made cheating in school easier, more convenient, and harder to catch than ever before.

To Liz Ruff, an English teacher at Garfield High School in Los Angeles, students’ use of social media can erode their understanding of authenticity and intellectual property. Because students are used to reposting images, repurposing memes, and watching parody videos, they “see ownership as nebulous,” she said.

As a result, while they may want to avoid penalties for plagiarism, they may not see it as wrong or even know that they’re doing it.

This confirms what Donald McCabe, a Rutgers University Business School professor,  reported in his 2012 book ; he found that more than 60 percent of surveyed students who had cheated considered digital plagiarism to be “trivial”—effectively, students believed it was not actually cheating at all.

Strategies for Reducing Cheating

Even moral students need help acting morally, said  Dr. Jason M. Stephens , who researches academic motivation and moral development in adolescents at the University of Auckland’s School of Learning, Development, and Professional Practice. According to Stephens, teachers are uniquely positioned to infuse students with a sense of responsibility and help them overcome the rationalizations that enable them to think cheating is OK.

1. Turn down the pressure cooker. Students are less likely to cheat on work in which they feel invested. A multiple-choice assessment tempts would-be cheaters, while a unique, multiphase writing project measuring competencies can make cheating much harder and less enticing. Repetitive homework assignments are also a culprit, according to research , so teachers should look at creating take-home assignments that encourage students to think critically and expand on class discussions. Teachers could also give students one free pass on a homework assignment each quarter, for example, or let them drop their lowest score on an assignment.

2. Be thoughtful about your language.   Research indicates that using the language of fixed mindsets , like praising children for being smart as opposed to praising them for effort and progress , is both demotivating and increases cheating. When delivering feedback, researchers suggest using phrases focused on effort like, “You made really great progress on this paper” or “This is excellent work, but there are still a few areas where you can grow.”

3. Create student honor councils. Give students the opportunity to enforce honor codes or write their own classroom/school bylaws through honor councils so they can develop a full understanding of how cheating affects themselves and others. At Fredericksburg Academy, high school students elect two Honor Council members per grade. These students teach the Honor Code to fifth graders, who, in turn, explain it to younger elementary school students to help establish a student-driven culture of integrity. Students also write a pledge of authenticity on every assignment. And if there is an honor code transgression, the council gathers to discuss possible consequences. 

4. Use metacognition. Research shows that metacognition, a process sometimes described as “ thinking about thinking ,” can help students process their motivations, goals, and actions. With my ninth graders, I use a centuries-old resource to discuss moral quandaries: the play Macbeth . Before they meet the infamous Thane of Glamis, they role-play as medical school applicants, soccer players, and politicians, deciding if they’d cheat, injure, or lie to achieve goals. I push students to consider the steps they take to get the outcomes they desire. Why do we tend to act in the ways we do? What will we do to get what we want? And how will doing those things change who we are? Every tragedy is about us, I say, not just, as in Macbeth’s case, about a man who succumbs to “vaulting ambition.”

5. Bring honesty right into the curriculum. Teachers can weave a discussion of ethical behavior into curriculum. Ruff and many other teachers have been inspired to teach media literacy to help students understand digital plagiarism and navigate the widespread availability of secondary sources online, using guidance from organizations like Common Sense Media .

There are complicated psychological dynamics at play when students cheat, according to experts and researchers. While enforcing rules and consequences is important, knowing what’s really motivating students to cheat can help you foster integrity in the classroom instead of just penalizing the cheating.

Students cheat for good grades. Why not make the classroom about learning and not testing?

Professor, Educational Psychology, The Ohio State University

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Eric Anderman received funding from National Institutes of Health.

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We have been hearing stories about academic cheating: from students caught cheating on homework assignments as well as college entrance exams to teachers being caught in cheating scandals, such as the ones in Atlanta , Georgia, and Columbus , Ohio.

Today, between 75% and 98% of college students surveyed each year report having cheated in high school. So, if cheating is happening at that large a scale, is it just inevitable? And can we even blame our students?

In order to figure out how to answer these questions, it’s important to consider why students cheat in the first place. Although the obvious reason seems to be the desire of students to get ahead (eg, to get a good grade, or to avoid a punishment), the real reason is actually a bit more complicated.

Academic goals matter

When students do their schoolwork (which includes everything from daily homework assignments to major examinations), they usually have certain goals in mind. These goals vary from one academic task to another.

In other words, if you were to ask a student, “What is your goal in taking next week’s chemistry test?”, the student should be able to tell you what she wants to get out of the experience.

My colleagues and I have been studying the psychology behind academic cheating for the past two decades, and we have found that students’ goals in their academic tasks are related in very predictable ways to their likelihood of cheating. Research also indicates that teachers and parents can influence those goals, and thus potentially deter cheating.

If the sole reason for engaging in an academic task is to get a good grade, then it’s probably easy for a student to justify the act of cheating.

As my colleagues and I found , some students might have short-term reasons. For instance, for some students, it might be as simple a motivation as the desire to go to a friend’s party on Saturday night. If they think that their parents will not let them go if they fail the test, they might take the easier option to cheat, to be able to go to the party.

For some others, it might be a longer-term reason: They might want a good salary and other luxuries in their adult life and believe that the only path to those things would be a good college. And they might be willing to cheat on their tests to be able to get ahead in their future.

Students have different goals

Whereas these reasons may seem selfish and shortsighted to some adults, to many adolescents, who are still unable to consider the consequences of their actions, these goals may seem perfectly reasonable.

We refer to these goals as “extrinsic” goals. Research indicates that students who experience classrooms in which extrinsic goals are common are more likely to cheat.

Clearly, not all students have these goals. Some students are motivated by their desire to learn.

So, for some students, the goal might be to truly understand and master the material that is being studied. In other words, whereas some students might have a goal of getting a good grade on a chemistry test in order to get something (eg, to go to a party), others might have the goal of truly learning chemistry: “I want to understand chemistry because I want to develop drugs to help fight cancer; I know that understanding chemistry is essential for me to be successful in this career.”

We refer to these goals as “mastery” goals. Research indicates that students who experience classrooms in which mastery goals are valued and encouraged are less likely to cheat .

If one thinks about this, it starts to make sense. When students are learning in classrooms where the teacher truly values mastery of the academic content (as opposed to getting a good grade on an assessment), then “cheating” really doesn’t offer any benefits to the students.

Teachers can help

The ways in which assessments of student learning are administered are particularly relevant in discussions of academic cheating. If results of assessments ultimately come down to a grade on a test or an assignment (eg, an “A” or an “F”), then students often will come to value the grade more than what they are actually learning.

However, if, in contrast, the assessment truly focuses on a demonstration of mastery of content, then students will focus on mastering that content and not just on getting an “A.”

When students have to demonstrate mastery of material, cheating doesn’t serve much of a purpose – if you truly have to show the teacher that you understand and can apply the information that you learned, then cheating won’t buy you any shortcuts.

Fortunately, there are strategies that educators can use to facilitate students’ adoption of mastery goals instead of extrinsic goals.

Here are a few suggestions, based on our research :

Make sure that assignments and exams require students to demonstrate mastery of content, as opposed to just requiring the regurgitation of memorized facts.

When students do not demonstrate mastery on an assignment or a test, allow them to redo the assignment. Educators sometimes don’t think that this recommendation is fair – after all, if one student gets all of the answers right the first time, why should someone else get a second chance? But, if the goal is really to learn or “master” the content, then does it really matter if the student gets a second chance?

Avoid high-stakes, one-time assessments.

Always provide students’ grades privately – don’t share results publicly or display distributions of scores; students often will cheat in order to avoid looking “dumb.”

Ultimately, some students will inevitably cheat. But, by considering why students are doing various academic tasks in the first place and helping them set their “mastery” goals, educators can make a significant dent in the epidemic of academic cheating.

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Why Do Students Cheat?

• Posted July 19, 2016
• By Zachary Goldman

In March, Usable Knowledge published an article on ethical collaboration , which explored researchers’ ideas about how to develop classrooms and schools where collaboration is nurtured but cheating is avoided. The piece offers several explanations for why students cheat and provides powerful ideas about how to create ethical communities. The article left me wondering how students themselves might respond to these ideas, and whether their experiences with cheating reflected the researchers’ understanding. In other words, how are young people “reading the world,” to quote Paulo Freire , when it comes to questions of cheating, and what might we learn from their perspectives?

I worked with Gretchen Brion-Meisels to investigate these questions by talking to two classrooms of students from Massachusetts and Texas about their experiences with cheating. We asked these youth informants to connect their own insights and ideas about cheating with the ideas described in " Ethical Collaboration ." They wrote from a range of perspectives, grappling with what constitutes cheating, why people cheat, how people cheat, and when cheating might be ethically acceptable. In doing so, they provide us with additional insights into why students cheat and how schools might better foster ethical collaboration.

Why Students Cheat

Students critiqued both the individual decision-making of peers and the school-based structures that encourage cheating. For example, Julio (Massachusetts) wrote, “Teachers care about cheating because its not fair [that] students get good grades [but] didn't follow the teacher's rules.” His perspective represents one set of ideas that we heard, which suggests that cheating is an unethical decision caused by personal misjudgment. Umna (Massachusetts) echoed this idea, noting that “cheating is … not using the evidence in your head and only using the evidence that’s from someone else’s head.”

Other students focused on external factors that might make their peers feel pressured to cheat. For example, Michima (Massachusetts) wrote, “Peer pressure makes students cheat. Sometimes they have a reason to cheat like feeling [like] they need to be the smartest kid in class.” Kayla (Massachusetts) agreed, noting, “Some people cheat because they want to seem cooler than their friends or try to impress their friends. Students cheat because they think if they cheat all the time they’re going to get smarter.” In addition to pressure from peers, students spoke about pressure from adults, pressure related to standardized testing, and the demands of competing responsibilities.

When Cheating is Acceptable

Students noted a few types of extenuating circumstances, including high stakes moments. For example, Alejandra (Texas) wrote, “The times I had cheated [were] when I was failing a class, and if I failed the final I would repeat the class. And I hated that class and I didn’t want to retake it again.” Here, she identifies allegiance to a parallel ethical value: Graduating from high school. In this case, while cheating might be wrong, it is an acceptable means to a higher-level goal.

Encouraging an Ethical School Community

Several of the older students with whom we spoke were able to offer us ideas about how schools might create more ethical communities. Sam (Texas) wrote, “A school where cheating isn't necessary would be centered around individualization and learning. Students would learn information and be tested on the information. From there the teachers would assess students' progress with this information, new material would be created to help individual students with what they don't understand. This way of teaching wouldn't be based on time crunching every lesson, but more about helping a student understand a concept.”

Sam provides a vision for the type of school climate in which collaboration, not cheating, would be most encouraged. Kaith (Texas), added to this vision, writing, “In my own opinion students wouldn’t find the need to cheat if they knew that they had the right undivided attention towards them from their teachers and actually showed them that they care about their learning. So a school where cheating wasn’t necessary would be amazing for both teachers and students because teachers would be actually getting new things into our brains and us as students would be not only attentive of our teachers but also in fact learning.”

Both of these visions echo a big idea from “ Ethical Collaboration ”: The importance of reducing the pressure to achieve. Across students’ comments, we heard about how self-imposed pressure, peer pressure, and pressure from adults can encourage cheating.

Where Student Opinions Diverge from Research

The ways in which students spoke about support differed from the descriptions in “ Ethical Collaboration .” The researchers explain that, to reduce cheating, students need “vertical support,” or standards, guidelines, and models of ethical behavior. This implies that students need support understanding what is ethical. However, our youth informants describe a type of vertical support that centers on listening and responding to students’ needs. They want teachers to enable ethical behavior through holistic support of individual learning styles and goals. Similarly, researchers describe “horizontal support” as creating “a school environment where students know, and can persuade their peers, that no one benefits from cheating,” again implying that students need help understanding the ethics of cheating. Our youth informants led us to believe instead that the type of horizontal support needed may be one where collective success is seen as more important than individual competition.

Why Youth Voices Matter, and How to Help Them Be Heard

Our purpose in reaching out to youth respondents was to better understand whether the research perspectives on cheating offered in “ Ethical Collaboration ” mirrored the lived experiences of young people. This blog post is only a small step in that direction; young peoples’ perspectives vary widely across geographic, demographic, developmental, and contextual dimensions, and we do not mean to imply that these youth informants speak for all youth. However, our brief conversations suggest that asking youth about their lived experiences can benefit the way that educators understand school structures.

Too often, though, students are cut out of conversations about school policies and culture. They rarely even have access to information on current educational research, partially because they are not the intended audience of such work. To expand opportunities for student voice, we need to create spaces — either online or in schools — where students can research a current topic that interests them. Then they can collect information, craft arguments they want to make, and deliver their messages. Educators can create the spaces for this youth-driven work in schools, communities, and even policy settings — helping to support young people as both knowledge creators and knowledge consumers. 

Additional Resources

• Read “ Student Voice in Educational Research and Reform ” [PDF] by Alison Cook-Sather.
• Read “ The Significance of Students ” [PDF] by Dana L. Mitra.
• Read “ Beyond School Spirit ” by Emily J. Ozer and Dana Wright.

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What do ai chatbots really mean for students and cheating.

The launch of ChatGPT and other artificial intelligence (AI) chatbots has triggered an alarm for many educators, who worry about students using the technology to cheat by passing its writing off as their own. But two Stanford researchers say that concern is misdirected, based on their ongoing research into cheating among U.S. high school students before and after the release of ChatGPT.  

“There’s been a ton of media coverage about AI making it easier and more likely for students to cheat,” said Denise Pope , a senior lecturer at Stanford Graduate School of Education (GSE). “But we haven’t seen that bear out in our data so far. And we know from our research that when students do cheat, it’s typically for reasons that have very little to do with their access to technology.”

Pope is a co-founder of Challenge Success , a school reform nonprofit affiliated with the GSE, which conducts research into the student experience, including students’ well-being and sense of belonging, academic integrity, and their engagement with learning. She is the author of Doing School: How We Are Creating a Generation of Stressed-Out, Materialistic, and Miseducated Students , and coauthor of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids.  

Victor Lee is an associate professor at the GSE whose focus includes researching and designing learning experiences for K-12 data science education and AI literacy. He is the faculty lead for the AI + Education initiative at the Stanford Accelerator for Learning and director of CRAFT (Classroom-Ready Resources about AI for Teaching), a program that provides free resources to help teach AI literacy to high school students. 

Here, Lee and Pope discuss the state of cheating in U.S. schools, what research shows about why students cheat, and their recommendations for educators working to address the problem.

Denise Pope

What do we know about how much students cheat?

Pope: We know that cheating rates have been high for a long time. At Challenge Success we’ve been running surveys and focus groups at schools for over 15 years, asking students about different aspects of their lives — the amount of sleep they get, homework pressure, extracurricular activities, family expectations, things like that — and also several questions about different forms of cheating. 

For years, long before ChatGPT hit the scene, some 60 to 70 percent of students have reported engaging in at least one “cheating” behavior during the previous month. That percentage has stayed about the same or even decreased slightly in our 2023 surveys, when we added questions specific to new AI technologies, like ChatGPT, and how students are using it for school assignments.

Isn’t it possible that they’re lying about cheating? 

Pope: Because these surveys are anonymous, students are surprisingly honest — especially when they know we’re doing these surveys to help improve their school experience. We often follow up our surveys with focus groups where the students tell us that those numbers seem accurate. If anything, they’re underreporting the frequency of these behaviors.

Lee: The surveys are also carefully written so they don’t ask, point-blank, “Do you cheat?” They ask about specific actions that are classified as cheating, like whether they have copied material word for word for an assignment in the past month or knowingly looked at someone else’s answer during a test. With AI, most of the fear is that the chatbot will write the paper for the student. But there isn’t evidence of an increase in that.

So AI isn’t changing how often students cheat — just the tools that they’re using? 

Lee: The most prudent thing to say right now is that the data suggest, perhaps to the surprise of many people, that AI is not increasing the frequency of cheating. This may change as students become increasingly familiar with the technology, and we’ll continue to study it and see if and how this changes. 

But I think it’s important to point out that, in Challenge Success’ most recent survey, students were also asked if and how they felt an AI chatbot like ChatGPT should be allowed for school-related tasks. Many said they thought it should be acceptable for “starter” purposes, like explaining a new concept or generating ideas for a paper. But the vast majority said that using a chatbot to write an entire paper should never be allowed. So this idea that students who’ve never cheated before are going to suddenly run amok and have AI write all of their papers appears unfounded.

But clearly a lot of students are cheating in the first place. Isn’t that a problem? 

Pope: There are so many reasons why students cheat. They might be struggling with the material and unable to get the help they need. Maybe they have too much homework and not enough time to do it. Or maybe assignments feel like pointless busywork. Many students tell us they’re overwhelmed by the pressure to achieve — they know cheating is wrong, but they don’t want to let their family down by bringing home a low grade. 

We know from our research that cheating is generally a symptom of a deeper, systemic problem. When students feel respected and valued, they’re more likely to engage in learning and act with integrity. They’re less likely to cheat when they feel a sense of belonging and connection at school, and when they find purpose and meaning in their classes. Strategies to help students feel more engaged and valued are likely to be more effective than taking a hard line on AI, especially since we know AI is here to stay and can actually be a great tool to promote deeper engagement with learning.

What would you suggest to school leaders who are concerned about students using AI chatbots? 

Pope: Even before ChatGPT, we could never be sure whether kids were getting help from a parent or tutor or another source on their assignments, and this was not considered cheating. Kids in our focus groups are wondering why they can't use ChatGPT as another resource to help them write their papers — not to write the whole thing word for word, but to get the kind of help a parent or tutor would offer. We need to help students and educators find ways to discuss the ethics of using this technology and when it is and isn't useful for student learning.

Lee: There’s a lot of fear about students using this technology. Schools have considered putting significant amounts of money in AI-detection software, which studies show can be highly unreliable. Some districts have tried blocking AI chatbots from school wifi and devices, then repealed those bans because they were ineffective. 

AI is not going away. Along with addressing the deeper reasons why students cheat, we need to teach students how to understand and think critically about this technology. For starters, at Stanford we’ve begun developing free resources to help teachers bring these topics into the classroom as it relates to different subject areas. We know that teachers don’t have time to introduce a whole new class, but we have been working with teachers to make sure these are activities and lessons that can fit with what they’re already covering in the time they have available. 

I think of AI literacy as being akin to driver’s ed: We’ve got a powerful tool that can be a great asset, but it can also be dangerous. We want students to learn how to use it responsibly.

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Trending Post : 12 Powerful Discussion Strategies to Engage Students

Why Students Cheat on Homework and How to Prevent It

One of the most frustrating aspects of teaching in today’s world is the cheating epidemic. There’s nothing more irritating than getting halfway through grading a large stack of papers only to realize some students cheated on the assignment. There’s really not much point in teachers grading work that has a high likelihood of having been copied or otherwise unethically completed. So. What is a teacher to do? We need to be able to assess students. Why do students cheat on homework, and how can we address it?

Like most new teachers, I learned the hard way over the course of many years of teaching that it is possible to reduce cheating on homework, if not completely prevent it. Here are six suggestions to keep your students honest and to keep yourself sane.

ASSIGN LESS HOMEWORK

One of the reasons students cheat on homework is because they are overwhelmed. I remember vividly what it felt like to be a high school student in honors classes with multiple extracurricular activities on my plate. Other teens have after school jobs to help support their families, and some don’t have a home environment that is conducive to studying.

While cheating is  never excusable under any circumstances, it does help to walk a mile in our students’ shoes. If they are consistently making the decision to cheat, it might be time to reduce the amount of homework we are assigning.

I used to give homework every night – especially to my advanced students. I wanted to push them. Instead, I stressed them out. They wanted so badly to be in the Top 10 at graduation that they would do whatever they needed to do in order to complete their assignments on time – even if that meant cheating.

When assigning homework, consider the at-home support, maturity, and outside-of-school commitments involved. Think about the kind of school and home balance you would want for your own children. Go with that.

PROVIDE CLASS TIME

Allowing students time in class to get started on their assignments seems to curb cheating to some extent. When students have class time, they are able to knock out part of the assignment, which leaves less to fret over later. Additionally, it gives them an opportunity to ask questions.

When students are confused while completing assignments at home, they often seek “help” from a friend instead of going in early the next morning to request guidance from the teacher. Often, completing a portion of a homework assignment in class gives students the confidence that they can do it successfully on their own. Plus, it provides the social aspect of learning that many students crave. Instead of fighting cheating outside of class , we can allow students to work in pairs or small groups  in class to learn from each other.

Plus, to prevent students from wanting to cheat on homework, we can extend the time we allow them to complete it. Maybe students would work better if they have multiple nights to choose among options on a choice board. Home schedules can be busy, so building in some flexibility to the timeline can help reduce pressure to finish work in a hurry.

GIVE MEANINGFUL WORK

If you find students cheat on homework, they probably lack the vision for how the work is beneficial. It’s important to consider the meaningfulness and valuable of the assignment from students’ perspectives. They need to see how it is relevant to them.

In my class, I’ve learned to assign work that cannot be copied. I’ve never had luck assigning worksheets as homework because even though worksheets have value, it’s generally not obvious to teenagers. It’s nearly impossible to catch cheating on worksheets that have “right or wrong” answers. That’s not to say I don’t use worksheets. I do! But. I use them as in-class station, competition, and practice activities, not homework.

So what are examples of more effective and meaningful types of homework to assign?

• Ask students to complete a reading assignment and respond in writing .
• Have students watch a video clip and answer an oral entrance question.
• Require that students contribute to an online discussion post.
• Assign them a reflection on the day’s lesson in the form of a short project, like a one-pager or a mind map.

As you can see, these options require unique, valuable responses, thereby reducing the opportunity for students to cheat on them. The more open-ended an assignment is, the more invested students need to be to complete it well.

DIFFERENTIATE

Part of giving meaningful work involves accounting for readiness levels. Whenever we can tier assignments or build in choice, the better. A huge cause of cheating is when work is either too easy (and students are bored) or too hard (and they are frustrated). Getting to know our students as learners can help us to provide meaningful differentiation options. Plus, we can ask them!

This is what you need to be able to demonstrate the ability to do. How would you like to show me you can do it?

REDUCE THE POINT VALUE

If you’re sincerely concerned about students cheating on assignments, consider reducing the point value. Reflect on your grading system.

Are homework grades carrying so much weight that students feel the need to cheat in order to maintain an A? In a standards-based system, will the assignment be a key determining factor in whether or not students are proficient with a skill?

Each teacher has to do what works for him or her. In my classroom, homework is worth the least amount out of any category. If I assign something for which I plan on giving completion credit, the point value is even less than it typically would be. Projects, essays, and formal assessments count for much more.

CREATE AN ETHICAL CULTURE

To some extent, this part is out of educators’ hands. Much of the ethical and moral training a student receives comes from home. Still, we can do our best to create a classroom culture in which we continually talk about integrity, responsibility, honor, and the benefits of working hard. What are some specific ways can we do this?

Building Community and Honestly

• Talk to students about what it means to cheat on homework. Explain to them that there are different kinds. Many students are unaware, for instance, that the “divide and conquer (you do the first half, I’ll do the second half, and then we will trade answers)” is cheating.
• As a class, develop expectations and consequences for students who decide to take short cuts.
• Decorate your room with motivational quotes that relate to honesty and doing the right thing.
• Discuss how making a poor decision doesn’t make you a bad person. It is an opportunity to grow.
• Share with students that you care about them and their futures. The assignments you give them are intended to prepare them for success.
• Offer them many different ways to seek help from you if and when they are confused.
• Provide revision opportunities for homework assignments.
• Explain that you partner with their parents and that guardians will be notified if cheating occurs.
• Explore hypothetical situations.  What if you have a late night? Let’s pretend you don’t get home until after orchestra and Lego practices. You have three hours of homework to do. You know you can call your friend, Bob, who always has his homework done. How do you handle this situation?

EDUCATE ABOUT PLAGIARISM

Many students don’t realize that plagiarism applies to more than just essays. At the beginning of the school year, teachers have an energized group of students, fresh off of summer break. I’ve always found it’s easiest to motivate my students at this time. I capitalize on this opportunity by beginning with a plagiarism mini unit .

While much of the information we discuss is about writing, I always make sure my students know that homework can be plagiarized. Speeches can be plagiarized. Videos can be plagiarized. Anything can be plagiarized, and the repercussions for stealing someone else’s ideas (even in the form of a simple worksheet) are never worth the time saved by doing so.

In an ideal world, no one would cheat. However, teaching and learning in the 21st century is much different than it was fifty years ago. Cheating? It’s increased. Maybe because of the digital age… the differences in morals and values of our culture…  people are busier. Maybe because students don’t see how the school work they are completing relates to their lives.

No matter what the root cause, teachers need to be proactive. We need to know why students feel compelled to cheat on homework and what we can do to help them make learning for beneficial. Personally, I don’t advocate for completely eliminating homework with older students. To me, it has the potential to teach students many lessons both related to school and life. Still, the “right” answer to this issue will be different for each teacher, depending on her community, students, and culture.

STRATEGIES FOR ADDRESSING CHALLENGING BEHAVIORS IN SECONDARY

You are so right about communicating the purpose of the assignment and giving students time in class to do homework. I also use an article of the week on plagiarism. I give students points for the learning – not the doing. It makes all the difference. I tell my students why they need to learn how to do “—” for high school or college or even in life experiences. Since, they get an A or F for the effort, my students are more motivated to give it a try. No effort and they sit in my class to work with me on the assignment. Showing me the effort to learn it — asking me questions about the assignment, getting help from a peer or me, helping a peer are all ways to get full credit for the homework- even if it’s not complete. I also choose one thing from each assignment for the test which is a motivator for learning the material – not just “doing it.” Also, no one is permitted to earn a D or F on a test. Any student earning an F or D on a test is then required to do a project over the weekend or at lunch or after school with me. All of this reinforces the idea – learning is what is the goal. Giving students options to show their learning is also important. Cheating is greatly reduced when the goal is to learn and not simply earn the grade.

Thanks for sharing your unique approaches, Sandra! Learning is definitely the goal, and getting students to own their learning is key.

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School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: December 7, 2023

Published: January 23, 2020

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

Photo by  energepic.com  from  Pexels

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

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

2. Homework Gets Parents Involved

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

3. Homework Teaches Time Management

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

4. Homework Opens A Bridge Of Communication

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

5. Homework Allows For More Learning Time

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

6. Homework Reduces Screen Time

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

The Other Side: Why Homework Is Bad

1. homework encourages a sedentary lifestyle.

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

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

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

2. Homework Isn’t Healthy In Every Home

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

3. Homework Adds To An Already Full-Time Job

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

4. Homework Has Not Been Proven To Provide Results

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

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

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

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

5. Homework Assignments Are Overdone

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

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

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

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

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Cevin Soling

Why I Think Students Should Cheat

You have been kidnapped and dragged off to a remote location where your abductors have tied you to a chair. One of your captors is seated in front of you. He holds up ten flash cards and informs you that he is going to ask you a series of questions and the answers are printed on the backs of the cards. He assures you that once he has finished asking these questions, you will be released. There is a catch, though. For every question you get wrong, he will signal his accomplice to cut off one of your fingers. As he begins to read the first question, you notice there is a mirror on the opposite wall where you can see the reflection of the text on the card. Because you have been taught that cheating is dishonest, you interrupt your kidnapper and let him know that you are able to read the card and that he must conceal them better so that you cannot inadvertently cheat. He adjusts himself accordingly and proceeds to ask you a series of dry and uninspired questions on topics that hold no interest for you, while his accomplice menacingly holds out a set of cutting pliers.

While cheating is technically wrong, everyone should cringe at this conception of morality because it fails to account for context. In this example, cheating is not only justified, it is necessary because it aids a helpless victim who has been involuntarily subjected to unreasonable conditions. Unfortunately, this kind of clarity is absent when it comes to compulsory education.

One of the most salient features of all public schools is the importance of grades. Because grades are the currency and sole commodity of schools, they are used both to motivate and punish. They are a major component of a student’s portfolio and have the potential to impact their future. Educators might try to stress the value of “learning” over grades, but that is a complete farce. When learning is not commensurately represented by grades, students rightly feel cheated by the system and become apathetic. To insist on valuing learning over grades is offensively disingenuous and hypocritical. It is akin to telling workers at McDonald’s that they should care more about doing their job than their salary.

Students have no input regarding how or what they learn, and they are alienated from the work they do at school. Except for a few rare assignments, students are not inspired by their work, and any personal attachment they could have is undermined by the fact that they must compromise their efforts to meet the demands and expectations of the person who grades their work.

It's important to bear in mind that students prepare for tests with the intention that they will retain the material just long enough to take the test and then forget most of what they learned soon afterwards. This completely undermines the purpose and value of testing. Advocates of testing who denigrate cheating conveniently fail to acknowledge this. Testing demands that students view knowledge as a disposable commodity that is only relevant when it is tested. This contributes to the process of devaluing education.

The benefits of cheating are obvious – improved grades in an environment where failure is not an opportunity for learning, but rather a badge of shame. When students do poorly on a test, there is no reason for students to review their responses because they will likely never be tested on the same thing ever again. The test itself is largely arbitrary and often not meaningful. Organizations such as FairTest are devoted to sharing research that exposes the problems of bad testing practices.

The main arguments against cheating in school are that it is unethical, promotes bad habits, and impacts self-esteem through the attainment of an unearned reward. None of these concerns are even remotely valid because none consider the environment. Children are routinely rounded up and forcibly placed in an institution where they are subjected to a hierarchy that places them at the bottom. Like the hostage, they are held captive even if they are not physically bound. They are deprived of any power over their own lives, including the ability to pursue their interests, and are subjected to a barrage of tests that have consequences for each wrong answer.

Karen Williams

Vittoria Elliott

Lauren Goode

Reece Rogers

Maintaining ethics is part of an unwritten contract of being a willing participant in a community. Students placed in school against their will and routinely disrespected have no obligation to adhere to the ethical codes of their oppressors. Cheating is an act of resistance, and resistance against oppressive powers should be encouraged and celebrated, rather than deemed a “bad habit” or an unethical act. The concern regarding self-esteem that is highlighted by The Child Study Center as promoting the “worst damage,” lacks any scientific support whatsoever.

If students feel bad for cheating, it is because the environment has created a set of conditions where cheating is necessary and justifiable. For this same reason, many students are proud that they cheat. Cheating often requires creativity in terms of execution as well as ingenuity to avoid being caught. It also serves as a statement of disdain against an arbitrary and repressive institution. For these reasons, cheating can be a source for pride that boosts self-esteem. Given this construct, cheating is not simply something many students do; it is something all students in compulsory schools should do. Cheating is a moral imperative.

Punishing students for cheating is completely misguided. People should be most concerned about the student who does not cheat. They are the ones who appear to have internalized their oppression and might lack the necessary skills to rally and lobby against abuses of power that are perpetrated by governing bodies. Cheating should be recognized as the necessary and logical outcome of an arbitrary and oppressive institution. Punishing students who cheat is yet another abuse of autocratic power. In a healthy society, people ridicule and shame those who force children to endure the kind of environment that demands they must cheat.

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Home » Tips for Teachers » 7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

7 Reasons Why Students Should Not Have Homework

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

1. Elevated Stress and Health Consequences

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

Key findings and statistics reveal a worrying trend:

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

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

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

2. Inequitable Impact and Socioeconomic Disparities

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

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

Key points highlighting the disparities:

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

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

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

3. Negative Impact on Family Dynamics

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

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

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

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

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

4. Consumption of Free Time

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

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

Key points of concern:

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

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

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

5. Challenges for Students with Learning Disabilities

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

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

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

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

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

6. Critique of Underlying Assumptions about Learning

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

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

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

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

These findings bring to light several critical points:

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

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

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

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

Key points highlighting enforcement challenges:

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

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

Addressing Opposing Views on Homework Practices

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

1. Improvement of Academic Performance

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

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

2. Reinforcement of Learning

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

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

3. Development of Time Management Skills

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

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

4. Preparation for Future Academic Challenges

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

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

5. Parental Involvement in Education

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

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

Exploring Alternatives to Homework and Finding a Middle Ground

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

Alternatives to Traditional Homework

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

Ideas for Minimizing Homework

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

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

Useful Resources

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

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

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

Poor Time Management

The most common reason students cite for committing academic dishonesty is that they ran out of time. The good news is that this is almost always avoidable. Good time management skills are a must for success in college (as well as in life). Visit the Undergraduate Academic Advisement website  for tips on how to manage your time in college.

Stress/Overload

Another common reason students engage in dishonest behavior has to do with overload: too many homework assignments, work issues, relationship problems, COVID-19. Before you resort to behaving in an academically dishonest way, we encourage you to reach out to your professor, your TA, your academic advisor or even  UB’s counseling services .

Wanting to Help Friends

While this sounds like a good reason to do something, it in no way helps a person to be assisted in academic dishonesty. Your friends are responsible for learning what is expected of them and providing evidence of that learning to their instructor. Your unauthorized assistance falls under the “ aiding in academic dishonesty ” violation and makes both you and your friend guilty.

Fear of Failure

Students report that they resort to academic dishonesty when they feel that they won’t be able to successfully perform the task (e.g., write the computer code, compose the paper, do well on the test). Fear of failure prompts students to get unauthorized help, but the repercussions of cheating far outweigh the repercussions of failing. First, when you are caught cheating, you may fail anyway. Second, you tarnish your reputation as a trustworthy student. And third, you are establishing habits that will hurt you in the long run. When your employer or graduate program expects you to have certain knowledge based on your coursework and you don’t have that knowledge, you diminish the value of a UB education for you and your fellow alumni.

"Everyone Does it" Phenomenon

Sometimes it can feel like everyone around us is dishonest or taking shortcuts. We hear about integrity scandals on the news and in our social media feeds. Plus, sometimes we witness students cheating and seeming to get away with it. This feeling that “everyone does it” is often reported by students as a reason that they decided to be academically dishonest. The important thing to remember is that you have one reputation and you need to protect it. Once identified as someone who lacks integrity, you are no longer given the benefit of the doubt in any situation. Additionally, research shows that once you cheat, it’s easier to do it the next time and the next, paving the path for you to become genuinely dishonest in your academic pursuits.

Temptation Due to Unmonitored Environments or Weak Assignment Design

When students take assessments without anyone monitoring them, they may be tempted to access unauthorized resources because they feel like no one will know. Especially during the COVID-19 pandemic, students have been tempted to peek at online answer sites, Google a test question, or even converse with friends during a test. Because our environments may have changed does not mean that our expectations have. If you wouldn’t cheat in a classroom, don’t be tempted to cheat at home. Your personal integrity is also at stake.

Different Understanding of Academic Integrity Policies

Standards and norms for academically acceptable behavior can vary. No matter where you’re from, whether the West Coast or the far East, the standards for academic integrity at UB must be followed to further the goals of a premier research institution. Become familiar with our policies that govern academically honest behavior.

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10 Reasons Why Cheating Is Wrong

Talking Points for Parents to Share With Teens

Cheating has become an epidemic among teenagers. It's become so common that many teens think it's normal and they don't understand why it is wrong. Technology makes cheating easy  and it becomes harder for teachers to detect. Students use their smartphones to look up answers in class—or to text the answers to their friends. They can take someone else's work from the internet and try to pass it off as their own. There are apps to translate foreign language homework, and sometimes there are complete homework assignments posted on websites.

Some teens think they're helping their friends by doing their work for them. Others say they cheat because they feel like they're under immense academic pressure. Often, the pressure to "help" other students stems from the pressure today's teens feel to succeed. They may think their parents value achievement above all else or they may think getting into college at all costs is more important than honesty.

In 2012, 51% of teens admitted they had cheated on an exam in the past year and 32% admitted they had copied an Internet document for an assignment. An additional 55% of students surveyed said they'd lied to a teacher about something significant in the past year.

Top 10 Cheating Talking Points

Whether you suspect your teen may be doing his friends' homework for them or you're trying to be proactive in preventing any problems before they start, talk to your teen about some of the risks associated with cheating. These talking points can give you an idea of things you may want to address.

• Cheating is lying . Whether you copy off someone else's paper, or you plagiarize something you found online, you're claiming that you are responsible for the work.
• Cheating is a form of theft . Taking someone's work and calling it your own is stealing.
• Cheating is unfair to others . Students who work hard to get good grades  shouldn't have to compete with those who aren't doing their own work. Also, people will someday believe in your abilities. If your abilities are not real because you cheated, you will let those people down.
• Cheating is self-degrading . When you cheat, you are telling yourself that you do not believe in your own abilities enough to do the work on your own.
• Cheating is unfair to you . Accomplishment feels good and helps build self-esteem and self-confidence . These are two very important things to a happy successful adult.
• Cheating makes the next learning step harder . Using a simple example: if you don't learn your elements in Chemistry class you will not be able to make complex chemical equations. Therefore, to pass you will have to cheat again or start from scratch. It's easier to just learn the basics the first time.
• Cheating kills trust . Get caught cheating just once and authority figures will always have a hard time trusting you—even if you never cheat again.
• Cheating causes stress . Passing someone else's work off as your own means you'll have to be dishonest and being deceitful is inherently stressful. Keeping those secrets adds additional stress of being discovered as a cheater.
• Cheating is an insult to those who are teaching you. Knowledge is power and when someone shares knowledge with you it is a gift.
• Cheating doesn't end in high school. Cheating often becomes a shortcut. It turns into a bad habit that can follow you throughout college and your future career. Instead of being 'someone who cheated,' you're likely to become 'an ongoing cheater.'

Talking to Your Teen

Hold regular conversations with your teen about cheating. Ask questions like, "Do any of your friends cheat?" "Is cheating a big problem in your school?" or "Do you feel any pressure to cheat on your to try to get ahead?"

Listen to what your teen has to say about cheating. Ask your teen what she thinks constitutes cheating in today's digital world.

Cheating can be a little harder to define. Is it OK to use a website that translates your words into a foreign language? Is it cheating if you take a paper off the internet but put some of the sentences in your own words? Solicit your teen's opinions about these types of questions and then share your own ideas.

Keep in mind that it's important to be a good role model .   If you cheat on your taxes or you're dishonest when you're returning items to a store, your teen will learn it's OK to cheat the system. Show your teen the importance of being honest, even when it's hard, and emphasize that there are consequences for cheating .

Character Counts: Biennial report card on American youth by Josephson Institute of Ethics .

Bretag T. Challenges in addressing plagiarism in education . PLoS Med . 2013;(10)12:e1001574.  doi:10.1371/journal.pmed.1001574

Korn L, Davidovitch N. The profile of academic offenders: Features of students who admit to academic dishonesty . Med Sci Monit . 2016;(22):3043-55.  doi:10.12659/MSM.898810

Ströfer S, Ufkes EG, Noordzij ML, Giebels E. Catching a deceiver in the act: Processes underlying deception in an interactive interview setting . Appl Psychophysiol Biofeedback . 2016;(41)3:349-62. doi:10.1007/s10484-016-9339-8

Barbaranelli C, Farnese ML, Tramontano C, et al. Machiavellian ways to academic cheating: A mediational and interactional model . Front Psychol . 2018;(9):695.  doi:10.3389/fpsyg.2018.00695

Centers for Disease Control and Prevention. Communicating with your child: quick tips .

American Psychological Association. Beat the cheat .

By Amy Morin, LCSW Amy Morin, LCSW, is the Editor-in-Chief of Verywell Mind. She's also a psychotherapist, an international bestselling author of books on mental strength and host of The Verywell Mind Podcast. She delivered one of the most popular TEDx talks of all time.

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Why is Cheating Wrong?

• Published: 11 August 2009
• Volume 29 , pages 67–76, ( 2010 )

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• Mathieu Bouville 1  

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Since cheating is obviously wrong, arguments against it (it provides an unfair advantage, it hinders learning) need only be mentioned in passing. But the argument of unfair advantage absurdly takes education to be essentially a race of all against all; moreover, it ignores that many cases of unfair (dis)advantages are widely accepted. On the other hand, the fact that cheating can hamper learning does not mean that punishing cheating will necessarily favour learning, so that this argument does not obviously justify sanctioning cheaters.

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One can notice that all students who seek good grades (even those studying hard) basically see the teacher as a distributor of grades, not as an end. In fact, it is not clear to me how students can avoid treating teachers as means: teachers are essentially means to an education. (This is true whatever your job: if you were not a means to anyone, who would accept to remunerate you?)

Even if cheating is wrong, this does not automatically imply that it must be harshly punished. Guyau ( 1884 , p. 168) even claims that moral judgement “cannot pass the limits of the moral world to be transformed into the least kind of coercive and penal action. This affirmation ‘You are good, you are bad’ ought never to become this: ‘You must be made to enjoy or to suffer’.” In any case, the harsher the sanction, the more uncontroversial the crime should be.

The reason why grades trump one’s intuition of the value of students is probably that they are objective and thus deemed superior to the subjective opinion of a teacher. But if grades claim that good students are bad, of what exactly are they an objective measure? Grading based on the number of points the student’s name would get in Scrabble is objective as well; it is also completely silly (also see Bouville 2009b ). Saying that the objectivity of grades is their main quality means that what they actually measure is of secondary importance. “What grades offer is spurious precision” (Kohn 1994 ). This, again, undermines the meaning of grades as measure of the value of the students.

One should also remark that grades (which one so dearly wants to protect from cheating) are bad for education as well. Ruth Butler ( 1988 ) found that students who received feedback in the form of grades did worse than those who received written comments but no grade. Butler and Nissan ( 1986 ) note that “grades may encourage an emphasis on quantitative aspects of learning, depress creativity, foster fear of failure, and undermine interest”. According to Anderman et al. ( 1998 ), “students who reported cheating in science perceived their classrooms as being extrinsically focused and perceived their schools as being focused on performance and ability”—i.e. the emphasis on grades favours cheating.

Anderman, E. M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90 , 84–93.

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Bouville, M. (2009a). Crime and punishment in scientific research. Available at http://arxiv.org/abs/0803.4058 .

Bouville, M. (2009b). Exam fairness. Available at http://www.mathieu.bouville.name/education-ethics/Bouville-exam-fairness.pdf .

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Bouville, M. Why is Cheating Wrong?. Stud Philos Educ 29 , 67–76 (2010). https://doi.org/10.1007/s11217-009-9148-0

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Received : 29 September 2008

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Published : 11 August 2009

Issue Date : January 2010

DOI : https://doi.org/10.1007/s11217-009-9148-0

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Why Cheating in School is Wrong: 15 Reasons and Consequences

Cheating in School Wrong

In recent times, students have been engaging in cheating, especially in colleges and universities.

However, it is something you should consider not doing. In this guide, we explore all the reasons why cheating in school is wrong and the ethical questions on why you should try to avoid it.

The issue of cheating is diverse, but its main motivation comes from the desire for better grades. There is also a high burden of work.

Students who use our homework help service note that the burden of the assignments is too much. Check our homework help service and learn how to do it better.

However, others earn higher grades and escape the hard work of passing tests fairly. Let us discuss why this could land you in trouble.

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Why Cheating in School is Wrong

1. cheating hampers progress.

The main reason why we learn is usually to build in the future. When we are learning in various institutions, we obtain several basics. These basics are what we apply in the future to solve the problems we encounter.

If you cheat, you will not know these basics. You will have two options. Either to continue cheating or start learning newly. This becomes a stumbling block to any progress you want to make.

Every student, regardless of their study level, should know that when cheating, you are not learning lessons or skills that could be important later in life.

2. Cheating is not Different from Stealing and Lying

The instructor always expects that every piece of work you hand in was completed through your effort.

When you present the work as your own and know that you cheated, that is lying.

By doing this, you will always take credit for the wrong purposes and may feel guilty.

Cheating becomes stealing when you hand in assignments to your instructor as your own and it belongs to someone else or was done by someone else.

3. Cheating is Unfair to Others

When you cheat, you do not deserve any plaudit. You may feel good after cheating and even get a better grade, but your recognition will be unfair.

When you think of it, it is very unfair to cheat in school and get better grades than your fellow students who studied hard and worked to achieve what they have achieved.

The students also feel bad if they notice. They did everything right and you just found a mechanism to surpass them. It is usually very frustrating when you play by the rules and someone just decides to cheat.

4. Cheating causes Stress

Students think that cheating is easy. It is not. The psychological torture you put yourself into can cause stress. When you decide to cheat, you constantly worry about being caught.

Consequences of cheating may land you into must cross your mind. Whether it’s your parents’ reaction or the disciplinary actions of your school. You even come up with a fake story that you will use to cover up for your actions when caught.

You will always feel insecure if you suspect somebody knows about your cheating and might report you to the administration. All these thoughts are too much to hold into and may eventually cause stress.

5. Cheating in school is unfair to you

The pleasure comes from knowing you completed an assignment or a test independently. You will feel good. Lack of confidence is one of the effects of cheating in college, making it feel unfair to yourself.

You will also build self-confidence in every academic work you do and build your self-esteem too. On the other hand, it feels bad to cheat.

In addition, you may score a high grade on your assignment, but deep down, you will know that you do not deserve it.

When you cheat, you doubt your abilities. You will never find out if you can make it on your own.

6. Cheating Becomes a Habit

When you cheat, you will most probably get a high grade. This will always give you the motivation to cheat again and again.

If you start cheating early in your academics, it becomes a habit and will follow you to high school, colleges, universities, and even in your career. It just becomes a part of you and spreads in everything you do in life.

When you become a cheating addict, it is very unlikely that you will know what is acceptable behavior. Cheating is a demonstration that you disregard others.

7. Eventually, Cheating leads to Course Failure

Success is usually hard to achieve but cheating offers a way out. When you cheat, you usually forego the hard work that every learner must be involved in to succeed.

Hard work instills traits in you that are important in the future. These traits include sacrifice, dedication, persistence, diligence, trustworthiness, and honesty.

It is usually very hard to achieve your goals in the future without these traits. When you are caught cheating in an examination, you fail that examination or even get expelled.

At the same time, failure and bad behavior at school may hinder you from getting a good job in the future.

8. Cheating in College kills Trust

Everyone in institutions is opposed to cheating. You will completely ruin people’s trust in you if you are caught cheating.

The number of times doesn’t matter. One incident of cheating ruins trust.

You may opt never to cheat again but it will be very hard to regain your trust.

Everyone will have a hard time trying to trust you. Even when you submit your work to the instructors, they will always be suspicious and check it thoroughly before giving it back to you.

When people who have witnessed you cheating hear about you cheating again, their opinions will always be compromised, even if you are honest.

9. Cheating is Disrespectful

Cheating is a form of disrespect to our instructors. Instructors sacrifice a lot to see their students succeed. They work very hard, spend a lot of time with students, share knowledge with them, and treat students as their children.

Remember that all this effort is put in because they intend to see their students succeed in academics, careers, and life.

When you get involved in cheating, you have disregarded and disrespected all the instructor’s efforts to ensure you succeeded genuinely. Cheating is also disrespecting your fellow students.

10. Cheating is Embarrassing

Have you ever thought of how people will treat you when you get caught cheating? Your actions are always responsible for how those around you treat you.

Cheating expresses you as incompetent, disrespectful, unintelligent, selfish, lazy, and a person who cannot be trusted. You will feel embarrassed when those around you disregard you.

When you cheat, many institutions are likely to expel you. Think of the embarrassment that this can cause you. Cheating instances are always recorded.

Imagine being barred from reporting to a college and returning home because you cheated in your examinations. You will be seriously embarrassed if you cheat on a test.

11. Cheating makes the next Learning step Harder

When you cheat, you don’t learn and understand the basics. When you cheat in an introduction test, you will find it hard to understand the next topic of study.

This will lead you to cheat again. When you cheat in the final examinations at any level of study, you will find it harder to understand even the simplest concepts in the next level.

For example, when you cheat in your senior examinations and you are admitted to a college to do a course, chances are you will not succeed in this course because it will exhaust your capabilities. Unless you decide to cheat again.

12. In higher education, you can be Sued for Cheating

When you get to a college or university, one of the first things your instructors teach you is always to present original work.

Cheating and presenting work that is not yours can land you in trouble. You can be sued in court for cheating on a paper.

You are accused of copyright infringement. Only the owner of the work can accuse you of copyright infringement.

You must pay the owner for using his work without permission if proven guilty.

13. Cheating in school is a ‘Broken Window.’

The broken window theory dictates that petty acts that show disobedience and instances of not being civilized can cause much more serious crimes in the future.

When small crimes go unnoticed and unpunished, it seems no one is watching. Academic cheating can be easily classified as a broken window. When young students get away with academic dishonesty, they may assume that no one cares.

This can easily lead them to accept that no one will notice when they commit a more serious offense because no one cares.

14. Cheating in college undermines learning

Cheating usually disrupts learning. When a student is given an assignment and gives it to another student to do it for him, he will not learn what the instructor intended him to learn from the test.

Normally when exams are near, students are supposed to learn and revise for the exam. When the student knows he will carry a book to the exam room and copy the exam, he will not learn nor revise the topics involved.

At the same time, when cheating is a shortcut to passing an examination, the students disregard learning activities. While getting good grades is one of the reasons why students cheat, it undermines the learning process.

15. Cheating Devalues Diplomas and Degrees

We should not only look at cheating in schools using the students’ perspective alone. Some schools, mostly colleges and universities, help their students cheat in school to gain credibility and rise through the ranks of top institutions.

This becomes very tricky when it becomes known to the public that the institutions cheat. All graduates from these institutions will suffer.

Their degrees and diplomas become less valuable. They can be fired from their current jobs. Unemployed people will also experience difficulties when trying to secure jobs.

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Ethical Questions about Cheating in Colleges

How do non-cheating students perceive it.

Institutions should be concerned about how non-cheating students view cheating. Most students may feel comfortable not reporting those involved in cheating. They see it as normal. Some fear intimidation from others if they report those involved in cheating.

Have Institutions Failed to Enforce Moral Values of Academic Integrity

The importance of curbing academic dishonesty must be considered if all approaches to curb it are to be developed. Morals such as respect, honesty, and self-discipline must be enforced in all institutions.

Are Students Trained in Making Ethical Decisions in Schools?

It is very obvious for a student trained to make ethical decisions to avoid cheating in examinations. Students who tend to cheat will probably engage in misbehavior or make other unethical decisions.

A study on cheating behavior showed that students who cheated in the experimental test are likelier to engage in other behavior that violates school policies. This proves that cheating is part and parcel of moral issues that educational institutions should address.

Institutions should set up seminars to teach students how to make the right decisions and enhance their academic skills.

A Universal Honor Code in Universities and Colleges

We might strive for academic integrity each day of our life but if the disciplinary actions depend on the instructor, we can never progress. Some instructors may favor some students over others.

Some instructors can even be bribed. This means that no action will be taken. The honor code should provide a unison action that is to be taken against anyone involved in cheating in all institutions.

Watch this video to learn more about this.

With over 10 years in academia and academic assistance, Alicia Smart is the epitome of excellence in the writing industry. She is our managing editor and is in charge of the writing operations at Grade Bees.

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10 Reasons Why Cheating is Wrong

• 70% of teens say at least some kids in their school cheat on tests.
• 60% have friends who have cheated.
• 30% say they themselves have cheated, rising to 43% of 16- and 17-year-olds.
• More than 50% say cheaters don’t get caught.

In our previous blog, Cheating in School , we provided several facts, consequences, and prevention tips for adolescent cheating. In today’s blog, we wanted to offer parents some specific ideas for talking to your teen about cheating.

You can print out these ten reasons to give to your teen and use them as a way to open a discussion.

Top Ten List for Why Cheating is Wrong

• Cheating is the same as lying and stealing. Each time you hand in schoolwork, you are basically telling the teacher that you completed that work on your own. That’s either true or, if you cheated on the work, it’s lying. Cheating is also stealing because you are taking someone else’s work and calling it your own.
• Cheating causes stress . When you cheat, you inevitably worry about getting caught. The stress of getting caught increases when you consider the possible consequences of your actions, such as getting in trouble at home or receiving disciplinary actions from the school. Even worse, you may have to develop a story to cover up your cheating, which can lead to getting trapped in a web of lies because it’s so difficult to keep your story straight when it never happened. It can be very stressful if you get caught in a lie, or if you thinks someone knows about your cheating and might tell someone else.
• Cheating is unfair to others . Have you ever played a game by the rules only to have a friend who was so intent on winning that they cheated? Cheating is very frustrating when you are playing by the rules. When you cheat in school to get better grades, it’s unfair to the kids who actually studied and did the work. You may also receive unfair recognition for the better grade, when it is not deserved.
• Cheating is unfair to you . Accomplishment feels good and helps build self-esteem and self-confidence. When you cheat, you are basically telling yourself that you do not believe in your own abilities. You might get an A on a test or an assignment, but you’ll know that you really didn’t earn it. Cheating just makes you feel bad about yourself.
• Cheating hampers progress . Learning tends to build on itself. You learn basics first so that you can use those basics in more complicated problems later. If you don’t know the basics, then you will have to continue to cheat, or start over learning the material from scratch. Every time you cheat, you’re not learning skills and lessons that could be important later on.
• Cheating is disrespectful . Teachers work hard to share knowledge to help you be successful in academics, career, and life. Cheating shows a lack of respect for the efforts of your teacher and your classmates who did the work.
• Cheating kills trust . It only takes getting caught cheating one time to ruin trust. Even if you never cheat again, those in authority will always have a hard time trusting you and will likely be suspicious of your work. When others hear about your cheating, their opinion of you will be compromised.
• Cheating can become a habit . People who cheat don’t usually do it one time. It becomes a habit that follows people throughout college and into their careers. Just like gambling or stealing, cheating can become a part of who you are and spread into other areas of your life. Cheaters tend to lose perspective as to what is acceptable behavior and demonstrate a disregard for others.
• Cheating eventually leads to failure . By skipping the hard work involved in learning, you will never develop the important traits of persistence, dedication, diligence, and sacrifice. Success takes hard work, and cheating is the easy way out. Eventually, you will find that it is difficult to achieve your goals without these important skills.
• Cheating is embarrassing . Your actions define who you are to those around you. When you cheat, you are expressing yourself to others as lazy, incompetent, untrustworthy, selfish, unintelligent, and disrespectful. In addition, many schools are developing tougher stances on cheating. Imagine your embarrassment when you are suspended for cheating or you discover that school personnel informed college admissions officers of your actions.

Final thoughts…

Schools and parents must both actively discourage cheating if we have any hope of stopping this epidemic. Studies show that America is lagging behind other countries in academics. Our nation will not be globally competitive if we raise a generation of undereducated cheaters. Parents and teachers should emphasize the importance of integrity.

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12 comments.

I think cheating is wrong because at the end of the day you won’t learn anything. So never in your life cheat it is not good for you. If you are going to think about cheat don´t think about it. If you wanna think about cheating at least as for help instead of asking someone for the answer. If you ask people for you will get nowhere in life but where you are now for the rest of you life. Also, I am just a kid. I go to Red Oak Middle School. So If I am In Middle School and I know cheating is bad you should know too.

It is true that cheating is bad and i do feel guilty whenever i try to, but personally i couldn’t help it. What i mean is that i try hard and study but sometimes i need to make sure of my answers so i don’t lose marks, and this is obligatory as the field i want to study in requires high grades. As you mentioned, it is quite an epidemic, but a lot of students cheat and get high grades so universities accept them immediately, due to the undeniable fact that universities nd colleges never look at hardwork spent, but on grades.

This was really helpful for me. I’m doing a essay about cheating in schools and this is the one that was the best for me. Thank you for listing 10 things to help people out.

I do not agree with you, Im a straight A student and I know parents of my friends, many of them put strict rules and limits on their kids if they do not get good grades and in opposite give them rewards for getting good grades, and as a human I really feel bad for them and always help them on exams (im cheating by helping others), no difference between C- or B+, but my friend life will not be miserable! also it helps me to be friends with a lot of bullies or bad guys in school, so I say cheating is good because 1. human feelings 2. peace

Ummm I do not agree with your statement. You say your friends have strict parents, well what happens when they find out that they’ve cheated?? MORE LIMITATIONS that’s what! Yes you can feel bad for them, but instead of helping them by cheating maybe help them study and get good grades the RIGHT way. Also being “friends” with the bullies or bad guys in school. That”s not friendship, that’s them using you to get good grades.

uve never had strict parents have u? The limitations they put on their kids is to the point where they do cheat. You sound dumb

I don’t agree with your statement because what is the point in studying and putting effort in something that is of no value. Its useless. I mean it doesn’t make any sense they tell us to work smarter not harder but don’t like how we do it. Be fr.

i understand what you’re feeling. I’ve done that also but I stopped helping others through cheating. although it’s a pity that your friends are in a strict environment with their parents and that the bad guys/bullies you’ve friends with are slow in studying, cheating won’t get them better. they will never feel the satisfaction that they deserve the grades they’re getting because of you. and they’ll be dependent on you. they’ll become parasites. i understand your pity but also you want to belong that’s why you’re relentless on doing the cheating for them. because in your mindset, if they find you worthy like giving them free grades/work, then maybe they’ll hang out with you more and create some bond you want because you never felt what it’s like to feel belong. you’re worth than that. you don’t have to stoop low to have that. what if someone smarter comes along and they find that they can get higher grades from him or her than you? where would you belong now? you’ll be discarded like trash. they don’t see you as a friend you want them to be. what about your grades? what would you feel if that friend you helped has higher grades than you because of your hard work of cheating for him/her? isn’t that unfair? if they keep on using you for their grades only then its an absolute result that they would never mind if they’ll be ahead of you which they don’t deserve. i understand if you want to help your friends from being punished by their parents but if you keep on doing that, you’ll never realize you’ve been taken advantage of. and people will do that until its too late. i hope you’ll guard yourself more and encourage your friends to study more or give some tips of how you study. thAT can help. value your worth. if they’re adamant on just cheating and not even trying to do the effort and just dependent on your works then they’re not real friends instead its a relationship between a host and a parasite. have some kind friends.

I don’t really agree with your statement. Yes cheating is morally wrong but some of us have parents who don’t understand that grades aren’t everything and that those grades wont mean anything in life. Also teachers don’t create their own things for the students they have to follow a curriculum so no they are not working hard and there is a lot of pressure on us to ”succeed’ so try to think about that.

EXACTLY! Biggest lie I ever heard they are not working hard on anything.

Yes cheating is a wrong way to deal with exams. I fell like cheating shows that we are weak and are are unable to learn by our own so we cheat other people’s work. Most of the boys thinks cheating is a fun amd it shows you are strong and smart which is actually foolish thing ever to do. Cheating is not a way to way to get out of stress in exams. If we prepare our own ideas that will also make you relive.overall i would say that cgetaing is not good ideas as some people think.

Thank you for this thoughtful list.

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Reasons Why Homework Is Bad For Students?

• Post author By admin
• October 12, 2022

Homework is a word that most students don’t want to hear. Because, after many hours of sitting in the same class, the last thing students get is more schoolwork over their precious weekends. Well, it is known to be a traditional schooling system. Lets now 

Some feel that Homework is a necessary part of education. On the other hand, some believe that the time should be invested in extra activities. Many studies have found that most students are getting too much extra Homework and assignments that lead to many problems like stress, sleeping problems, and other problems related to health. 

Typically in high schools, students take six classes a day, which means they receive 24.5 hours of homework weekly. But this is not the main problem. The problem with the school nowadays is that it promotes stress at a very high level by giving students extra work that most of the students don’t want to do. 

There are plenty of reasons why Homework is bad for students, but in this Blog, we will look at the top 18 most crucial reasons.

Without wasting any time, let’s get started.

Table of Contents

18 Reasons Why Homework Is Bad For Students

There are many reasons why Homework is bad, but in this Blog, we will cover the top 18 reasons why Homework is bad for students. 

• May lead to Stress Problems

No time for outside activities

Excessive homework cause depression, have no real impact on performance, homework control the student’s freedom.

• May break student’s confidence

No real benefit

The school became a full-time job, irrelevant content, lack of social skills , waste of time, no time for family, destroy sleep cycle.

• Excessive Homework encourages cheating 

Can lower your grades

Counterproductivity.

• No time for daily exercise

Consume free time

May lead to stress problems..

Extra assignments given by high schools and universities to students may lead to unhealthy stress levels. If bombarded with countless work at the school and at home, students may feel anxiety and stress. I know students need to learn in the class, but they also get some time to explore other things outside the academic world. 

This is obvious if you get work after work and fail to complete that work. You will automatically get stressed, and that gets worse over time. 

According to the survey, 56 percent of the students think that Homework is the primary cause of stress. At the same time, the remaining students think that giving tests and getting good marks causes stress. Only 1 percent of the students think that Homework does not cause notable stress.

One of the main reasons Homework is bad is that you get no time to go outside and play something that will automatically boost your productivity and instantly kill stress. Doing outside activities will not only boost your productivity but also make you healthy physically as well as mentally. 

Excessive Homework may cause Depression, which then affects students mentally and physically too. According to the studies, more than 39% of the students have experienced Depression daily. The main reason is that most students want more grades rather than doing Homework. When students are unable to attain their goals, then it is really hard to maintain their health, so as a result, they get depressed. All of these issues can have a negative impact on someone’s life. 

Extra time spent on Homework does not have a real impact on performance. As a result, it’s more like you’re wasting time by doing the same thing repeatedly, which does not produce any result.

Childhood is meant to be enjoyed, but extra Homework makes it impossible. Instead of spending time on something else, students spend most of their time on Homework. As a result, Homework became the reason to control students’ freedom. 

May break students’ confidence

If you’re doing the same thing repeatedly, you don’t get any result from this. Then the probability is high that you will lose your confidence. So, to boost your confidence, students should take some breaks and then get back to work.

A decrease in academic performance is directly connected to spending more time on Homework. Homework can help you get better marks, but it usually has a low return. As a result, there is no real benefit from the Homework. 

This is the seventh reason why Homework is bad for the students. 

In Chile, most school days start from 8 a.m and end at 4 p.m or later. Every day, students spend approximately 9 hours in school, like you’re doing a full-time job. 

If the Homework has nothing to do with the topic or the subject, it should be prohibited. It is unfair to provide Homework that a student did not cover in the class and expect a better report. 

Heavy homework activities may have a terrible effect on student life. Everyone needs some time for daily routine activity and quality time with their friends and family. But teachers assign heavy Homework during weekends. Then there is no choice but for the students to complete the task rather than be more social. 

Most studies found that Homework is a waste of time that keeps people from doing things they want to do. Such as attending important events or sports. As a result, even if a student wants to attend or participate in such events, in such circumstances, students don’t have enough time due to workload. 

This is the twelfth reason why Homework is bad and should be banned. In most parts of the world, students doest have time to spend with their family members. Well, the most difficult thing for today’s parents is that they don’t spend enough time with their children. Students start working on their homework as soon as they get back home. As a result, students barely have time to talk with their parents.

Even on the weekend, students work on their extra assignments and Homework. That being said, students miss weekends that they are supposed to spend with their family members. However, without work, students have more time for family. 

In most cases, students don’t want to get up early in the morning. When you sleep for a longer period and wake up late in the morning, you would feel more relaxed and chill. But due to excessive amounts of Homework, students barely get 7 hours of sleep. As a result, Homework is the biggest concern that destroys the sleep cycle. 

This is the thirteenth reason why Homework should be banned. 

Excessive Homework encourages cheating

When students have an excessive amount of work to complete in a short period, it is really difficult for them to complete their Homework. As a result, to complete Homework in time, they copy from other students. Cheating is illegal in any school. If the teacher finds out that both assignments have relevant material, they get punished. That is why Homework is bad. 

One of the main reasons Homework is bad is that many teachers cannot provide all the important information in the class, and parents can not help children. If you spend most of the time doing homework, you don’t get time to study. As a result, it can lower your grades. 

Rather than improving education, a heavy homework load may affect the students’ performance. Students have too much stress to complete Homework every other night, which can affect the student’s performance in school. A homework load may counter your productivity skills. 

No Time For Daily Workout

This is the seventeenth reason why Homework is bad. Well, exercise has many benefits, like if you work out daily then it can improve your mental health, and remove stress. On the other hand, some aerobic exercise can even help you with Depression. Students don’t have time for daily workouts due to an excessive homework load. 

Everybody needs some free time to chill or relax, but what if you don’t have time to do anything? How do you feel? Well, the obvious answer is you feel very bad. That’s what students feel when they don’t have time to play or to spend some time with family, just because of frequently given Homework and assignments by the teachers. 

Reasons Why Homework Is Bad & Should be Banned

Four main reasons why homework should be banned

• It creates family stress : Some parents argue with their children about getting Homework done or being frustrated with their inability to teach children about any topic.
• Students can do other important activities : Other activities include outdoor time, family bonding time, and other unscheduled play.
• Doesn’t increase academic achievement : According to many studies, Homework has weak links to get better academic achievements.
• Leads to more anxiety : It can cause more academic stress for students. 

Conclusion: Why Homework is Bad

In this blog, we have learned 18 reasons why Homework is bad. I hope you understand why Homework is bad for the student; not only do students in the same city face this problem, but it’s a worldwide cause. Students also have the freedom to do other activities and have some free time to chill and relax. 

This is the end of this Blog. I hope you like it. Also, Read: Best Homework Songs to Listen While Study

Q1. Is Homework Good or bad?

Ans. Too much of anything can harm you instead of helping you. So, if students get too much work, it can do more harm than good. Studies have shown that if a student gets less Homework, it’s good, but if it’s too much, it’s bad.

Q2. Why is too much Homework bad for mental health?

Ans. Studies conducted at Stanford University in 2013 have found that top-performing students are distracted and mostly spend more time on Homework than on improving academic skills. As a result, they experienced more stress, problems related to health, lack of social skills, and many more.

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Foul or no foul? That's the challenge for officials trying to referee Purdue big man Zach Edey

The lobbying has begun.

It commenced on Thursday when Purdue coach Matt Painter and North Carolina State coach Kevin Keatts conducted their first press conferences at the Final Four. Portions of their comments clearly were directed at the referees who will be officiating the semifinal game between the top-seeded Boilermakers and the 11 th -seeded Wolfpack Saturday at State Farm Arena in Glendale, Arizona.

And, more specifically, how the three-man officiating crew manages Zach Edey, Purdue’s 7-4, 300-pound center. The towering senior is the two-time national player of the year .

“We got to get him out of that lane,’’ Keatts said. “He lives in that lane.”

Translation: Enforce the three-seconds rule, refs!

FOLLOW THE MADNESS: NCAA basketball bracket, scores, schedules, teams and more.

Said Painter, “(Edey) can't get officiated any differently than someone who is 6-8, 210.  He just can't. He's entitled to position.’’

Translations: No cheap fouls, ref.

But the task for officials is as big as, well, Edey himself.

What do Zach Edey's numbers say?

While leading the country in scoring with 25 points per game, Edney has been called for an average of about two fouls per game, remarkably low for a back-to-the-basket center. (He also leads the country in fouls drawn with an estimated 10 per game, according to Ken Pomeroy, whose analytics are widely regarded in college basketball.)

Bo Boroski, a retired official who worked three Final Fours, credited Painter, who during his opening press conference that he has not been assessed with a technical foul in 10 years.

"He’s got a level of empathy for what officials do more than most,'' Boroski said of Painter. "I think his positive pro-communication approach to officials helped to mold Zach. ‘Here’s what they’re going to call. Here’s how they’re going to call it. They’re going to miss some things and watch your elbows. Learn how to use your extremities, learn how to use your weight.’  

"And I think (Painter) taught him a lot of those things not just to be able to score or defend but how to stay in the game.’’

The results bear out how well Edey has followed the plan. He has fouled out once in his college career, the fifth game of his freshman season. In the past three seasons, he has accumulated four fouls just nine times.

His ability to draw fouls has also increased as his playing time has increased through his four season. He averaged 4.7 free throws as sophomore, then 7.1 as a junior and 11.7 this season. Purdue's scoring benefits as Edey makes 71% of his shots from the stripe - a good number for a center.

“He’s very similar to what he was four years ago, but he’s stronger, he’s bigger, if that’s possible,'' said Boroski, who estimated he officiated well over a dozen of Edey's game with Purdue. "And he’s significantly smarter today than he was earlier in his career. But he never did anything dumb.''

There's sure to be great scrutiny of how he plays and is officiated on the sport's biggest stage this weekend. His ability to stay on the court and being a presence on offense is critical. Because that's when Purdue is at its best.

Homework for the refs

Eleven officials have been chosen to work the Four Four . There will two alternates and three three-man crews for the games – two seminal matchups Saturday and the national championship game Monday.

Of officials less familiar with Purdue, Painter may have been putting them on notice when he said, “I don't like my conversations with (officials) that don't do their homework and don't understand.’’

Gene Steratore, who officiated college basketball for more than two decades before retiring in 2018, said homework involves watching game film of the teams. With Purdue, he said, the payoff begins immediately if the Boilermakers control the tipoff.

“As Purdue is bringing the ball up backcourt, Zach Edey is in the frontcourt and he’s already jousting for his low-post position potentially,’’ Steratore said. “When that basketball crosses halfcourt, (spectators are) just watching the guard walk up and look at what play he’s calling. Already I’ve been officiating it from under that basket of Purdue for the last four seconds because somebody is trying to be able to stop Zach Edey.’’

Officials should be in position to evaluate what happens when the ball likely goes to Edey, according to Steratore.

As Edey and a defender jockey for position, the referees will face their first, and fundamental, challenge: determining if the inevitable contact between Edey and the defender is incidental or intentional.

Edey draws comparison to Shaq

Bob Delaney, a retired NBA referee who works with officials from the Southeastern Conference and four smaller conferences, compares the games he officiated that involved Shaquille O’Neal.

“Refereeing Shaq would be like, ‘What’s he complaining about? He didn’t get hit,’ ” said Delaney, who noted his comments for this story were based not on watching Purdue but rather on his experience officiating in the NBA. “And yet you go back and look at the video and you go, ‘Oh, my God. He did get hit.’ But he goes right through it.

“That’s the difficulty. Because you’re used to seeing some kind of reaction from the offensive when the defensive player fouls that person.’’

Boroski, the retired college referee, said Edey’s size impacts the determination of whether contact is incidental or illegal.

"Basketball’s a contact sport," Boroski said. “Football’s a collision sport. So coaches all the time would say, ‘You know, Bo, that’s a lot of contact.’ Well, yeah, but it didn’t rise to illegal. Incidental contact is not a foul, and Zach can take a significant amount of contact and it not be illegal.’’

But, Boroski also said Edey "takes more illegal contact than anyone I can remember'' and not all of the fouls are called.

Verne Harris, a veteran college basketball official, said in an effort to avoid calling unnecessary fouls he warns defenders when they're "getting borderline.'' An common reminder: defenders can put only one forearm against Edey's back. Anything else will result in a foul, according to Harris.

“What’s challenging is, literally, officials could call a foul every time they go down the court on almost eveyrbody,'' he said. "So you have to really pick and choose, especially (with) a post player.''

What about the three-second rule?

When Keatts said Edey “lives in the lane,’’ he echoed the sentiment of about, oh, 99.9 percent of college basketball fans not rooting for Purdue.

Yet Harris, a veteran college referee, pointed out that during about 80 games he’s officiated this season he has called a three-second violation only a handful of times.

“The three-second rule was designed so a guy can’t stay there forever,’’ said Harris, who has officiated six national championship games. “And Edey knows what he’s doing. He gets in and gets out (of the lane). I don’t think he’s abusing that three-second thing at all.’’

Even if Edey chooses to camp in the lane, enforcing the rule can be complicated, according Delaney, the retired NBA referee. He said it gets tricky as the ball moves and referees take on new responsibilities. A three-second count by one official suddenly ends and a new three-second count by another official begins.

“It’s a handoff of areas of responsibility, so at times we fall vulnerable in the fact that somebody may be in there for four or five seconds,’’ Delaney said. “But you never want it to be 3.5 (seconds), 3.3 (seconds).  You know, we’re not looking for, ‘I gotcha.’

“I was a state trooper before I got in this,’’ he said. “Nobody wanted a ticket for a 56 in a 55 (mile-an-hour zone). I mean, we didn’t even write tickets for that. So when people are yelling and screaming it’s at 3.2 (seconds), come on, let’s be realistic.’’

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Many Democrats Are Worried Trump Will Beat Biden. This One Isn’t.

Simon Rosenberg has spent the past two years telling Democrats they need to calm down. His Biden-will-win prediction is his next big test.

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By Adam Nagourney

Adam Nagourney has been covering presidential campaigns since Michael Dukakis ran for president in 1988 — the same campaign in which Simon Rosenberg, the subject of this interview, began his long career in presidential politics.

Simon Rosenberg was right about the congressional elections of 2022. All the conventional wisdom — the polls, the punditry, the fretting by fellow Democrats — revolved around the expectation of a big red wave and a Democratic wipeout.

He disagreed. Democrats would surprise everyone, he said again and again: There would be no red wave. He was correct, of course, as he is quick to remind anyone listening.

These days, Mr. Rosenberg, 60, a Democratic strategist and consultant who dates his first involvement in presidential campaigns to Michael Dukakis, the Democratic presidential candidate in 1988, is again pushing back against the polls and punditry and the Democratic doom and gloom. This time, he is predicting that President Biden will defeat Donald J. Trump in November.

In a world of Democratic bed-wetters, to reprise the phrase used by David Plouffe, a senior political adviser to Barack Obama, to describe Democratic fretters, Mr. Rosenberg is the voice of — well, whatever the opposite of bed-wetter is these days. He even has a Substack newsletter offering insights and daily reassurance to his worried readers — “Hopium Chronicles ,” the name taken from what the pollster Nate Silver suggested he was ingesting back in 2022.

I talked to Mr. Rosenberg about what it feels like to be an outlier in his own party, and why he sleeps so well at night while so many of his fellow Democrats are plotting their moves to Paris after November. This conversation has been edited for clarity and length, and because Mr. Rosenberg — God love him — likes to talk about this subject. A lot.

Good morning, Simon. And, first things first, thank you for doing this.

Any opportunity I have to talk about the good works of Joe Biden and the Democrats — how could I turn that down?

The idea of this interview is that, at a time when there is so much fretting in the Democratic world, you are not — and have never been — a bed-wetter. Can you explain why? This goes back to the midterm congressional elections in 2022, as I recall?

Yes. The argument I made then was threefold. One was that the Republicans did something unusual in 2022. Usually when a party loses elections, they run away from the politics that caused them to lose. And Republicans were running toward it. They were becoming ever more MAGA, even though MAGA had lost in 2018 and 2020.

Second, that Biden was actually a good president, and we’d have a strong case to make. And third, there’s been this huge increase in citizen engagement in the Democratic Party. We’ve been raising crazy amounts of money and have an unprecedented number of volunteers because of the fear of MAGA.

We were stronger and better than was the conventional wisdom. The constant mistake everyone’s been making since the spring of 2022 has been the overestimating of their strength and the underestimating of ours. We went into Election Day with there being this huge belief that the Democrats were going to get killed. I believed those three things were going to allow us to do better than people expected in 2022. And I have that basic view now about 2024.

But this seems like a different time for Democrats, or certainly for Biden .

Here we are almost two years later, and a lot of the same kinds of things are still happening — and Trump is a far weaker candidate in this election than he was in 2016. He’s more dangerous. He’s more extreme. His performance on the stump is far more erratic and disturbing. I’m just giving you my rap here.

How critical to your case — to your rap — is the Supreme Court decision on abortion rights?

I think the election changed a lot with Dobbs, and it hasn’t really changed very much since. There’s one party that just keeps winning all over the country, and every type of election going back now two years — the same basic dynamic, which is, we keep winning, they keep struggling. Why would it be different in November? My view is that it won’t be, because there’s a structural thing happening underneath all of this, which is that Dobbs broke the Republican Party and that a big chunk of the Republican Party has become loosened from MAGA. It’s costing them in elections and costing them a lot of donors — and money.

But poll after poll shows Americans have unfavorable views of Biden and are distressed about the direction of the country. A Wall Street Journal poll released this week found Mr. Biden trailing Mr. Trump in six of seven swing states. That seems like rocket fuel for the worrying class.

I’m not really surprised by anything we’re seeing. But I will tell you that we were told in 2022 that Biden’s low approval rating meant that Democrats were going to get crushed in the elections. And that’s why I think that centering your understanding of this election around Biden’s approval rating or around the public polling is risky business.

Polling can only tell us where things are today. Those of us who’ve been in the business understand how these things evolve and that polling is very soft this far out. We’re asking polling, in my view, to do too much when we have all this other information and data that’s available to us to augment our understanding. And to me, that additional data suggests that we’re going to have a good election. But we’ve got a long way to go.

Now, on the issue of the nervousness? Yeah, I mean, look, I mean, the media tells us, The New York Times tells us, MSNBC tells us, that we should be looking at this election largely through the prism of current polling. That’s the polling industrial complex asserting itself in a very aggressive way in the daily understanding of our elections. I think those of us who have a more holistic understanding of the health of candidates and parties, we have to keep making our case that there’s a lot of other things we should be looking at.

Is there evidence already that polls that suggest Biden is in trouble are misleading?

Well, the evidence is that Trump has underperformed in these early primary states and underperformed in public polling in every one of these states, except for North Carolina. Second is that we know from polling in these early states that somewhere between 20 and 30 percent of the Republican coalition is open to not supporting Trump.

OK, but is there anything that keeps you up at night, that worries you in terms of Biden winning re-election?

I wish we had more time. I think the campaign got a late start, and we have a lot of work to do to win this thing. But we are where we are now, and just have to put our heads down and go to work.

Would you list the backlash against Mr. Biden for Gaza as a problem?

Building and maintaining a winning coalition in a presidential election is always hard, and will be for Biden-Harris in 2024. We are going to have challenges along the way — debates, discussions, even disagreements. But the Democratic Party is very unified right now. There is no one holding back endorsements, or saying they won’t support Biden, as Trump is now facing on the Republican side. Gaza is today a challenge to be managed by Biden, not a threat.

What about third party candidates? What if Robert F. Kennedy Jr., to name the most famous, grabs ballot lines in super-close swing states?

We know from history that we have to take all that very seriously. Democrats understand that we are not just running against Donald Trump this cycle, but we’re running against three other candidates as well, and that we’re going to have to engage them. We’re going to have to treat them like they are serious candidates in this election. And we have to do what we do in politics, which is we have to make them unacceptable to voters.

Is anyone on your side of the house listening to you on all of this? Do you feel like an outlier in your own party — or rather, why are you such an outlier in your own party?

Because polling.

But also, Democrats tend to gravitate to the negative right?

Yes. There is that. And also because there’s a sense that, in the Democratic Party, if we stumble in an election, our democracy could go away. The worry that people have is warranted.

But I’m looking at a lot more than just polling.

The other factor, I would argue, is that Democrats still remember what happened in 2016, when Trump beat Hillary Clinton after polls told them to expect an easy Clinton victory.

Yeah. There’s trauma from 2016 about the election. The most important thing I can say, however you put this in, is that it isn’t like Democrats are sitting around in their houses twiddling their thumbs and throwing things at the television.

Does this mean you are not worried about Biden’s age as a factor in this election?

I am. I know Biden’s age is an issue. But I think Biden assuaged a lot of the concerns that people had with a strong performance at the State of the Union. But also you have to write, in my view, you have to be honest and fair-minded: there’s a strong argument that Biden’s age is also an asset for him, that, in a time of an enormous challenge for the country, having the guy who’s the most experienced person to ever be in the Oval Office may have been a blessing for us. I think we can make that case without sounding like, you know, we’re pushing the envelope on truth.

Are there any other Democrats who would be — would have been — stronger against Trump in this election?

I don’t think that’s even worthy of — no, no, I mean, Joe Biden’s the nominee. I mean, it’s not worthy of speculation, right? Look, we just had a primary. People could have challenged him. They didn’t because they didn’t think they could beat him. And the two candidates who did challenge him got crushed.

We are quietly confident. In the grand scope of things, we can handle this; we can win the election. The big thing that people got wrong in 2022 was that they thought the Democratic Party wasn’t going to bring it, that we weren’t hungry and we weren’t energized. And it turned out that we were.

Adam Nagourney is a national political reporter for The Times, covering the 2024 campaign. More about Adam Nagourney

Our Coverage of the 2024 Presidential Election

News and Analysis

Former President Donald Trump said that abortion rights should be left up to the states , remarks that came after months of mixed signals on the issue.

With his clearest statement yet on the future of abortion rights since the fall of Roe v. Wade, Trump laid bare how faulty a messenger he had always been for the anti-abortion cause .

President Biden released details of his new student loan debt forgiveness plan  for nearly 30 million borrowers. Here is what to know about the proposal , which will have to withstand expected legal challenges.

Protests over the Biden administration’s handling of the war in Gaza are disrupting the activities of Democratic officials, complicating their ability to campaign during a pivotal election year .

For all Trump’s populist rhetoric in 2016, his presidency proved to be business-friendly. But Trump and those around him are signaling that a second term would be different .

It’s usually a given that Republicans will win voters 65 and over, but that’s not the case in this election. Nate Cohn, our chief political analyst, explains Biden’s strength among seniors .

In Chicago, restaurants and venues are booking fast for the Democratic National Convention in August. But Milwaukee, host of the Republican National Convention in July, is wondering if customers will come .

Morgan Wallen's arrest is the latest in a string of scandals. Here's a timeline of the country singer's biggest controversies.

• Morgan Wallen topped charts and broke records with his 2023 album "One Thing at a Time."
• His success has come despite a string of controversies, including using a racial slur on video.
• The country singer was recently arrested and charged with three felony counts, according to reports.

On the surface, Morgan Wallen is a country star at the top of his game.

The singer's third studio album, 2023's "One Thing at a Time," debuted at No. 1 on the Billboard 200 and remained there for 19 weeks, breaking the record for most weeks among country albums . He finished the year as Billboard's top-performing Hot 100 artist .

However, Wallen's commercial success comes in spite of a string of controversies, including multiple arrests. Keep scrolling for a timeline of his biggest scandals.

Barnaby Lane contributed to a previous version of this article.

May 23, 2020: Wallen is kicked out of Kid Rock's bar and arrested.

According to The Tennessean, Wallen was arrested and charged with public intoxication and disorderly conduct charges during a night out in downtown Nashville.

Police said Wallen was kicked out of Kid Rock's Big Ass Honky Tonk Rock N' Roll Steakhouse at about 11 p.m. for "kicking glass items." He then got into verbal fights with passersby on the street.

"We didn't mean any harm, and we want to say sorry to any bar staff or anyone that was affected," Wallen said in a since-deleted tweet the day after the incident. "Thank you to the local authorities for being so professional and doing their job with class. Love y'all."

Prosecutors later abandoned the charges. 

October 2020: Wallen is caught partying without a mask during lockdown.

Just one week before Wallen was set to make his debut appearance on "Saturday Night Live" in October 2020, videos of the singer drinking and making out with women at packed bars and parties in Alabama, without a mask, emerged online .

At the time, Alabama had deployed a statewide mask and social distancing mandate to prevent the spread of COVID-19.

October 7, 2020: Wallen's "SNL" appearance is canceled.

As a result of his breaking COVID-19 restrictions, Wallen's "SNL" appearance was canceled. He was quickly replaced by Jack White. 

"My actions this past weekend were pretty short-sighted and they have obviously affected my long-term goals and my dreams," he said in an Instagram video after getting axed by NBC producers. 

October 7, 2020: Wallen drops out of headlining a festival in Georgia.

The same day Wallen's "SNL" gig was canceled, he also canceled his headline slot at the Rome River Jam in Georgia — just two days before he was scheduled to take the stage.

According to Billboard, the festival — which allowed fans to gather in their own socially distanced, open-air pods — was expected to be the largest event planned for country fans since the start of the COVID-19 pandemic in March 2020.

Wallen was replaced by Lee Brice on the lineup.

December 5, 2020: Wallen jokes about breaking COVID-19 precautions during an "SNL" sketch.

Wallen made his "SNL" debut two months after his original appearance was canceled.

During the show, Wallen made a surprise appearance during a skit to poke fun at his recent behavior.

In the sketch, Wallen is drinking at an Alabama bar when he meets two future versions of himself, played by Jason Bateman and Bowen Yang, who warn him of what's about to unfold. 

"Someone's going to post a video of you breaking COVID-19 protocols and the whole internet is going to freak out," Bateman says to Wallen.

February 2, 2021: Wallen is caught on video using the N-word.

In a video filmed by Wallen's neighbor and published by TMZ, Wallen can be heard using the N-word to address his friend after a night out in Nashville.

"I'm embarrassed and sorry," Wallen said to TMZ. "I used an unacceptable and inappropriate racial slur that I wish I could take back. There are no excuses to use this type of language, ever. I want to sincerely apologize for using the word. I promise to do better."

February 3, 2020: Wallen's music is pulled from radio stations across the United States.

Stations including SiriusXM and iHeartRadio pulled Wallen's music from the air following the release of TMZ's video. Wallen's music was also deplatformed by streaming services like Apple Music and Spotify.

CMT also took a stand against Wallen's behavior.

"After learning of Morgan Wallen's racial slur late last night, we are in the process of removing his appearances from all our platforms," the country-music cable network  announced on Twitter . "We do not tolerate or condone words and actions that are in direct opposition to our core values that celebrate diversity, equity & inclusion."

February 3, 2020: Wallen is suspended by his record label.

Big Loud Records announced it would suspend Wallen's recording contract "indefinitely" following his casual use of the N-word.

Republic Records, which partnered with Big Loud to distribute Wallen's music, backed the decision with a statement on Twitter.

"Such behavior will not be tolerated," the statement reads.

February 10, 2020: Wallen issues an apology video.

In a lengthy video shared on his Instagram,  Wallen apologized for his remarks and said that he had spoken to leaders in the Black community.

Wallen also shared that he was attempting to get sober.

"I have one favor to ask. I appreciate those who still see something in me and have defended me," he said. "But for today, please don't. I was wrong. It's on me to take ownership for this. And I fully accept any penalties I'm facing."

"Our actions matter, our words matter," he added. "And I just want to encourage anyone watching to please learn from my mistakes."

October 28, 2021: Wallen is barred from attending the American Music Awards.

Wallen was a double nominee at the 2021 American Music Awards, receiving nods in the favorite male country artist and favorite country album categories.

However, he was barred from attending and accepting awards due to his use of the racial slur.

"Morgan Wallen is a nominee this year based on charting," said the show's producers in a statement. "As his conduct does not align with our core values, we will not be including him on the show in any capacity (performing, presenting, accepting).

"We plan to evaluate his progress in doing meaningful work as an ally to the Black community and will consider his participation in future shows."

May 15, 2022: Wallen performs at the Billboard Music Awards.

Wallen was a four-time nominee at the 2022 Billboard Music Awards , which distributes awards based on streaming and sales figures.

He took the stage to perform a medley of "Don't Think Jesus" and "Wasted on You," his first award-show performance since he was filmed using the N-word. He also won the award for top country male artist.

During the awards ceremony, host Diddy said he was "uncanceling" Wallen.

"Love does not rock like that," said the hip-hop superstar. "I'm here to forgive, to unify, to celebrate, and to have everybody be free."

Diddy has since become a controversial figure in his own right, facing multiple allegations of sexual assault and abuse .

June 29, 2022: Wallen opens up about the "dark" time in his life.

Wallen reflected on his past year during an interview with Storme Warren on SiriusXM's "The Highway."

"I feel like I'm a pretty resilient person, and I'm a pretty happy person in general," Wallen told Warren. "But that was definitely a really difficult time, you know?"

"We tried to keep my sight set on better things," he continued. "I feel like if we just stay true to who I knew I really was, that it would, we would come out all right."

March 13, 2023: Wallen scores his first No. 1 on the Billboard Hot 100 with "Last Night."

Wallen's third studio album, "One Thing at a Time," debuted at No. 1 upon its release in 2023.

All 36 of the album's tracks appeared on the Billboard Hot 100, breaking Drake's single-week record . "Last Night" claimed the top spot, becoming Wallen's first No. 1 hit.

The single went on to chart at No. 1 for 16 nonconsecutive weeks, the most ever for a solo song .

April 23, 2023: Wallen cancels his concert in Mississippi minutes before he was meant to take the stage.

Just moments before Wallen was set to appear at the Vaught Hemingway Stadium in Oxford, Mississippi, fans were shocked by a black-and-white message on the stage's big screen, announcing his last-minute cancellation .

"Ladies and gentlemen, unfortunately, Morgan has lost his voice and is unable to perform tonight," the message read. "Therefore, tonight's show has been canceled. Please make your way safely to the stadium exits. Refunds for tonight's event will be available at point of purchase."

Wallen later apologized in a statement on Instagram.

"After last night's show I started losing my voice so I spent the day resting up, talking to my doctor and working through my vocal exercise trying to get better," he wrote. "I am so sorry, I promise you guys I tried everything I could."

April 25, 2023: Wallen faces legal action for his concert's last-minute cancellation.

Brandi Burcham, a fan who attended the canceled Mississippi gig, filed a federal lawsuit against Wallen for breach of contract and negligence.

The University of Mississippi, which hosted the concert, promised full ticket refunds, but Burcham's complaint said she has yet to be reimbursed.

Burcham also cited incurring "out-of-pocket expenses" caused by the concert cancellation that won't be covered by the reimbursement .

April 8, 2024: Wallen is arrested in Nashville and charged with three felony counts.

According to local news reports , Wallen was arrested after he threw a chair from a sixth-story rooftop bar in Nashville. Two police officers who were standing outside said the chair hit the ground just a few feet away.

In a statement provided to The New York Times , Wallen's lawyer Worrick Robinson confirmed his client's arrest and said he is "cooperating fully with authorities."

Wallen was arrested on three felony counts of reckless endangerment, the Times reported. He was also charged with one count of disorderly conduct, which is a misdemeanor.

He was released after posting bond and received a court date for early May.

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