netherlands school no homework

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The school with no classes, no classrooms and no curriculum.

We start with you. What do you want to learn? What are your talents, interests, and ambitions? You can use everything in the world that’s worthwhile to investigate, make or develop as your personal starting point for learning. Your personal coach will support and supervise your learning process. At Agora we traded courses, timetables, classes, and tests for challenges, collaboration and coaching by teachers.

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About the innovation

The basics...

At Agora, we believe that school has to be a good mix between:

Harvard University ... a place where all the knowledge of the world is within reach.

A Buddhist monastery ... where you feel comfortable and at ease andwhere you discover what is valuable to you in life.

A creative laboratory ... where you can make and try everything you can imagine: painting, welding, graphicdesign, 3D printing...from cooking to programming to making a robot: if you canimagine it, you can make it.

A marketplace … where you can see new things, meet and inspire each other, debate and interact.

Disneyland … a place where you feel happy, amazed and above all: welcome, supported andchallenged by the staff!!

A day at Agora

At Agora we have a simple daily structure. Within this structure, your coach teaches you to plan your challenges and other activities. Coaches start at 8 in the morning. Students start at 9 with a ‘dagstart’ (start of the day). This takes half an hour, and it’s all about interacting with other students about working together, or for instance debating about topical subjects.After the ‘dagstart’ everybody has their own agenda. After the lunch break, we have half an hour of silence, so everybody can do their obligatory reading. Most of your days end at 3pm. It’s possible and sometimes necessary to stay longer for instance to visit physical education.

> We start with you. What do you want to learn? What are your talents, interests, and ambitions? You can use everything in the world that’s worthwhile to investigate, make or develop as your personal starting point for learning. Your personal coach will support and supervise your learning process. At Agora we traded courses, timetables, classes, and tests for challenges, collaboration and coaching by teachers.

> Challenges are your personal questions, problems, things you want to learn or know, research or make. To start a challenge you have to be well prepared. Good preparation is half the battle. You and your coach decide what the end result of your challenge will be and answer questions like: What are you going to learn during this challenge? Who are you going to collaborate with to achieve a great result? How long will your challenge take? Of course if necessary your coach and other students will be there to help you with this.

> After your preparation, you present your plan for your challenge. During this presentation, you explain who might be able to help you in the various stages of the challenge to come. You explain where and how you expect to get information and knowledge. If this goes well you can start your challenge. During this execution phase, you keep track of your progress. You write down how you found information and which information you found where and how. If you’re making something you can also add pictures or videos to show and explain the progress. You, for instance, explain the difficulties and problems you encountered. You also explain how you overcome them. And of course, you write down what you want to achieve tomorrow.

> At the end of the challenge you present your end product. There are lots of ways to do this. You can make a video, a sculpture or painting to show off what you learned. Maybe you will invite us to come to a stable because you want to show us what you learned about horses in practice. Your parents, other students, and your coach are all invited for your presentation.

> After this, you have a ‘review- talk’ with your coach. You reflect on how your challenge went, which skills you improved and how you can use these during your next challenge.

Personal workspace and coach group

Your coaching group consists of a maximum of 17 other children of different age and levels. At your coaching group you have a personal workspace which you can arrange to your own taste. This means there is no walking to a different classroom every 50 minutes, instead you work at your personal workspace. Do you like variety? We also have rooms to collaborate and have meetings in. We even have silence rooms, where you can study in silence. We have workspaces where you can cook, do carpentry, painting, metalworking, or program a robot, etc. We also have volunteers who offer inspirational sessions which you can join, and we love it when you visit people and companies outside our school.

Student, coach, and course expert

At Agora you as a student have a personal coach. The two of you make your personal learning plan. Making adjustments to this plan is a continued process. You are in a coaching group with 17 other students and a coach. At least once a week you have a talk with your coach. Aside from this ‘official’ talk you see and talk to your coach every day because you are in the same room every day. When you have been at Agora for a couple of years and start preparing for the national exams you start working with our subject experts. They are teachers who support you for a specific subject.

Parents have an important role at Agora. We expect them to help on a voluntary basis. This could be anything, like helping in one of our workplaces (kitchen, carpentry, makerspace etc.). Or helping us by driving students to places they want to visit. Lots of parents offer internships, give workshops or inspiration sessions on their personal hobbies, interests, passion or occupation. Parents share these personal hobbies, interests, passions, and occupations with our students. This is great because schools can’t be experts at everything.

Impact & scalability

Agora redefines the idea of school in the traditional sense, by providing students the freedom to explore their own passions and provide personalised coaching to help students throughout their learning journey. Agora is continuously adapting to scale elements of their model within the Netherlands and abroad.

This innovation is already scaling both in the country of origin and abroad and I believe it has a high potential to scale further. It looks that this innovation can be applied in any context in any country.

The personalised learning here is great. Students have the freedom, space and resources to explore their own interests. The possible creations and outputs are endless.

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Social Change

Secondary education for the future – agora.

• Posted on June 2, 2017

Agora Education in the Dutch media

There are no school subjects, no tests, no homework, no textbooks or methods, no classroom instruction. Sjef Drummen, one of the co-founders of the Agora school in Roermond, the Netherlands, says “We work fully personalized. That is, every student has his or her own learning path. You can compare it to the medieval guild system where every master had four students, fellows. Every child learned in a different way. That’s a fantastic system. Because of all the new technology we have today, we can also work that way again. Knowledge is everywhere, inside and outside the school. But everyone has a different pathway to that knowledge. Teachers are there to support students in that quest.

“We invest in the personal development of children in the early years. They must feel safe, free. We teach them to look at the world, to wonder, to develop. Wow! The world is so beautiful! But also: what’s my role in it? The modern world calls for people who are flexible, creative, inventive, people who can make choices themselves, people with a high degree of adaptability. We strive to help children embrace the uncertain future of tomorrow. “

The final state exams still have to be taken for now, even at Agora. “After two or three years of Agora, the children are so motivated that they are willing to learn. We explain it this way: ‘Kids, the system in the Netherlands is so designed so that we have a little challenge to take together. That challenge is the final exam. After that you get a diploma. You have to do silly things for it. But after that you can head out to meet the future.’ “

The starting points are clear. Drummen: “First, you need to use your common sense. For example, the fact that boys and girls are different, and learn differently. Secondly, teachers must get space to use their intuition. So the regulations may dictate that the approach has be a certain way. But if you find that this does not fit the child, shouldn’t you do something different? Teachers should always be able to make a choice for the student. Thirdly, it is essential that teachers know how children learn, how the brain develops. And if you involve science – six university professors have helped us to develop our concept – then you know that qualification test are for example awful for children. Whether it’s level or age. You must not put children in a cage. You’ll see,” Drummen explains with a twinkle in his eye, “If you don’t put children in cages they don’t act like rats. Suddenly it does not seem necessary to keep children under the thumb. Keeping order – what rubbish! The children create their own order. ”

Categorising children by their educational level is an abomination to Drummen. “What is that, a ‘havo’ learner? How can you know that at 12, 13 years of age? It is well known that the brain is only mature when children are well into their twenties. Why would you give them that stamp now? I am convinced that every child is able to reach any level. In fact, every child can go to university. Not that they should. Not at all. I am only sure that it is possible theoretically if the educational conditions were good. All children want to grow, want to get better, want to progress. Motivation problems? The Agora students do not suffer from this. There are even students who are disappointed when we reach the weekend or holidays. That’s how much they want to be here. It’s really their place.”

The first seven weeks a student spends in Agora is a “brain bootcamp” where they “de-school” and “un-learn” the children from all the expectations they have of a school. “We are not going to teach you. You are going to learn to teach yourselves”.

The children belong to groups of 15 which are looked after by a coach. The coach’s job is to help the child follow their learning passion, make explicit what they are learning and invite them to complement areas of their development to make it more holistic.

The groups meet at the start of every morning and the discuss an item that is in the news. There is also 30 minutes of silence each day.

All their learning happens through “challenges” which they determine themselves (examples I saw were about how to create a tropical fish tank, to the pyramids of Egypt to understanding lucid dreaming). The coach documents the competencies they are developing and demonstrating in a rigorous digital platform that parents also have access to.

At the start of their time at Agora they are given a guarantee that they will pass the exam they want to pass in the traditional number of years it would take, or less.

The Agora track has been running for four years within the innovative Niekee school and next year they are going to convert the whole school of 600 to the Agora approach.

• For reports in Dutch, including a glowing commendation from Paul Rosenmoller who heads up the Dutch organization of secondary schools, and from the government’s educational inspectors, see http://www.agoraroermond.nl/nieuws-media/ .
• See this website for the new national network of Agora Schools in the Netherlands (c.15 end 2021).
• Here is another English-language article on Agora .

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What a great story Peter – thanks for sharing this 🙂

[…] there and not a radically new paradigm. It does have big implications for work and employment, education and many other domains, but that is only because they are so stuck in antiquated industrial […]

[…] Update: Since I wrote this article in 2015, Ubiquity has been part of a coalition of innovative learning institutions that has created the Global Accreditation Council (see https://globalaccreditationcouncil.org ). For my latest explanation of our position on accreditation see https://www.ubiquityuniversity.org/accreditation . And Joshua is now 12 (2023) and in his first year at the innovative Dutch secondary school system called Agora that I helped to develop (see https://petermerry.org/secondary-education-for-the-future-agora ). […]

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Interconnectedness and the Science of Consciousness

Discussion of all things Wyrd

Dialogue on Consciousness with Penny Power and Paula Petry

Agora Education – an interview with one of the pioneers

Reinventing Education with Ubiquity University

Seeing more clearly – or am I just getting old and grumpy?

The Volution book is out!

Natural Knowing (vs Artificial Intelligence)

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Where the school is without classrooms! Netherlands’ School sets new benchmarks in Innovative Learning

This school in netherlands has the formula for holistic development - no classes, curriculum. setting new standards of truly innovative learning, the school allows the child to choose..

We all dream of schools which are open spaces of learning, filled with joys and laughter and possibly no books! Well, Netherlands has found the formula. A school in Netherlands has no classes, no classrooms and no curriculum. Yes, you read that right! The educational institution does not believe in limiting learning with education. The student can choose what he wishes to learn and take his own unique developmental journey.

Break from the conventional? True. The Agora School in Roermond, Netherlands has 250 students and a long waiting list. School's entire approach is centred around projects as it focuses on "learning, not teaching". Students at Agora range from 12 to 18 years in age and each of them is given control over their own educational journey. They are able to explore and learn about topics and things which interest them.

Students can choose from diverse subjects such as German mountain guides, Mongolian horses, blacksmithing, Harry Potter patronuses, tables and skateboards. Each staff member at school is responsible for nearly 17 students each. They have to ensure that there are tangible results and genuine development. Staff also works with each student on ways to continue developing the learning journey. 

Rob Houben, Manager of the Agora School in Roermond, the Netherlands said, "We get around 70 requests a week from all over the world from people wanting to come and see what we do here." He told online publishing platform Medium.com that "And I turn most of them down, I just don't have the time to do all that!".  Houben can also be called the school's principal or headteacher. 

Houben describes Agora "as a blend of a university (where you have knowledge), a Buddhist monastery (where you can think), a theme park (where you can play) and a communal marketplace (where you can trade and swap things)". 

Students at school are encouraged to customize their desk. A student has the front of a car attached to his desk which was made with the use of local scrapyard. Students say what they enjoy most about Agora is "the freedom to explore and learn whatever they want".

Houben told, "People look strangely at us. They think because of their school experience you have to have things like four mathematics lessons a week, but in the Netherlands, that isn't the case. The government only asks you to bring students to a certain level within a certain time period."

Agora permits ubiquitous mobile phone and Internet use. "All our children have Chromebooks for free, so they (students) have access to the Internet all day. We allow them to use their phones, all day, because you need to learn how not to use your phone in certain moments. And you don't learn that when you put your phone in a locker or container because then you have to have a container your whole life," according to Houben. Agora tracks the students' progress through Egodact which is a piece of software designed by three students.

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Rutger Bregman: ‘What if we give children the freedom to play and learn on their own?’

A school with no classrooms, homework or grades encourages creativity and imagination, rather than an ability to sit still and nod

Time to reset: more brilliant ideas to remake the world

I n many places around the world, education has become something to be endured. A new generation is learning to run a rat race where the main metrics of success are your résumé and your pay cheque – a generation less inclined to colour outside the lines, less inclined to dream or to dare, to fantasise or explore.

Can schools operate on a wholly different view of human nature? What if we give children much more freedom to play and learn on their own?

The thing that moved me the most while I was researching my latest book was visiting such a school in the Netherlands . This school, Agora, relies on the intrinsic motivation of the children. There are no classes or classrooms, no homework or grades, no tests, no timetables. There is almost no hierarchy within the staff. Often, there is no hierarchy at all – the students are the ones in charge.

At Agora, children of all ages, academic levels and socioeconomic backgrounds are mixed together. Difference is perceived as normal, and what I quickly noticed was the lack of bullying. Bullying is often regarded as part and parcel of being a kid. Not so, say sociologists, who have compiled extensive research on the places where it is endemic, such as British boarding schools (the kind that inspired William Golding’s Lord Of The Flies). And little wonder: these schools resemble prisons. You can’t leave, you have to earn a place in a rigid hierarchy, and there’s a strict division between pupils and staff.

At the moment, we spend billions encouraging our biggest talents to rise up the career ladder, but once at the top they often ask themselves what it’s all for. Recent research in 47 developed countries found that a quarter of workers doubt the importance of their work. Most of these “meaningless jobs” are in the private sector – in banks, ad agencies and law firms. Meanwhile, politicians tell us we need to be more educated, earn more money and bring the economy more “growth”.

But what do all those degrees really represent? Are they proof of creativity and imagination, or of an ability to sit still and nod? It’s like the philosopher Ivan Illich said decades ago: “School is the advertising agency which makes you believe that you need the society as it is.”

Schools like Agora prove there is a different way. The question is not: can our kids handle the freedom? The question is: do we have the courage to give it to them?

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Netherlands school that has no classes or curriculum

Kunwar's Global School - intelligence beyond boundaries

Indian students engage more in extra classes, co-curricular activities than peers: cambridge study, 'cutting down classroom syllabus to facilitate experiential, 'listening practice sessions set up all over country', 'experimental learning' to be punch line for cbse in 2019-20 academic session, nizamabad ls polls mooted as case study for isb, hearing in telangana exam fiasco case adjourned to may 15, 1 killed, 8 injured in us school shooting (2nd lead), teenage girls more often bullied than boys, vidya excited to play 'human computer' shakuntala devi.

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Understanding the Dutch Education System

by Annebet van Mameren | Education , New to Amsterdam , Quick Start

One of the main challenges for families new to Amsterdam is figuring out the school system. Annebet van Mameren, from relocation specialists New2nl, explains the basics.

Introduction

In the Netherlands, school is compulsory for children from the age of 5 until 16, or until they have a diploma. The philosophy behind the Dutch education system is to encourage pupils to live and learn in an open-minded, independent, and creative manner.

Generally, schools in the Netherlands offer high-quality education. For example, the renowned global Pisa/OECD survey among 15-year-olds shows high rankings for Dutch pupils, especially in mathematics, and all 13 state-funded Dutch universities score well in The Times Higher Education World University Rankings.

School Types

All Dutch schools are obliged to adhere to core objectives set by the government. These specify what pupils in all schools need to accomplish each year. Individual schools may fill in specific details. For example, some schools have chosen to dedicate some extra attention to arts (the ‘art magnet’ ( kunstmagneet)  schools), science and technology, or foreign languages.

In the Netherlands, there are both regular ( openbare ) and special ( bijzondere ) schools. The regular schools are funded and run by the government, whereas special schools have their own board, usually consisting of parents or the foundation that set them up. The special schools get the same funding from the government as the regular schools.

Special schools should not be confused with special-needs schools that teach pupils with (severe) learning problems. Most special schools are religious (e.g. Catholic, Protestant, Islamic, Jewish), or follow specific pedagogic principles (e.g. Montessori, Waldorf/Steiner, Dalton, Jenaplan). Usually, the religious schools are fairly moderate in terms of religion and are open to children who have a different religion or are not religious.

Some schools follow new educational trends. You’ll find, for example, iPad schools and those with a bilingual curriculum (usually Dutch and English). The bilingual schools in Amsterdam are De Visserschool, DENISE, School of Understanding, Kindercampus Zuidas, and Little Universe School. These schools vary in the amount of time they teach in English, and they usually require a child aged 6 or older to have a decent level of Dutch before they can join classes with their Dutch-speaking peers (see below).

International Families in Dutch Schools

4 and 5-year-olds who don’t speak Dutch can usually start a regular primary school straight away. They normally pick up the language quickly and are (almost) fluent before the ‘real learning’ starts at age 6.  In Dutch schools, children usually start the first day after their fourth birthday, and most schools combine ages 4-6 in one class called the  kleuterklas . In the kleuterklas, the focus is on learning through play, Dutch language acquisition, social and motor skills, and gradual preparation for reading and writing.

Children aged 6 and older are usually required to follow a Dutch immersion programme first. This takes about a year, after which they can continue their education with children of the same age at a regular school.

As the schools’ approach and experience with non-Dutch families vary  greatly, it is always a good idea to ask specific questions about this before you choose a school.

Most Dutch primary schools don’t give homework until the higher classes, or give no homework at all. This means that, as a non-Dutch speaking parent, you won’t need to worry much about not being able to help your child with his or her homework. 

It is usual that two parents volunteer to be a ‘class parent’ ( klassenouder ). They meet with the teacher regularly and keep the other parents updated (usually by email) about what is going on in the class and what is expected from the parents. If you don’t speak Dutch, you could ask the class parents to regularly explain to you what is happening, to avoid missing anything.

The Application Procedure

The application procedure for Dutch schools differs by city, and sometimes even by school. Schoolwijzer is your starting point for the Dutch schools in Amsterdam.

In general, you have priority for the eight schools closest to your house which take part in the central application system. On the application form that the Municipality sends to your home address, you rank at least 5 schools in order of preference, and then a lottery decides which school your child will be placed in. You may also apply to a school where you don’t have priority, but there your chances will be much smaller. On average, the application deadline is when your child is 3 years 2 months old, although the actual cut-off point can differ from this by a few months.

There are some schools, called eenpitter schools, which have pulled out of the central application system. Most of these are located in the South (Zuid) part of Amsterdam. They have their own lottery, application form, and deadline. You can apply to these schools in addition to the central schools.  Read more  about Amsterdam’s school application policy.

I hope that your children have a happy and successful time in their chosen school(s) in the Netherlands!

Useful Education-Related Websites

National websites

Scholen Op De Kaart

10,000 Scholen

National school holidays

Special needs education in the Netherlands  (in Dutch)

School inspection

Private (fee-paying) schools in the Netherlands (all levels)

City-Specific Websites 

Information for International Families

Amsterdam Mamas’ Dutch Education Group on Facebook

Expat Special Educational Needs Group in the Netherlands

Dutch immersion classes (for non-Dutch speaking children aged 6+)

Article:  Going Dutch with your children?

Article:  Helping your child integrate into Dutch School

Independent education consultant for international families in the Netherlands

photo credit: Flickr via Photo Pin

Annebet van Mameren

Annebet van Mameren is Dutch, and married to an American. They are based in Amsterdam, and have two sons who they are raising bilingually; and who go to Dutch primary. Annebet has a research background in Intercultural Conflicts at Work, along with many years of experience in the corporate world. She has spent time living abroad, and has a thorough understanding of the issues faced by international families when selecting a school for their children in the Netherlands.

New2nl is a network run by Annebet van Mameren, bringing together experts in schooling, housing, and taxes, to provide services for international families in the Netherlands.

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5 Impressions of the Dutch Educational System

When I wrote “ The 8 Secrets of Dutch Kids, the Happiest Kids in the World “, I received quite a few disgruntled complaints, especially in regards to my 4th secret -“Dutch kids feel no pressure to excel in school and have very little stress. They have no homework or have very little and thus have plenty of time to play after school.”

Since my time is actually very scarce (I am an expat mom with absolutely no family help, a workaholic husband and a precocious toddler), I decided to dedicate a blog post directly addressing the comments about the Dutch educational system.

I’m convinced that part of the underlying reason for the resounding happiness of Dutch kids is because they are in a relatively, stress free educational environment that emphasizes learning and here are my five reasons why:

1. Dutch researchers reiterate the stance that pressure on academic performance is not as high as compared to the rest of the world.

Utrecht University , the Trimbos Institute and the Netherlands Institute for Social Research participated in a comprehensive study where  200,000 children aged 11, 13 and 15 from 39 different countries were surveyed. The children were asked how happy and healthy the children felt, their relationships with their parents and friends and their overall school experience.

According to Professor Wilma Vollebergh of Utrecht University , “The Netherlands has a social culture, with open and safe relationships between parents and their children, and the same applies to the relationships that children have with each other. The pressure to perform is also not as high here .”

I’m trusting that the Dutch kids surveyed were honest about their answers and that these Dutch researchers know a thing, or two about the Dutch educational system. Wouldn’t you?

2.  For the most part, Dutch students under the age of 10, receive very little or almost no homework .

Some newspapers circulating around actually state that abslutely no homework given to school children under the age of ten. The amount of homework depends upon the discretion of the local schools, but overall, Dutch teachers and parents recognize the importance of play after school is more important than hitting the books. Students start receiving homework at the end of their primary school year but definitely not in the same quantity as those in the United States.  Who really benefits from homework anyway ?

3. Dutch students are tested for their relative intelligence , but the advice given is not binding .

At the end of the their 8th year of school, usually around age 12, Dutch children must take a CITO test designed to evaluate their overall “ intelligence “. While there might be some moderate levels of stress, overall, Dutch students take it with stride. Here is what is crucial to understand –the results of the CITO test are suggestion only .

According to the Dutch government’s official stance, “primary schools advise each child and their parents the most appropriate type of secondary education, based on the CITO test score, the child’s performance in previous years and his/her personal interests.” An important caveat is-“ The advice is not binding .”

The parents and child are ultimately the ones who decide which best educational track the child would be happiest in. For a more detailed, official explanation of the Dutch educational system, please refer to the official  Dutch Education website.

4. Dutch high school students do not face the same high anxiety stress levels as students from the rest of the world ( such as the United States , Singapore, China, and Korea to name a few).

When a group of VWO Dutch students were shown a video called Race to No Where depicting the streotypical American high school experience, they unanimously agreed that they did not experience anything even remotely similar to what they saw in the video.

5. There is a general acceptance of mediocrity among Dutch parents and kids.

In the same Volkskrant article , one pre-university VWO student, which supposedly means that she is part of the intellectual elite, stated:

The relatively relaxed environment can (being the operative word, not always) also extend to places of higher education. According to the University of Twente , international students are given the impression that:

“Competition hardly plays a role in Dutch educational culture: students are seldom graded against each other. The teacher sets a minimum score and passes all students that meet this criterion. Dutch students are usually not very interested how they rank in class; they are mainly concerned with passing the course. Students striving to be the best will not talk about it as it is not done in the Netherlands to be too competitive or work too hard

You can still become very successful regardless of how well you do in school, or what level of schooling you’ve accomplished. Supposedly more is being done in parliament to change this attitude. The  Volkskrant cautions this movement as being spearheaded by “ a significant number of ministers who only got nines by holding their report cards upside down .”

Bonus Number 6 : If you actually graduate from a pre-university VWO program, you can apply directly to medical school. High school students who graduate with an 8 get automatic admission into a 6 year medical school program. Those who scored lower can join a weighted lottery to get into medical school. And they can keep reapplying to the medical school lottery up to a certain number of times. How lucky is that?

In all fairness, Dutch students may still face moderate levels of stress.  However , it is important to keep in mind (assuming that I am writing to a world audience ), that the “stress” Dutch students encounter is definitely not the same degree as to those students in much more competitive environments, particularly their Asian counterparts. There are also many Dutch families who place a lot of importance on the academic performance of their children. In fact, times are changing and there might be a social revolution that would end the cultural emphasis on being mediocre, the infamous zesjescultuure .

Most importantly, the current and future happiness of Dutch children is not inextricably linked to what level schooling they are placed under, nor does it really determine their future earning potential . Actually, being born Dutch pretty much guarantees you a decent life (but that’s a whole other blog post all together-please come back to read that one!).

Perhaps the rest of the world can learn a bit more about this obscure Nothern European country that consistently ranks time and time again as having the happiest kids in the world.

What’s it like in other countries? Do they also experience a similar institutional educational system where there is less stress?

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Dutch schools: What to expect when you go “local”

Young Expat Services (YES) are educational specialists, helping families relocate to the Netherlands. YES can help you with finding the right school for your child(ren), whether it's a local school or an international school.

You’ve decided that your children will attend a Dutch school. Often, parents make this decision because they want to stay in the Netherlands for longer period of time and integrate into Dutch society. We can imagine it’s a bit scary to put your child in a school without you or them having any knowledge of the Dutch language.

We can also imagine you have loads of questions about this process like: What will happen that first period? Are we able to help them with their homework? How will they learn Dutch? In this article, we will tell you more about the process of “going local”.

But first, why do nearly half of all internationals in the Netherlands choose local education? Well…

• There’s a greater selection of schools to choose from
• They allow your child to integrate more easily into the local Dutch community
• According to the OECD, Dutch education is of high quality
• Dutch schools receive state funding, making them more affordable (schools typically only ask for a parental contribution)

The importance of being fluent in your first language

Mother tongue development is the foundation for further language acquisition. Knowing and fully understanding a first language is essential for transferring and applying knowledge and understanding to a second and third language. The best thing you, as a parent, can do is to expose your child to your native language as much as possible. For example, read your child a bedtime story in your first language.

2-4 years old: Preschool

If your child attends a preschool, he / she will be exposed to Dutch two to four times a week. This depends on the city you live in; all cities have their own policies. Preschools work with special language programmes. These programmes are usually based on themes. Different themes offer a different vocabulary. Children will sing songs, make arts and crafts and other activities around this theme.

In the bigger cities, most preschools have a lot of experience with children whose mother tongue is not Dutch. For children who were born in the Netherlands but do not speak Dutch, this will be the first official moment where they are exposed to Dutch. Research has shown that Dutch preschool is effective in developing the Dutch language skills of a child.

4-6 years old: Local Dutch school

Generally, at this age international children can be enrolled in a local Dutch school even though they don’t speak any Dutch. Children aged four to six learn by playing. In school, they will be immersed by Dutch five days a week. Just imagine how much you will learn if you’re exposed to Dutch five days a week.

On average, your child learns around 15 new words per week. In the beginning, he / she will only listen. This is called the silent period. It depends on a child’s character as to how long this period will last. For some children, this silent period can last longer than other children, you might worry that your child will never speak Dutch, and suddenly, almost full Dutch sentences are spoken! The advice of Young Expat Services (YES) : give your child some time and trust that it will all work out.

There are also children who mix up their mother tongue with their Dutch. Don’t worry, after some time they will know how to distinguish between Dutch and their first language.

6-12 years old: Dutch immersion classes / Newcomer’s classes

Newcomer’s classes are available at many schools in the Netherlands, specialising in education for six to 12 year olds who have just arrived in the country and do not yet speak Dutch. Newcomer’s classes can be either a separate school or a class within a school.

Newcomer's enrolment procedure

Pupils can be enrolled at any time of the year. Contact the school to make an appointment. In some regions, children can attend a newcomer’s class from the age of four but most cities enrol from the age of six.  

Children spend approximately one year in the newcomer’s class. After this, they join their local Dutch school, usually attending the same class as other children of their age. Some newcomer’s classes request that you apply to a local Dutch school first, as this will be your future Dutch school. Policies can vary per city. Please check the policies for your region.

Dutch immersion classes

In most cities, there is only one language school. This might mean that the school is located far away from your house. In small villages, Dutch immersion classes are not available.

In a language school, your child is amongst children from all over the world. The children have different backgrounds, and there is a difference in educational development. Children will follow an individual programme. These classes usually have around 15 children per class. The focus is on learning Dutch but also maths, gymnastics, art and music are taught.

The goal of these language schools is not to become fluent, but to understand enough Dutch to participate in class. Older children need to learn a wider vocabulary. Usually after one year of immersion class, younger children will attend the same class as their age group. Older children might have to retake a year.

A Dutch six-year-old child knows about 3.000 words. Every year, at least 2.000 are added to this. So, you can imagine it takes more time for an older child to participate in lessons and grasp the topic at hand.

In a Dutch school, homework is not common. From the age of 11, around one hour of homework per week can be expected. The child is capable of doing their homework by themselves. If they need help, you can always ask a Dutch teenager to help your child with their homework, for example with the reading.

12-18 years: Secondary language classes

From the age of 12, children who are new to the Netherlands and don’t speak any Dutch are placed in a secondary language class (Internationale Schakelklas, ISK). After enrolment, the child will be tested by the school so that they can be taught at an appropriate level. Students stay in an ISK class for approximately one to two years. On average the children retake a year (or two years for older children).

Enrolment procedure

Pupils can be enrolled at any time of the year. Contact the school to make an appointment. The student must also be present for enrolment. Based on age, history of schooling and capacity, an individual plan will be developed.

Video: School system in the Netherlands

For a summary of the Dutch school system, watch this video produced by Nuffic, titled “School system in the Netherlands”:

We hope this article has given you a better understanding of the Dutch immersion process. It is a big step, but remember, bilingual children enjoy many advantages.

Succes met het leren van de Nederlandse taal (Good luck with learning Dutch)! 

Young Expat Services provides educational consultancy, assistance in finding the right school, Dutch lessons for your children and support with the integration of your family into Dutch society. All YES employees have lived abroad as a child or later with their own families. So they know the "feeling" of leaving your home country and having to adjust to a new culture.

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Eline Hausel

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Leave a comment

Eman Khattab 09:21 | 17 July 2018

Hi, what is the average cost of preschool and daycare? Thanks

Gisele Dantas 15:05 | 23 July 2018

Please. Let the parents know that all the local public schools have more or less the same score, but does not mean they are the same level in education. I choose my 5 yld dauther school blind, and I realise later that how much your kid will be challenged at school can change dramatically from neighbour to neighbour. Talked with other parents, specially if your kid like challenges at school. Because not speak dutch doesn't mean he/she is not good in math, and some times because they are not good in Dutch, some schools think they are bad in everything, and just give then very low education.

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.

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• HowtoLearn.com
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• “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
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• “ 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
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• “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
• Recent Posts

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• Exploring the Evidence: 7 Comprehensive Reasons Why School Should Start Later for Enhanced Student Well-being and Academic Success - February 15, 2024
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The education system in the Netherlands

The education system in the Netherlands begins with kindergarten and, by the age of four or five, children have moved to Stage 1 -elementary school- where they will spend the next seven to eight years. Full-time education is compulsory from 5-16, and from 16-18 young people must attend some form of school for at least two days a week.

The education system in the Netherlands is overseen by the Inspectorate of Education which has the power to shut schools or to oblige them to modify their management or curriculum. There are, broadly speaking, three main types of schools:

• Public schools
• Special schools -which are religious rather than focussing on special needs
• General schools – which are not religious, or simply neutral

In addition, there are Islamic schools and a small number of private schools,  which include around 150 international schools. There is no automatic moving up a grade at the end of each educational year. Retakes are common, in spite of the fact schools offer additional support and extra teaching to those children who are finding it hard to keep up with their peers. 

Education in the Netherlands

Elementary school consists of eight grades, or groups, and at the age of 12 children sit the Cito test, or the School Final Test, to determine where their abilities lie and what kind of secondary school is most suitable for them. Parents and teachers are permitted to have a say in this decision, although parents do not always take advantage of this opportunity. Many educators believe that 12 is far too early to determine a child’s IQ and skills, and the system makes allowances for this, by ensuring there is an uncomplicated process for moving from one secondary school to another. Unfortunately, this does not take into account the fact that a child whose education has focussed on vocational training will inevitably  lag behind their classmates when they change schools. Some estimates state that 40 per cent of children are placed in the wrong type of school. Equally, while children may be slow developers and need to go up the system, other children can be moved down if they cannot cope with the type of education they were assigned at the age of 12.

Education system in the Netherlands

Courses are taught In small classes and there is a strong emphasis on team and project work, as well as innovation and creativity.

The education system in the Netherlands – Secondary Schools

There are three types of secondary schools in the Netherlands.

VMBO schools provide pre-vocational education. Sixty per cent of Dutch children will attend a VMBO for four years. These schools teach the arts and sciences,  languages, history, and maths, and  provide a mixture of vocational and academic training . They have four streams, where the balance between the two types of learning differs:

VMBO-TL – mainly theoretical teaching and learning (academic).The theoretical learning path.

VMBO- GL – this falls halfway between the TL and KBL approach, see below. The mixed learning path.

VMBO-KTL – equal emphasis on theory and vocational practice. The middle-management oriented learning path.

VMBO-BBL – mainly vocational training. The basic, profession-oriented learning path.

HAVO schools are attended for five years and are the gateway to applying to Universities of Applied Sciences. These senior general education schools have five grades and students can apply to transfer to a VWO, which offers pre-university education. The schools  follow a core curriculum in the three lower years, and then students can choose between four directions: science and technology; science and health; economics and society; and culture and society. HAVO students also take two subjects linked to the combination they have chosen and  sit seven examinations in order to gain their school leaving diploma. 

Both HAVO and VWO students have to take a number of compulsory subjects:

• Culture and the Arts
• Social studies.

VWO schools. Students attend their VWO school for six years and the VWO diploma is accepted for entrance to a research university. Certain schools, particularly those close to the border with Germany, teach  up to half of their classes in German, while others teach a number of classes in English. Since VWO school programmes last for a year longer than those of HAVO schools, there is a greater emphasis on in-depth knowledge and preparation for studying at university level. After finishing the core curriculum, students choose one of the four subject clusters or profiles (see above) which are taught at a higher level than in HAVO schools.

The VWO is divided into two styles of programme: atheneum and gymnasium. Atheneum programmes include compulsory Latin and Greek . Certain schools also offer the VWO-plus, which teaches philosophy, research methodology and additional foreign languages. This is not an official school level and cannot be found throughout the Netherlands.

Understanding the Dutch Education System

Dutch universities are world-renowned for high quality teaching and research. Many degrees are taught in English and more than 100,000 international students choose to study in Holland every year.

Education in the Netherlands – Higher Education

Mbo- middle-level applied education..

This is the natural route of progression for students who have attended a VMBO and prepares students for a range of skilled trades or to play supporting role  in a number of professions, such as nursing, engineering, architecture, criminology, or medicine. The MBO lasts for 1-4 years and runs at four levels:

Level 1 -assistant training, 1 year duration.

Level 2- executive training.2-3 years.

Level 3 – independent working, 3-4 years.

Level 4 -middle management -3-4 years. Students who have finished Level 4 can go on to enrol in an HBO or start working.

There are two types of MBO: apprenticeship training, where over 60 per cent of the course is practical and carried out in a working environment; or school-based education, where training takes up between 30-59 per cent of the curriculum.

HBO-Higher professional education

HBOs are also known as Universities of Applied Sciences.

HBOs are general institutions which specialise in specific fields, from agriculture to performing arts, game design and architecture to life sciences. Courses are taught In small classes and there is a strong emphasis on team and project work, as well as innovation and creativity. Unlike research universities, HBOs prepare their graduates for specific roles within the job market and have strong links with industry . HBOs constantly monitor the job market to ensure their graduates are meeting its needs and learning the skills which are most in demand. The focus is on problem-based learning , and work placements, both at home and studying abroad, are commonly offered as part of your course. Students usually go abroad after the end of the second year. These are not research institutes, unlike their WO counterparts, and teaching is hands-on rather than purely theoretical. 

There are more than 40  Universities of Applied Sciences in the Netherlands and graduates are awarded degrees which cite their field of study. For example, if you get a bachelor’s studying nursing , you will have a Bachelor in Nursing, and not a BA or BSc.Courses usually last for four years. Similarly, if you pass your Master’s, which takes between 1-2 years, you will get a Masters in a specific field, e.g.: Master in Social Work, rather than an MA or a MSc. It is not possible to do a doctorate at an HBO.

Applications to universities of applied sciences must be uploaded between March and July. Admissions boards are far more interested in the number of hours you have spent studying a subject than simply a list of actual and predicted grades and will ask you to give a description of the subjects you have taken, and how long you spent on courses related to the field to which you are applying.

Among the most popular universities of Applied Sciences are:

• Hanz, Groningen
• Amsterdam University of Professional Education
• HU, Utrecht
• Avans , Breda/Tilburg/Hertogenbosch (named best University of Applied Sciences in 2021)
• Breda, Venlo/Hertogenbosch

Universities of Applied Sciences are not included in most rankings published abroad, and those which do exist are in Dutch. 

WO-Research Universities

You can get your undergraduate degree in three years  at a research university, whereas a Master’s takes between 1-2 years. The Netherlands’ research universities are very similar to traditional institutions of learning, found all across the world, with an emphasis on research and independent study. The table, below, provides an overview of  recent rankings – but remember that the ranking of your course is just as important as that of the institution. Elab can provide you with detailed analysis of the best universities to apply to in the Netherlands, once you have chosen which degree you wish to study. The choice is wide, since at present there are over 370 undergraduate courses taught in English in the Netherlands, and 1500 at Master’s level.

The education system in the Netherlands: Applying to university

The application process is centralised through the Dutch admissions system, Studielink.You will need to provide some, or all, of the following documents:

• Academic transcripts
• Passport or ID
• Up to four photographs
• Proof of English language proficiency (IETS 6+, CAE grade C etc)
• An essay or a personal statement
• Proof of finances – if necessary.

Each applicant is allowed to apply to four courses a year, but only two of these can be “numerus fixus” – limited number courses. If you do wish to be considered for a numerus fixus course, your application has to be submitted by 15 January. You will be given a number and place in a queue , based on the information you have provided, and will go up the list if other applicants drop out or reject the place.

I May is the general deadline, although certain universities are more flexible and accept applications uploaded after this date.

The education system in the Netherlands -Tuition fees and living costs

EU citizens pay the statutory tuition fees, which were approximately 2168 euros in 2021-2022, and are expected to be 2209 in 2022-2023. At present the Dutch central government is offering all first-year undergraduate students a 50 per cent discount on their tuition fees, as a result of the pandemic. Non-EU students pay the institutional fee, which is far higher.

How expensive is it to live in the Netherlands?

An average room in Holland costs somewhere between € 300 and € 600 a month. The costs depend on the city where you study, what is included in the rent and the arrangements made by the institution.

A recent poll of students in the Netherlands broke down their monthly expenses (in euros) as:

• Food 180 euro
• Accommodation 350-800 euro
• Tuition 200 euro
• Insurance 80 euro
• Clothing and entertainment 100 euro
• Books 50 euro

It has been estimated that studying in the Netherlands costs in the region of 1000 euros a month, inclusive of tuition fees – a very reasonable sum. And, of course, you are entitled to apply for a range of financial grants and loans.

Financial help to study in the Netherlands

All EU citizens are entitled to apply for  the Collegegeldkrediet , a loan to cover tuition fees , as long as:

• You are under 30 years old
• You have a Dutch bank account
• You have a BNS,  a national social security number which you will get once you register your permanent  address in the Netherlands. The BNS is essential for all types of administrative tasks, from getting a mobile phone contract to finding work. The process is straightforward

You cannot  apply for the loan  until you have received a confirmed offer of a place at a Dutch university, and up to 31 January in that academic year.

You can also  apply for the Studiefinanciering grant if:

• You work in a registered job. Do not assume this will be easy, since Dutch employers prefer their staff to speak Dutch, so if you have the time and motivation, it would be extremely useful to pick up at least a smattering of Dutch before you leave for the Netherlands. Put your summer break to good use!
• You register for income tax and national insurance – even though you will not pay these, as a student, unless your earnings are very high.
• You work at least 56 hours a month, 12 months a year. This stipulation is often overlooked by students, who assume that they will still be able to have a Christmas break back at home and a six-week summer holiday. This is not the case, if you want to keep on being eligible for the grant.
•  You can apply for the grant three months after you have started working, no earlier, since you will have to produce three months’ worth of payslips to submit the application for financial aid.

Application process

Elab will take you through the process of  applying for the loan and the grant ,and  explain repayment schedules, how much you are likely to be given per month , etc. Call or email Elab for further information or estimates of how much financial help you are likely to be offered .

Click one of our contacts below to chat on WhatsApp

Stai cercando informazioni sulle università all'estero? Hai trovato il posto giusto! 🤓

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Homework in Netherlands | Primary schools

Dutch school Homework: What parents need to know 🇳🇱

Are you moving to the Netherlands and curious about the homework culture in Dutch primary schools ?

This is what you need to know:

🎒 In grades 3 through 8 , most primary schools assign kids a ‘boekbespreking’ (book presentation) and a ‘spreekbeurt’ (presentation on a subject of your kid’s choice).

🎒 At most Dutch primary schools, kids will have regular homework starting from 6th grade (age 9) . This homework won’t be daily, but once or twice a week.

Dutch primary school homework is often something your child can do without your help .

However, should your child require help , and language barriers are a challenge, it is encouraged to communicate with their teacher to explore potential solutions.

Alternatively, you can also try to find a teenager in your neighborhood who is willing to help your child once a week for a small amount.

Please also read Bilingual schools in the Netherlands

Bilingual schools Netherlands | What do I need to know?

How much does education cost in the Netherlands?

Dutch Students using ChatGPT to finish homework; Teachers aren't noticing

School students in the Netherlands are using the advanced AI text generator ChatGPT to do all kinds of homework assignments without their teachers noticing, NOS reports after speaking to students. Over 250 said that they use the artificial intelligence bot for school assignments, and in almost all cases, they did not get caught.

Students use ChatGPT to answer parts of questions, write paragraphs, write entire essays, remove spelling errors from their texts, or even come up with ideas. They often use it for Dutch language assignments.

One student from group 3 in HAVO told NOS he uses the tool all the time. “I use it to quickly do my homework,” he said. “It often says in an assignment: tell it in your own words. Then a teacher really can’t check what my own words are.”

Another student uses ChatGPT to copy friends’ homework. Their homework goes in, and ChatGPT generates an entirely new version with exactly the same content but in different words.

A group four student in VWO told the broadcaster that he outsourced his poetry analysis to ChatGPT. “According to the assignment, I had to give my own opinion. Chat GPT is not very good at that yet. I rewrote that. But the theoretical part was fine. I could copy it just like that.”

Nijmegen lecturer Furkan Sogut is worried. He teaches Dutch, one of the subjects students often reported using ChatGPT for. “I don’t want to assume the bad intentions of students, but I can’t see if they wrote something themselves.” The existing plagiarism detection against ChatGPT, which checks for identical texts in papers by other students or online, is powerless against ChatGPT because the AI bot generates text itself.

According to Sogut, it is essential that students write their own text because that is how teachers judge whether they have a good command of the language. “Not whether ChatGPT has a good command of Dutch.”

Robert Charmulaun, a Dutch teacher and chairman of the Dutch department of trade association Levende Talen, told NOS that some schools are already considering measures. “Students then have to write texts at school, for example.” Or they have to use recent sources - ChatGPT currently only knows sources up to and including 2021, so you can stymie students by requiring sources from 2022. However, that is only effective until the AI bot is updated.

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9 Things you Need to Know about starting Primary School in the Netherlands

Is your little one about to start primary school in the Netherlands? Or as it’s called out here the ‘Basisschool’. If you’ve just moved here with your soon to be 4 year old and are wondering how to navigate the early year’s education system in Holland or are just curious at how primary school compares to the UK then look no further. Here is a list of 9 things you need to know about starting primary school in the Netherlands. 

#1 Primary school in the Netherlands: Kids start school the day after they turn 4

This is perhaps the biggest difference to the UK education system. There is no single intake date. As soon as your child turns 4 they are welcome to join Group 1 (the first year of primary school). However it must be noted that school is not  verplicht  compulsory until the child turns 5. And most schools allow you to be flexible with the school hours if you think that your child is finding it too much. Also holidays from Dutch schools can be taken during term time without issue as they are not legally required to be at school.

#2 Primary school in Holland: It’s not full time

This was a strange one for me to get my head around. Having experienced primary school myself in the UK where I was expected at school for 9am and was picked up by my parents at 3:15, Monday to Friday. In the Netherlands, most primary schools can pick their own hours which follow a similar pattern. There are 3 full days (Monday, Tuesday, Thursday) and two half days (Wednesday and Friday). Some primary schools, however, extend the half days to three-quarter days as the child progresses up the year groups. So instead of finishing at 12:30, your child would then finish at 2pm.

I actually struggle with this timetable as Wednesday and Fridays just feel like really long days with the boys finishing at 12:30. Having said that though, almost everybody plays a sport outside of school. Therefore the two half-day afternoons are normally taken up with swimming lessons and football/tennis training.

It means that it’s a lot easier to plan a weekend away with the schools finishing so early. It also gives the kids a break, because being in school full time so young must be absolutely exhausting (many adults struggle with a Monday to Friday 9-5 routine and that’s only two hours more than what is expected from a 5-year-old).

#3 Primary school in the Netherlands: They come home for lunch

And if having two half days off a week isn’t enough to recharge the batteries, then coming home every day for lunch certainly will! Yes, you heard that right, the kids come home for lunch – for an hour! We live walking distance to the school so it’s not actually a hardship to walk back and forth 4 times a day. But it does mean that your days at home are actually really short. I actually had to give up ironing as by the time I got the ironing board out and started on the pile I had to be back at school again to pick up the boys (to be honest I’ve never done it but this sounds like a great excuse to use ?).

For the parents that work there is always a TSO, a 3rd party organization that comes into the school and supervises the lunch hour. There is no canteen and so packed lunches are needed. This isn’t free though, ours costs 2.50 euros. I have been known on occasions to ship the kids off with a packed lunch to school just so I can GET SHIT DONE.

#4 Primary school in Holland: There are no lunchbox police

#5 primary school in the netherlands: kids wear mufti everyday.

There is NO school uniform. No last minute rush on the 31st of August looking for a white shirt and trousers that actually fit. No panic washing on Sunday night. No labeling! Just normal clothes. The exact same clothes that my boys wear on the weekend. The biggest downside is the amount of jeans and trainers that we go through. I don’t think my boys own a pair of trousers without a hole in the knee.

When I tell my Dutch friends about school uniforms they find it hilarious. It’s a concept that they just can’t get their heads around, forcing everyone to look the same. I was always brought up to see that as the advantage of uniform, no one would be singled out for wearing the wrong thing. But what I’ve noticed in the Netherlands is that the whole idea of not fitting in isn’t a  thing.  The Dutch have a saying ‘ Doe maar normaal dan doe je al gek genoeg’  which translates to just be yourself because that’s crazy enough.

#6 Primary school in Holland: The first two years are just play based

Probably very similar to a UK pre-school rather than the first two years of a primary school, Group 1 and Group 2 are just about learning through play. They start to learn the alphabet in Group 2 (equivalent to year 1) but will only learn about half of the letters. The ‘real’ learning begins in Group 3, in which they will finish learning the alphabet and then start to put together letters into words.

The most important part of the early years education is social development. When you get the school report at the end of the year there is a whole page on the social and emotional development of your child (the report itself is 2 pages so you can see how important this is!).

#7 Primary school in the Netherlands: Repeating a year is NOT a big deal

I don’t ever seem to remember anybody at my primary school in the Netherlands repeating a year, nor being moved up for that matter. If a child was struggling then they received extra work. And if a child was doing really well, then they also received extra work.

In Holland, it works a little differently. If your child is finding the work a bit too challenging or isn’t quite ready to sit still and concentrate for a period of time, then it will be suggested that he or she  blijft zitten-  stays sitting. Not repeating the year, or being moved down a year group. Just stays where they are for another year. And because of the way the Dutch intake work there is normally a variety of ages in one year group, meaning that the groups are based on ability rather than age. Every year since my boys have started school, they have had two or three classmates who ‘stayed sitting’ and have had a few new ones that have joined. And it’s absolutely not a big deal. It’s actually a relief. Knowing that your child is at a level where they no longer have to struggle means that their confidence rockets. Definitely an advantage of the Dutch school system.

#8 Primary school in Holland: Kids cycle to and from school alone!

Ok, so it’s not expected that your 4 years old will cycle to and from school all by themselves. But from about Group 5 (year 4) it’s not unusual to see kids arriving at school on their bikes unaccompanied. They park them up in the designated bike racks, lock them and deposit the key in a special tub in the classroom.

All Dutch kids receive bike lessons at school from about 6 years old and more importantly they learn the rules of the road.

Because of all the designated cycle paths, biking to school is incredibly safe. So safe in fact almost no one wears a helmet. I can hear your gasps now but cycling to Dutch people is just like walking to us. In fact, from about 9 years old Dutch kids go to school trips on their bikes, cycling as a whole class, with fluorescent yellow vests but no head protection!

My daughter, who was born in the Netherlands, learned to walk at 1 and ride a bike without stabilizers at 2 so I can see where the confidence comes from. Kids are cycling almost as long as they have been walking.

#9 Primary school in the Netherlands: There is NO homework

Perhaps my most favorite thing about Dutch education is the kids having no homework. When we first moved here I remember chatting with the headteacher about my son starting. When I asked how much homework to expect she looked at me with a shocked expression and said  “Homework?! There’s no homework, when he gets home from school we expect him to go out and play!”

There is not even any compulsory reading!! Of course, I still read to my kids every night but the fact that we don’t HAVE to makes it feel a lot less like a chore.

My son is now in Group 5 (Year 4) and the most ‘homework’ we have had throughout his time at school, has been to prepare a book report. Though I have heard the rumors that we may be expecting proper homework this year but so far nothing!

This “no homework” policy gives kids unbelievable freedom when they get home from school. They can go straight out to play (no need to get changed as they’re in school uniform remember) and just be kids. No responsibility, no deadlines, no worrying that because mummy isn’t so good at maths they won’t be able to complete their work!!

They are children for such a short period of time and the Dutch seem to have realized that and are happy just to let kids be kids for that little bit longer, a sentiment I wholeheartedly agree with.

So these are the 9 things you need to know about starting primary school in the Netherlands. Is there anything we missed out on? Let us know in the comments below!

The Gif of the boy abusing the other kid on the soccer field is truly triggering since bullying is a real problem in Dutch schools! Also, don’t expect them to do much about it but instead call it “directness” even if your child is being tortured daily!

Oh gosh that’s terrifying to hear about the bullying. What options did you feel you had? Any meetings with administrators? Switch schools?

okay… my english is not so very good, but I can try it! you may know, on my Dutch primary school I learned Dutch in the second class (groep 2) now I’m in the first class of secundary school. its really fun! but I can say: on my school in the Netherlands, nobody go to home on lunchtime! why? there are pupils, they go by schoolbus and live 30 kilometres from school. I was one of them. and it costs nothing! I wanted to clarify that. thanks for reading!

Beautifull written and correct. And for reacting on the bullying, yes bullying is there but any school with or without uniform has this. The school and sportclubs have policies for bullying and there are special cursus schools can give in classes and for the special kid who is being bullyed. Like ‘Rots en water training”. And Judo or other specifiek sports can give the child tools, so that support ables the kid to react on the bullyers and defend him self, better now then when your older.

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The weird PowerPoint craze

Gen Z is throwing PowerPoint Parties. It needs to stop.

The pandemic made hanging out weird in a lot of ways. Group activities became highly coordinated — if they happened at all. There was a ream of questions to answer before even the most casual interactions: Who's going to be there? Who else have they seen lately? Are they vaccinated? Have they tested recently? Even once you got to wherever you were going, there were rules and expectations. You were supposed to awkwardly stand or sit 6 feet away from each other and try to figure out what everyone was saying from behind a mask, with all the muffled noises and half-blocked facial expressions that came with them. A lot of social interactions moved online, which came with its own sense of formality — group Peloton rides , Zoom trivia, whatever the Houseparty app was , or Clubhouse . Chill time, for good reason, required work to achieve.

Over the past few years, life has become much more normal for many people. They're back in the office, going to restaurants and live events, gathering with friends and family in person. Some of the structured nature of their social interactions, however, have not reverted to their previous form. The stilted nature of some pandemic-era habits — many that come with a dash of work — stuck around as a permanent feature. Case in point: the PowerPoint party, where people get together to show each other presentations on various topics in the name of having fun.

PowerPoint parties supposedly started in 2012 as "drink, talk, and learn" gatherings in Canada. Over time, they spread. Kids at Harvard were doing them in 2018 because, come on, it's Harvard kids. Of course, they were. When COVID-19 hit, they really took off , especially among the youngs. It made some sense during the period when we were trapped inside. It's easy enough to share your screen on Zoom or Google Meet, and it was better to have some sort of activity to do instead of just staring at people's faces (and your own) for the eighth day in a row.

But even as we've gotten back to normal hangouts, people are still connecting their laptops to TVs and sharing slides in social settings. Take a spin around TikTok , and you can find loads of PowerPoint-party content. There are presentations on which Beyoncé songs best represent each friend, what to do if you're trapped in an elevator, or whether pigeons are a pest or a pet. In March, Cosmopolitan put out a list of 55 PowerPoint ideas to "spice up your next at-home hang," which included ideas such as making a pitch for each of your friends' celebrity look-alike or "ranking cartoon characters by hotness."

Must we turn something we do at work into something we do in our personal lives? Just hanging out without a plan is fine and pleasant.

I guess I can see how this might be enjoyable, and some of the presentations do seem genuinely clever and funny, but I don't know, man. I love my friends, and also I absolutely do not want to do this with any of them.

Sure, a PowerPoint night is not that far off from, say, a game or movie night. It's a chance to be creative and turn something you do at work into something silly and social. But also, must we turn something we do at work into something we do in our personal lives? Just hanging out without a plan is fine and pleasant. Spontaneity is exciting! Another way to be creative is to put yourself in a situation where you have to be creative by thinking on your feet about conversation topics and activities at random.

The rise of the PowerPoint party also speaks to the workification of our day-to-day lives. The border between work and time off has been blurring for years. The ability to always respond to emails or messages on your phone has made "personal" time more porous . And especially among young, ambitious people, there's a sense that you constantly have to be busy, that everything has to be optimized, that there's always space for programming or growth. People post their workouts on Strava to show off their activity and compare it with their friends' and obsess over their VO2 max to track their fitness. They maintain tightly managed to-do lists and approach even a casual encounter like a networking opportunity. It's a constant rat race that feels exhausting. Even if it's supposed to be goofy, making a presentation for a party entails a level of productivity that we already have to bring to so many other spaces at work or school.

We should be able to embrace unstructured time. Indeed, culturally, that's a norm that's declining, especially for kids. As Vox's Anna North laid out last year , the amount of children's unstructured playtime in the US dropped by 25% from 1981 to 1997. For various reasons, kids don't have as much experience just getting along doing stuff on their own anymore, which can influence their sense of autonomy and deprive them of opportunities to develop important social skills and tools to combat anxiety and depression. It may also mean that as adults, they struggle to go with the flow. Perhaps it's no surprise that young adults who had their childhood activities scheduled down to the minute are embracing the PowerPoint party. But unstructured time is good for people of all ages. It can help with stress and anxiety, add space for rest, relaxation, and creativity, and give people a mental break.

Even if it's supposed to be goofy, making a presentation for a party entails a level of productivity that we already have to bring to so many other spaces at work or school.

Instead of embracing a bit more randomness, people are constantly squeezing friends and family into their calendars. It's not uncommon for someone to send out a Google form to pick out a new book-club book and date, just like they might at work. Responding to a group text message using classic office speak like "touch base" or "circle back" has become the norm in some circles. And, yes, this isn't to say there hadn't been theme parties that required a little planning or game nights with structure, but using products made by tech giants like Microsoft and Google to enjoy a night in with friends feels a lot sadder than relearning the rules of Monopoly. Bonding is important for forming relationships, and collective effervescence is a real thing, but it's hard not to wonder whether there are ways to achieve those things without emulating what we do 9 to 5 or requiring homework before the "fun" begins.

If you absolutely insist on having a PowerPoint party, God bless. Good for you. I don't want to yuck your yum. But also, maybe think about why you feel the need to do it, and, really, don't invite me.

Emily Stewart is a senior correspondent at Business Insider, writing about business and the economy.

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