10 reasons why students should have homework essay

School Life Balance , Tips for Online Students

The Pros and Cons of Homework

Updated: December 7, 2023

Published: January 23, 2020

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

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

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

2. Homework Gets Parents Involved

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

3. Homework Teaches Time Management

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

4. Homework Opens A Bridge Of Communication

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

5. Homework Allows For More Learning Time

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

6. Homework Reduces Screen Time

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

The Other Side: Why Homework Is Bad

1. homework encourages a sedentary lifestyle.

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

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

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

2. Homework Isn’t Healthy In Every Home

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

3. Homework Adds To An Already Full-Time Job

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

4. Homework Has Not Been Proven To Provide Results

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

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

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

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

5. Homework Assignments Are Overdone

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

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

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

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

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

Why Homework Is So Important Essay

Education plays an important role in ensuring children are taught career, survival and intellectual skills that will enable them to live comfortably in the future. Learning institutions have been established to ensure everyone goes to school and gets the required knowledge essential for human survival.

These learning institutions have come up with various programs aimed at ensuring that students make good use of their time while attending schools and also when out of classes. Homework and holiday assignments are the most common tasks that students are given when they are not in school to enhance their learning.

However, the debate continues to rage on regarding the importance of homework to students. The discussion below outlines the significance of homework to the development of the learning process of a student. Every human being has a unique ability to grasp various ideas and information depending on their age, exposure to different environments and levels of interests.

This makes it very impossible for every student to grasp all concepts being taught in class by their teachers. Therefore, when students are given homework, they can take time and study the concepts they did not understand during normal class time, and this makes them be at the same level with other students (Bader 12). Homework plays an important role in ensuring that students can learn at the same pace.

The fact that students have different abilities to memorize what they were taught means that their levels of learning differences and when they are given the same homework slow learners can catch up with fast learners, and this ensures they all stand equal chances of competing effectively.

Also, ninety percent of students are in their active stages of life, and therefore they like playing very much. These plays make students forget what they were taught during the day as their minds are occupied with games and other entertainment activities. When these students are given homework, they have limited time to attend to other activities like games and sports.

It is well known that all children and young adults like playing very much and when left idle they can spend the whole day playing at the expense of their education. Homework plays an important role in ensuring they are kept very busy and indulge in games only after they have finished their work.

Furthermore, homework enables students to make their studies and identify areas they did not understand very well. Sometimes students tend to cheat in their examinations and other class assignments by coping from others, and this earns them false grades.

However, when they are given homework they are not able to copy from their friends and in fact, they make all efforts to ensure they put their brains at work to answer all questions assigned (Bader 134). Therefore, teachers can identify areas that their students did not understand well and go over them again by organizing remedial classes.

Students are also able to identify topics that were not understood and seek the necessary assistance from their teachers. Moreover, homework enables students to be busy during their free time and avoid indulging in bad behavior. The fact that an idle mind gives way to irrational thinking should sound an alarm bell to all parents and students who shy away from homework.

When students are kept busy with homework, they will be in a position to avoid indulgence in bad behavior like drug abuse and premarital sex. When students are given homework, they get prepared for future career obligations that involve assignments and duties out of office.

This offers them an opportunity to develop the flexibility to time schedules and roles assigned in the future when they are employed. Also, they will be in a position to schedule their work programs effectively to meet all the demands of their jobs.

Lastly, homework enables students to read widely regarding other topics to be covered by their teachers. Assignments that are designed to give students an insight into their forthcoming topics makes them mentally prepared for other “hard topics,” and this makes them understand the concepts of such topics with ease (Bader 134).

Some homework is meant to break down complicated topics into subtopics that are easily covered and understood by students within the shortest time possible. Therefore, homework enables teachers and students to take the shortest time possible to handle complicated topics.

However, despite the above benefits associated with homework, there are other factors that make them ineffective in performing their intended roles in students’ developments. The first reason that disqualifies the suitability of homework to access student’s intelligence is the fact that in most cases homework assigned to students is not done by them.

Students ask their elder siblings to do their assignments for them as they sit and chat while watching television. When the teachers mark the assignments, they are pleased to note the outstanding performance by their students. However, the same students register low grades when examinations and assignments are done within the school compound.

Therefore, homework does not help teachers in assessing students’ understanding of various concepts. Also, it does not offer reliable criteria to test the students’ ability to remember and present the ideas learned from teachers. Secondly, students are usually very tired after spending the whole day in class and require time to relax and think of other things that may distract their attention from books for a while.

Over concentration on books and academic materials exposes the students to risks like developing obesity due to their inactiveness. It is known the world over that too much work without play or exercise makes an individual very dull and thus ineffective. Most students are usually between the ages of five years and twenty-seven, and they are still growing and developing (Bader 134).

For them to develop their physical fitness, they need time to indulge in sports and games to ensure their bodies get enough exercise. Moreover, the mind needs some time to reflect on other things and enable the brain and the blood vessels to relax as the student reduces pressure from thinking about school assignments and tests.

It is estimated that homework and other assignments are responsible for a huge percentage of causes of stress and depressions in many youths. This is due to the pressure to finish their homework in time and deliver quality results that drive most students to concentrate on them and ignore meals and stay awake the whole night.

Human beings have varying degrees of learning and memorizing, and thus homework helps students to ensure they do not forget what they were taught. It enables students and teachers to identify the study areas that need more attention. However, it should not compromise the students’ time to indulge in other equally beneficial activities like sleeping and exercising.

Works Cited

Bader, John. Dean’s List: Eleven Habits of Highly Successful College Students. Maryland: The Johns Hopkins University Press, 2011. Print.

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Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

Comments & Discussion

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Are You Down With or Done With Homework?

• Posted January 17, 2012
• By Lory Hough

The debate over how much schoolwork students should be doing at home has flared again, with one side saying it's too much, the other side saying in our competitive world, it's just not enough.

It was a move that doesn't happen very often in American public schools: The principal got rid of homework.

This past September, Stephanie Brant, principal of Gaithersburg Elementary School in Gaithersburg, Md., decided that instead of teachers sending kids home with math worksheets and spelling flash cards, students would instead go home and read. Every day for 30 minutes, more if they had time or the inclination, with parents or on their own.

"I knew this would be a big shift for my community," she says. But she also strongly believed it was a necessary one. Twenty-first-century learners, especially those in elementary school, need to think critically and understand their own learning — not spend night after night doing rote homework drills.

Brant's move may not be common, but she isn't alone in her questioning. The value of doing schoolwork at home has gone in and out of fashion in the United States among educators, policymakers, the media, and, more recently, parents. As far back as the late 1800s, with the rise of the Progressive Era, doctors such as Joseph Mayer Rice began pushing for a limit on what he called "mechanical homework," saying it caused childhood nervous conditions and eyestrain. Around that time, the then-influential Ladies Home Journal began publishing a series of anti-homework articles, stating that five hours of brain work a day was "the most we should ask of our children," and that homework was an intrusion on family life. In response, states like California passed laws abolishing homework for students under a certain age.

But, as is often the case with education, the tide eventually turned. After the Russians launched the Sputnik satellite in 1957, a space race emerged, and, writes Brian Gill in the journal Theory Into Practice, "The homework problem was reconceived as part of a national crisis; the U.S. was losing the Cold War because Russian children were smarter." Many earlier laws limiting homework were abolished, and the longterm trend toward less homework came to an end.

The debate re-emerged a decade later when parents of the late '60s and '70s argued that children should be free to play and explore — similar anti-homework wellness arguments echoed nearly a century earlier. By the early-1980s, however, the pendulum swung again with the publication of A Nation at Risk , which blamed poor education for a "rising tide of mediocrity." Students needed to work harder, the report said, and one way to do this was more homework.

For the most part, this pro-homework sentiment is still going strong today, in part because of mandatory testing and continued economic concerns about the nation's competitiveness. Many believe that today's students are falling behind their peers in places like Korea and Finland and are paying more attention to Angry Birds than to ancient Babylonia.

But there are also a growing number of Stephanie Brants out there, educators and parents who believe that students are stressed and missing out on valuable family time. Students, they say, particularly younger students who have seen a rise in the amount of take-home work and already put in a six- to nine-hour "work" day, need less, not more homework.

Who is right? Are students not working hard enough or is homework not working for them? Here's where the story gets a little tricky: It depends on whom you ask and what research you're looking at. As Cathy Vatterott, the author of Rethinking Homework , points out, "Homework has generated enough research so that a study can be found to support almost any position, as long as conflicting studies are ignored." Alfie Kohn, author of The Homework Myth and a strong believer in eliminating all homework, writes that, "The fact that there isn't anything close to unanimity among experts belies the widespread assumption that homework helps." At best, he says, homework shows only an association, not a causal relationship, with academic achievement. In other words, it's hard to tease out how homework is really affecting test scores and grades. Did one teacher give better homework than another? Was one teacher more effective in the classroom? Do certain students test better or just try harder?

"It is difficult to separate where the effect of classroom teaching ends," Vatterott writes, "and the effect of homework begins."

Putting research aside, however, much of the current debate over homework is focused less on how homework affects academic achievement and more on time. Parents in particular have been saying that the amount of time children spend in school, especially with afterschool programs, combined with the amount of homework given — as early as kindergarten — is leaving students with little time to run around, eat dinner with their families, or even get enough sleep.

Certainly, for some parents, homework is a way to stay connected to their children's learning. But for others, homework creates a tug-of-war between parents and children, says Liz Goodenough, M.A.T.'71, creator of a documentary called Where Do the Children Play?

"Ideally homework should be about taking something home, spending a few curious and interesting moments in which children might engage with parents, and then getting that project back to school — an organizational triumph," she says. "A nag-free activity could engage family time: Ask a parent about his or her own childhood. Interview siblings."

Instead, as the authors of The Case Against Homework write, "Homework overload is turning many of us into the types of parents we never wanted to be: nags, bribers, and taskmasters."

Leslie Butchko saw it happen a few years ago when her son started sixth grade in the Santa Monica-Malibu (Calif.) United School District. She remembers him getting two to four hours of homework a night, plus weekend and vacation projects. He was overwhelmed and struggled to finish assignments, especially on nights when he also had an extracurricular activity.

"Ultimately, we felt compelled to have Bobby quit karate — he's a black belt — to allow more time for homework," she says. And then, with all of their attention focused on Bobby's homework, she and her husband started sending their youngest to his room so that Bobby could focus. "One day, my younger son gave us 15-minute coupons as a present for us to use to send him to play in the back room. … It was then that we realized there had to be something wrong with the amount of homework we were facing."

Butchko joined forces with another mother who was having similar struggles and ultimately helped get the homework policy in her district changed, limiting homework on weekends and holidays, setting time guidelines for daily homework, and broadening the definition of homework to include projects and studying for tests. As she told the school board at one meeting when the policy was first being discussed, "In closing, I just want to say that I had more free time at Harvard Law School than my son has in middle school, and that is not in the best interests of our children."

One barrier that Butchko had to overcome initially was convincing many teachers and parents that more homework doesn't necessarily equal rigor.

"Most of the parents that were against the homework policy felt that students need a large quantity of homework to prepare them for the rigorous AP classes in high school and to get them into Harvard," she says.

Stephanie Conklin, Ed.M.'06, sees this at Another Course to College, the Boston pilot school where she teaches math. "When a student is not completing [his or her] homework, parents usually are frustrated by this and agree with me that homework is an important part of their child's learning," she says.

As Timothy Jarman, Ed.M.'10, a ninth-grade English teacher at Eugene Ashley High School in Wilmington, N.C., says, "Parents think it is strange when their children are not assigned a substantial amount of homework."

That's because, writes Vatterott, in her chapter, "The Cult(ure) of Homework," the concept of homework "has become so engrained in U.S. culture that the word homework is part of the common vernacular."

These days, nightly homework is a given in American schools, writes Kohn.

"Homework isn't limited to those occasions when it seems appropriate and important. Most teachers and administrators aren't saying, 'It may be useful to do this particular project at home,'" he writes. "Rather, the point of departure seems to be, 'We've decided ahead of time that children will have to do something every night (or several times a week). … This commitment to the idea of homework in the abstract is accepted by the overwhelming majority of schools — public and private, elementary and secondary."

Brant had to confront this when she cut homework at Gaithersburg Elementary.

"A lot of my parents have this idea that homework is part of life. This is what I had to do when I was young," she says, and so, too, will our kids. "So I had to shift their thinking." She did this slowly, first by asking her teachers last year to really think about what they were sending home. And this year, in addition to forming a parent advisory group around the issue, she also holds events to answer questions.

Still, not everyone is convinced that homework as a given is a bad thing. "Any pursuit of excellence, be it in sports, the arts, or academics, requires hard work. That our culture finds it okay for kids to spend hours a day in a sport but not equal time on academics is part of the problem," wrote one pro-homework parent on the blog for the documentary Race to Nowhere , which looks at the stress American students are under. "Homework has always been an issue for parents and children. It is now and it was 20 years ago. I think when people decide to have children that it is their responsibility to educate them," wrote another.

And part of educating them, some believe, is helping them develop skills they will eventually need in adulthood. "Homework can help students develop study skills that will be of value even after they leave school," reads a publication on the U.S. Department of Education website called Homework Tips for Parents. "It can teach them that learning takes place anywhere, not just in the classroom. … It can foster positive character traits such as independence and responsibility. Homework can teach children how to manage time."

Annie Brown, Ed.M.'01, feels this is particularly critical at less affluent schools like the ones she has worked at in Boston, Cambridge, Mass., and Los Angeles as a literacy coach.

"It feels important that my students do homework because they will ultimately be competing for college placement and jobs with students who have done homework and have developed a work ethic," she says. "Also it will get them ready for independently taking responsibility for their learning, which will need to happen for them to go to college."

The problem with this thinking, writes Vatterott, is that homework becomes a way to practice being a worker.

"Which begs the question," she writes. "Is our job as educators to produce learners or workers?"

Slate magazine editor Emily Bazelon, in a piece about homework, says this makes no sense for younger kids.

"Why should we think that practicing homework in first grade will make you better at doing it in middle school?" she writes. "Doesn't the opposite seem equally plausible: that it's counterproductive to ask children to sit down and work at night before they're developmentally ready because you'll just make them tired and cross?"

Kohn writes in the American School Board Journal that this "premature exposure" to practices like homework (and sit-and-listen lessons and tests) "are clearly a bad match for younger children and of questionable value at any age." He calls it BGUTI: Better Get Used to It. "The logic here is that we have to prepare you for the bad things that are going to be done to you later … by doing them to you now."

According to a recent University of Michigan study, daily homework for six- to eight-year-olds increased on average from about 8 minutes in 1981 to 22 minutes in 2003. A review of research by Duke University Professor Harris Cooper found that for elementary school students, "the average correlation between time spent on homework and achievement … hovered around zero."

So should homework be eliminated? Of course not, say many Ed School graduates who are teaching. Not only would students not have time for essays and long projects, but also teachers would not be able to get all students to grade level or to cover critical material, says Brett Pangburn, Ed.M.'06, a sixth-grade English teacher at Excel Academy Charter School in Boston. Still, he says, homework has to be relevant.

"Kids need to practice the skills being taught in class, especially where, like the kids I teach at Excel, they are behind and need to catch up," he says. "Our results at Excel have demonstrated that kids can catch up and view themselves as in control of their academic futures, but this requires hard work, and homework is a part of it."

Ed School Professor Howard Gardner basically agrees.

"America and Americans lurch between too little homework in many of our schools to an excess of homework in our most competitive environments — Li'l Abner vs. Tiger Mother," he says. "Neither approach makes sense. Homework should build on what happens in class, consolidating skills and helping students to answer new questions."

So how can schools come to a happy medium, a way that allows teachers to cover everything they need while not overwhelming students? Conklin says she often gives online math assignments that act as labs and students have two or three days to complete them, including some in-class time. Students at Pangburn's school have a 50-minute silent period during regular school hours where homework can be started, and where teachers pull individual or small groups of students aside for tutoring, often on that night's homework. Afterschool homework clubs can help.

Some schools and districts have adapted time limits rather than nix homework completely, with the 10-minute per grade rule being the standard — 10 minutes a night for first-graders, 30 minutes for third-graders, and so on. (This remedy, however, is often met with mixed results since not all students work at the same pace.) Other schools offer an extended day that allows teachers to cover more material in school, in turn requiring fewer take-home assignments. And for others, like Stephanie Brant's elementary school in Maryland, more reading with a few targeted project assignments has been the answer.

"The routine of reading is so much more important than the routine of homework," she says. "Let's have kids reflect. You can still have the routine and you can still have your workspace, but now it's for reading. I often say to parents, if we can put a man on the moon, we can put a man or woman on Mars and that person is now a second-grader. We don't know what skills that person will need. At the end of the day, we have to feel confident that we're giving them something they can use on Mars."

Read a January 2014 update.

Homework Policy Still Going Strong

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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Is Homework Good for Kids? Here’s What the Research Says

A s kids return to school, debate is heating up once again over how they should spend their time after they leave the classroom for the day.

The no-homework policy of a second-grade teacher in Texas went viral last week , earning praise from parents across the country who lament the heavy workload often assigned to young students. Brandy Young told parents she would not formally assign any homework this year, asking students instead to eat dinner with their families, play outside and go to bed early.

But the question of how much work children should be doing outside of school remains controversial, and plenty of parents take issue with no-homework policies, worried their kids are losing a potential academic advantage. Here’s what you need to know:

For decades, the homework standard has been a “10-minute rule,” which recommends a daily maximum of 10 minutes of homework per grade level. Second graders, for example, should do about 20 minutes of homework each night. High school seniors should complete about two hours of homework each night. The National PTA and the National Education Association both support that guideline.

But some schools have begun to give their youngest students a break. A Massachusetts elementary school has announced a no-homework pilot program for the coming school year, lengthening the school day by two hours to provide more in-class instruction. “We really want kids to go home at 4 o’clock, tired. We want their brain to be tired,” Kelly Elementary School Principal Jackie Glasheen said in an interview with a local TV station . “We want them to enjoy their families. We want them to go to soccer practice or football practice, and we want them to go to bed. And that’s it.”

A New York City public elementary school implemented a similar policy last year, eliminating traditional homework assignments in favor of family time. The change was quickly met with outrage from some parents, though it earned support from other education leaders.

New solutions and approaches to homework differ by community, and these local debates are complicated by the fact that even education experts disagree about what’s best for kids.

The research

The most comprehensive research on homework to date comes from a 2006 meta-analysis by Duke University psychology professor Harris Cooper, who found evidence of a positive correlation between homework and student achievement, meaning students who did homework performed better in school. The correlation was stronger for older students—in seventh through 12th grade—than for those in younger grades, for whom there was a weak relationship between homework and performance.

Cooper’s analysis focused on how homework impacts academic achievement—test scores, for example. His report noted that homework is also thought to improve study habits, attitudes toward school, self-discipline, inquisitiveness and independent problem solving skills. On the other hand, some studies he examined showed that homework can cause physical and emotional fatigue, fuel negative attitudes about learning and limit leisure time for children. At the end of his analysis, Cooper recommended further study of such potential effects of homework.

Despite the weak correlation between homework and performance for young children, Cooper argues that a small amount of homework is useful for all students. Second-graders should not be doing two hours of homework each night, he said, but they also shouldn’t be doing no homework.

Not all education experts agree entirely with Cooper’s assessment.

Cathy Vatterott, an education professor at the University of Missouri-St. Louis, supports the “10-minute rule” as a maximum, but she thinks there is not sufficient proof that homework is helpful for students in elementary school.

“Correlation is not causation,” she said. “Does homework cause achievement, or do high achievers do more homework?”

Vatterott, the author of Rethinking Homework: Best Practices That Support Diverse Needs , thinks there should be more emphasis on improving the quality of homework tasks, and she supports efforts to eliminate homework for younger kids.

“I have no concerns about students not starting homework until fourth grade or fifth grade,” she said, noting that while the debate over homework will undoubtedly continue, she has noticed a trend toward limiting, if not eliminating, homework in elementary school.

The issue has been debated for decades. A TIME cover in 1999 read: “Too much homework! How it’s hurting our kids, and what parents should do about it.” The accompanying story noted that the launch of Sputnik in 1957 led to a push for better math and science education in the U.S. The ensuing pressure to be competitive on a global scale, plus the increasingly demanding college admissions process, fueled the practice of assigning homework.

“The complaints are cyclical, and we’re in the part of the cycle now where the concern is for too much,” Cooper said. “You can go back to the 1970s, when you’ll find there were concerns that there was too little, when we were concerned about our global competitiveness.”

Cooper acknowledged that some students really are bringing home too much homework, and their parents are right to be concerned.

“A good way to think about homework is the way you think about medications or dietary supplements,” he said. “If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

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Should Kids Get Homework?

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

Getty Images

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

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

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

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

Value of Homework

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

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

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

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

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

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

Negative Homework Assignments

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

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

Homework that's just busy work.

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

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

Homework on material that kids haven't learned yet.

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

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

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

Homework that's overly time-consuming.

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

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

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

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

Private vs. Public Schools

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

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

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

How to Address Homework Overload

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

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

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

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

Study Tips for High School Students

Tags: K-12 education , students , elementary school , children

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Should Students Have Homework?

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

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

What Research Says about Homework

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

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

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

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

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

Problems with Homework

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

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

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

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

Homework Bans

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

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

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

So Should Students Have Homework?

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

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Home » Tips for Teachers » 9 Reasons Why Students Should Have Recess: Enhancing Learning Through Breaks

9 Reasons Why Students Should Have Recess: Enhancing Learning Through Breaks

Recess, a scheduled break in the school day, is often underestimated and overlooked by educators and parents alike. However, research shows that recess plays a crucial role in a student’s physical, mental, and emotional well-being, ultimately enhancing their learning experiences. In this article, we will explore 9 reasons why students should have recess, highlighting its benefits and the importance of well-structured break times.

Recess is not just about play; it’s about the holistic development of students. It provides an opportunity for physical activity, which is essential for students’ physical health. Additionally, it has been found to increase mental focus, improve memory and attention, and reduce stress and anxiety, ultimately contributing to better academic performance. Moreover, recess fosters social and emotional development, allowing students to engage with peers, practice social skills, and develop essential life skills.

Furthermore, recess nurtures creativity, imagination, and leadership skills, as it provides unstructured time for students to explore and create. It also contributes to the overall well-being of students by providing a much-needed energy boost, reducing disruptive behavior, and promoting healthy habits.

Students stated their opinions and provided supporting details in Ms. Timmer’s first grade class today. Students were fully engaged as they wrote about why students should have more recess 😆. #CPSBest #Scholarsfirst pic.twitter.com/jRCnWJR9S7 — Marekka Nickens (@TeachNickens) February 15, 2022

Well-structured recess can significantly improve students’ learning experiences and overall well-being. By understanding the multifaceted benefits of recess, educators can create a more productive and healthier academic environment for their students.

In this article, I’ll share:

• 9 Reasons Why Students Should Have Recess →
• Optimal Duration and Timing →
• Additional Tips for Enhancing Recess →

9 Reasons Why Students Should Have Recess

Understanding why students should have recess reveals its undeniable importance in the school day. It is not just a break from the classroom; it’s a vital component of a student’s day that fosters physical, social, and emotional development.

Recognizing its multifaceted benefits, I delve into nine compelling reasons that underscore the importance of preserving recess in educational settings. From enhancing academic performance to improving health and well-being, these arguments advocate for the indispensable role recess plays in shaping well-rounded, healthy students.

1. Physical Health and Activity

Physical activity during recess is essential for maintaining good health and combating sedentary lifestyles. Recess provides students with an opportunity to engage in physical activity, which helps them build healthy bodies and prevent chronic diseases. Studies have found that physical activity during recess can help children increase their physical fitness, decrease body fat, and improve their overall health.

Moreover, physical activity during recess can help children stay focused and attentive in the classroom. Exercise releases endorphins, which improve mental focus and cognitive skills, leading to better performance in the classroom. Additionally, physical activity during recess helps children’s bodies deliver more oxygen, resulting in increased energy levels throughout the day.

Incorporating physical activity during recess can also help reduce stress and anxiety in students, contributing to a healthier academic environment. Furthermore, physical activity during recess allows students to engage with peers, practice social skills, and develop essential skills like collaboration, communication, compromise, conflict resolution, leadership, and negotiation.

This video is recommended for insight into the diverse ways schools can incorporate physical activity into the daily schedule.

In conclusion, physical activity during recess is crucial for maintaining good health and combating sedentary lifestyles. By incorporating physical activity into recess, educators can create a healthier, more productive learning environment for their students.

2. Mental Refreshment

Recess serves as a vital period for mental refreshment, rejuvenating the mind, and enhancing focus and concentration in post-recess classes. When students engage in unstructured play during recess, it allows their minds to take a break from the rigors of concentrated academic challenges in the classroom. This mental break is essential for cognitive, social, emotional, and physical well-being, and it offers cognitive benefits that may not be fully appreciated when a decision is made to diminish it.

Research dating back to the late 1800s indicates that people learn better and faster when their work includes breaks and downtime, proving more effective than working in long stretches. Recess increases focus, as it provides an opportunity for children to engage in behavior considered unacceptable indoors, allowing them to take control of their world, which is a rarity in their lives.

Moreover, morning outdoor breaks contribute to optimal cognitive processing and a break from academic challenges, making children more attentive and productive in the classroom.

This video is recommended for its compelling presentation by a 6th grader to educators, sharing his personal discovery on how increased physical activity contributed to his academic performance, offering valuable insights for parents and educators alike.

In conclusion, recess plays a crucial role in providing mental refreshment, which is essential for enhancing students’ focus and concentration in their academic pursuits. By understanding the cognitive benefits of recess, educators can create a more conducive learning environment for their students.

3. Social Skills Development

Recess plays a crucial role in developing social interactions and friendships among students. During recess, children have the opportunity to engage in unstructured play, which allows them to practice social skills with their peers and form meaningful relationships.

Some of the valuable communication and social skills kids learn during recess include:

• Collaboration
• Communication
• Conflict resolution
• Negotiation
• Perseverance
• Self-control

Recess also provides a space for children to practice decision-making skills while playing games or engaging in creative play, which helps them build gross motor skills, improve coordination, increase energy levels, and foster self-confidence and positive relationships with peers.

Watching the video on Playworks, a national nonprofit that transforms recess into a time for active social and emotional learning, is recommended for understanding how structured play can enhance conflict resolution, leadership, and self-regulation among students, while also reinforcing a positive school culture.

Moreover, recess provides an opportunity for children to bond with their peers, especially those in large classes where it’s increasingly difficult to talk to each student. Time spent in the classroom with classmates is not enough to build relationships, and children need time to have full-length conversations that are not interrupted. More extended recess generally allows time for kids to build this bond, which is an important element of child development .

In conclusion, recess is essential for social skills development, as it provides students with the opportunity to engage in unstructured play, practice social skills, and form meaningful relationships with their peers. By understanding the social benefits of recess, educators can create a more conducive learning environment for their students.

4. Enhancing Creativity

Unstructured playtime during recess can significantly boost students’ creativity and imagination, making it an essential part of the school day. When children engage in unstructured play, they have the freedom to explore their own ideas and process information, which is crucial for fostering creativity.

Recess provides a break from structured learning, allowing students to have independence and engage in activities that help them learn how to get along with each other and feel good about themselves. Additionally, unstructured play during recess helps children mature in ways that are unlikely to happen in the classroom, promoting creativity and social development.

Furthermore, the American Academy of Pediatrics emphasizes that recess is necessary for the cognitive, social, emotional, and physical development of children, and it should never be withheld for punitive or academic reasons.

This video is recommended for those interested in discovering creative approaches to combine learning with play during recess.

In conclusion, unstructured playtime during recess is vital for enhancing students’ creativity and imagination, and it should be prioritized as an integral part of the school day to support their overall development.

5. Improving Academic Performance

Research has consistently linked regular breaks, such as recess, to better academic outcomes. Recess benefits students by improving their memory and attention, helping them stay on topic in class, reducing their disruptive behavior, and improving their social development. The unstructured, physical time in their school day has been shown to increase creativity and problem-solving, leading to improved academic performance.

Additionally, the American Academy of Pediatrics emphasizes that recess is a crucial and necessary component of a child’s development, and it should never be withheld for punitive or academic reasons. Furthermore, the elimination of mandatory recess has been shown to negatively impact children’s cognitive development and school achievement.

Studies have found that recess provides cognitive, social, emotional, and physical benefits that may not be fully appreciated when a decision is made to diminish it. Recess is important because it:

• Serves as a necessary break from the rigors of concentrated, academic challenges in the classroom
• Offers cognitive benefits
• Provides social benefits
• Contributes to emotional well-being
• Supports physical health

Several studies demonstrate that recess, whether performed indoors or outdoors, contributes to optimal cognitive processing and a break from academic tasks.

For a deeper understanding of recess as a crucial educational tool, viewing this video, “The Most Overlooked Learning Tool in Education: Recess,” is highly recommended.

In conclusion, regular breaks, including recess, play a vital role in improving academic performance and should be prioritized to support students’ overall development and success. Teachers and school administrators should recognize the importance of recess and ensure that students have adequate time for unstructured play and physical activity during the school day.

Delve into “ 7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives ” for a comprehensive view of the homework debate, presenting alternative strategies to improve student learning.

6. Emotional Regulation

Recess allows for emotional decompression and better mood management, making it an essential part of the school day. Children need time to relax and recharge, and recess provides them with an opportunity to do so. Recess also allows children to release pent-up energy and emotions, which can help them regulate their emotions and behavior in the classroom. Additionally, recess provides children with a sense of autonomy and control, which can help them feel more confident and less anxious.

Research has shown that recess can help children develop emotional regulation skills, such as self-control and conflict resolution. During recess, children have the opportunity to practice social skills and role-play with peers, which can help them learn how to manage their emotions and interact with others in a positive way.

Furthermore, recess provides children with a break from academic challenges, which can help reduce stress and improve their overall well-being.

Watching this video is recommended to see how Montpelier High’s innovative schedule adjustment, allocating 15 minutes for recess, enhances calmness, focus, and camaraderie among teachers and students, positively impacting the classroom environment.

In conclusion, regular breaks, including recess, play a vital role in emotional regulation and should be prioritized to support students’ overall well-being and success. Teachers and school administrators should recognize the importance of recess and ensure that students have adequate time for unstructured play and physical activity during the school day. By providing students with regular breaks, schools can help promote emotional regulation, reduce stress, and improve overall academic performance.

7. Inclusivity and Equality: Emphasizing the Importance of Recess for All Students

In the vibrant tapestry of a school, recess functions as a unifying thread, fostering inclusivity and equality among students. Regardless of background, abilities, or interests, recess provides a leveled playing field where everyone can participate and engage. The playground becomes a space where friendships are formed, social skills are honed, and differences are celebrated.

During recess, students have the opportunity to interact in an informal setting, breaking down barriers that may exist in the classroom. Games and activities create a shared experience, transcending academic and cultural differences. This inclusivity is especially vital for students with diverse needs, ensuring they are not left on the sidelines but actively involved in the social life of the school.

A study by the American Academy of Pediatrics (AAP) emphasizes that recess is a critical period for social interaction among children from diverse backgrounds. The AAP highlights that recess promotes social and emotional learning (SEL), which is as crucial as academic skills. This aligns with findings from Pellegrini and Bohn (2005), who observed that recess breaks improve social competence among students.

Moreover, recess can be a great equalizer for physical activity. Students of varying athletic abilities can find activities that suit their preferences, promoting a sense of belonging. Team sports, imaginative play, or just a stroll around the playground—each child can participate at their own comfort level.

This video is recommended for understanding the growing importance of playtime, especially as school-starting ages become younger and school days longer. It explores the critical question of why students should have recess, highlighting its necessity in the context of modern educational challenges.

In essence, recess acts as a microcosm of the real world, teaching students the values of acceptance, collaboration, and appreciation for differences. By incorporating inclusive practices during these break periods, schools send a powerful message: that every student matters and every student has a place to belong in the shared joy of recess.

8. Developing Independence

Recess stands as a pivotal period in the school day, serving not just as a break from structured learning but as a vital arena for fostering students’ independence and decision-making abilities. In the throes of free play, children are afforded the liberty to select their activities, navigate social interactions, and establish their play parameters.

This autonomy in choosing how to engage not only bolsters their confidence but also enhances their ability to make decisions independently, a cornerstone of personal development.

Moreover, the unstructured environment of recess acts as a sandbox for personal exploration, where children can:

• Delve into their interests
• Experiment with leadership roles
• Learn to manage conflicts on their own terms

Such experiences are invaluable, imbuing them with the resilience and adaptability needed for life’s varied challenges. Recess thus emerges as a key contributor to developing a child’s sense of self-reliance and self-direction, skills that are critical not only within the confines of the schoolyard but in the broader context of their future endeavors.

Research by Ramstetter, Murray, and Garner (2010) supports the idea that recess plays a vital role in child development, particularly in autonomy and decision-making. Their study suggests that unstructured play during recess encourages children to make independent choices, enhancing their problem-solving and negotiation skills. This is further supported by Bjorklund and Brown’s (1998) work, which links unstructured play to the development of executive functioning.

Watching this video is highly recommended to learn how a specific recess program fosters independence, creativity, and empathy among students, addressing the important question of “Why should students have more recess time”.

Acknowledging the multifaceted benefits of recess underscores its indispensability in the educational landscape. It’s a time when children can cultivate their individuality, learn the nuances of personal responsibility, and build the foundation for a lifetime of independent thinking and problem-solving. Consequently, ensuring recess remains an integral part of the school day is paramount for nurturing well-rounded, autonomous individuals prepared to navigate the complexities of the world.

9. Healthier Classroom Environment

Recess is not just a time for children to play and have fun, but it also plays a significant role in developing their decision-making and independence skills. During recess, children have the freedom to make choices and engage in activities of their preference, which fosters a sense of autonomy and self-reliance. This sense of independence is essential for their overall growth and development.

Additionally, recess provides children with the opportunity to explore their interests and make decisions about how they spend their time, which can contribute to their decision-making skills.

Recess has been significantly linked to improved behavior and a more conducive classroom environment, with studies demonstrating its benefits in enhancing memory, attention, and social development, while also reducing disruptive behavior. It provides a critical break from the academic grind, allowing students to engage in free play and social interaction, which are essential for their overall development. Key benefits of recess include:

• Enhanced Memory and Attention: Breaks during the school day, including recess, help refresh students’ minds, improving their ability to focus and retain information when they return to class.
• Social Development: Recess offers a unique space for children, particularly in large classes, to forge deeper connections with peers through uninterrupted conversations—something the structured classroom setting cannot always accommodate.
• Physical Health: It provides essential physical activity and exposure to natural light, both of which are vital for children’s overall well-being and stress reduction.

A comprehensive review by the Centers for Disease Control and Prevention (CDC) on the association between school-based physical activities, including recess, and academic performance, found that physical activity can positively impact cognitive skills and attitudes, which are indicative of academic behavior.

Moreover, Barros, Silver, and Stein (2009) found that more time in recess correlates with better classroom behavior among elementary school students. This evidence supports the notion that recess contributes to a more conducive learning environment by not only improving physical health but also enhancing cognitive function and reducing stress.

To uncover the link between recess and a healthier classroom environment, along with its impact on student productivity, watching this informative video is highly recommended.

In conclusion, recess is an essential part of a child’s education. It provides numerous benefits, including developing decision-making and independence skills, improving behavior, and creating a healthier classroom environment. Therefore, schools must prioritize recess and ensure that children have enough time to engage in unstructured play.

It might be interesting to explore “ Comprehensive Analysis: 8 Strong Reasons Why School Should Not Be Year-Round ” which offers insightful arguments on the potential drawbacks of year-round schooling for both students and educators.

Optimal Duration and Timing

The duration and scheduling of recess in U.S. schools are pivotal for enhancing student health and learning outcomes. Research underscores the benefits of longer recess periods for boosting student behavior, attention, stress management, and social-emotional development.

The American Academy of Pediatrics underlines the necessity of regular breaks, like recess, for the holistic development of students across cognitive, social, emotional, and physical spheres. To be effective, recess must be long enough to facilitate substantial social interaction and physical activity.

Educational experts recommend specific durations to optimize the benefits of recess. Debbie Rhea suggests four 15-minute recesses daily, a guideline supported by the American Academy of Pediatrics for all age groups. This structured approach is essential for ensuring that students receive adequate breaks for physical and social engagement, contributing to their overall well-being and academic performance.

To see the positive impact of increased playtime in North Texas schools on classroom performance, watching this video is highly recommended.

However, the implementation of recess varies widely across the United States, influenced by factors such as age, grade, facility, and district policies. Many elementary schools schedule recess immediately following lunch, although studies have shown that holding recess before lunch can enhance nutritional intake and reduce food waste.

This finding has led some institutions to adopt a recess-before-lunch policy, which also correlates with improved student behavior both during meals and in post-lunch classroom settings. The Centers for Disease Control and Prevention and the U.S. Department of Agriculture endorse recess before lunch as a component of school wellness policies.

While the precise optimal duration for recess remains undetermined, the consensus underscores the importance of regular, scheduled breaks that align with national guidelines. The variability in recess scheduling reflects different educational philosophies and logistical considerations, but the overarching goal is to support student well-being and learning efficiency. Key points include:

• Recess Duration: In the United States, recess times in schools typically range from 20 to 60 minutes daily, depending on age, grade, and school policies.
• International Practices: Countries like Japan implement a different approach, offering a 10- to 15-minute break every hour. This frequency is designed to accommodate the natural decline in attention spans after 40 to 50 minutes of instruction, suggesting a more nuanced understanding of student concentration cycles.
• Benefits of Regular Intervals: This varied scheduling across different educational systems suggests that to enhance learning efficiency, recess should be timed at regular intervals. Such breaks provide students with sufficient opportunities to refresh and refocus, thereby optimizing their readiness to engage with subsequent instructional material.

These insights point to the nuanced considerations that influence how recess is implemented globally, highlighting the universal recognition of its value in the educational process. The goal remains consistent: to ensure that students have the necessary breaks to support their physical, emotional, and cognitive development.

Additional Tips for Enhancing Recess

Recess is an essential part of a child’s school day, and educators can take steps to make it more effective. Here are some practical tips for teachers to enhance recess:

By implementing these tips, educators can help make recess a more effective and enjoyable experience for students. Recess provides numerous benefits for children, including improved academic performance, emotional regulation, and social development. It is essential that teachers prioritize recess and take steps to make it a positive and productive part of the school day.

Discover effective playground games and strategies for enhancing recess by watching this insightful video.

Useful Resources

• Average School Day Length by Country 2024
• Effect of Recess on Fifth Grade Students’ Time On-Task in an Elementary Classroom
• Do High Schools Have Recess? A Detailed Look

Final Thoughts

In summary, recess plays a vital role in a well-rounded educational experience, offering cognitive, social, emotional, and physical benefits for students. It provides an opportunity for children to be physically active, improve their memory and attention, reduce disruptive behavior, and enhance their social and emotional development.

Recess also fosters creativity, leadership, and conflict-resolution skills, making it an essential component of a child’s school day. Therefore, it is crucial for educators to prioritize recess and implement strategies to make it a positive and productive part of the school day.

For an in-depth analysis of the benefits of delayed school start times on student well-being and academic achievement, the article “ Exploring the Evidence: 7 Comprehensive Reasons Why School Should Start Later for Enhanced Student Well-being and Academic Success ” is highly recommended.

• The Importance of Exercise and How Recess Can Help
• Why Kids Need Recess
• 10 Reasons Kids Should Have Longer Recess at School
• Benefits of Recess: Improving Student Outcomes Beyond Physical Health
• How Important Is Recess?
• Does Longer Recess Mean Better Grades?
• How Much Recess Should Kids Get?
• The Crucial Role of Recess in School
• Why is Recess Important for Children in School?
• The crucial role of recess in schools.
• The Association Between School-Based Physical Activity, Including Physical Education, and Academic Performance
• Recess | Physical Activity | Healthy Schools | CDC
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Why Homework May Be Harmful: Reasons to Consider

Published : May 17, 2024

By | MyPremiumEssay 8 mins read

Critics argue that homework may not be as beneficial as once thought, particularly when considering its impact on students' mental and physical health, social life, and overall well-being. This has led many educators and parents to question whether the potential academic gains are worth the possible negative effects on students. In this discussion, we will explore several compelling reasons why schools might want to reconsider the role of homework in education.

10 reasons why students should not have homework

How homework can negatively impact students' health, why should kids not have homework, rethinking homework: prioritizing student well-being.

Here are 10 compelling reasons why students should not have homework:

Promotes Burnout

Too much homework can lead to student burnout , where students feel overwhelmed and disengaged from their schoolwork due to excessive pressure.

Limits Family Time

Homework often cuts into the time that could be spent with family, which is crucial for emotional and social development.

Reduces Engagement in Extracurricular Activities

When students spend a lot of time on homework, they have less time to explore other interests and skills outside of academia.

Exacerbates Educational Inequity

Students from disadvantaged backgrounds might not have access to resources that help with homework, such as internet access, creating a gap in learning opportunities.

Diminishes Interest in Learning

Homework, especially when it feels repetitive or irrelevant, can make learning tedious and uninteresting.

Lacks Evidence of Academic Benefit for Younger Students

Research suggests that for younger students, homework does not significantly improve academic outcomes compared to the time it consumes.

Less Time for Rest and Recreation

Students need downtime to relax and rejuvenate, which is often compromised by excessive homework.

Homework May Not Always Be Well-Designed

Not all homework is created equal. Poorly designed assignments might not effectively reinforce learning, making them a frustrating time sink.

Lack of Real-World Skills and Encouragement of Unethical Practices

Focusing primarily on repetitive academic tasks often fails to impart the practical and social skills required in the real world. Additionally, the high pressures and unrealistic workloads associated with excessive homework can lead students to resort to cheating and taking shortcuts, undermining the integrity of their educational experience.

Family Strain

Homework can often lead to conflicts at home as parents may struggle to help their children, particularly with subjects they are not familiar with or when educational methodologies have changed.

When discussing why students should not have homework, one significant consideration is the potential health consequences. Homework can impact students' physical and mental health in several ways:

1 Escalating Stress and Anxiety

Homework often comes with deadlines and expectations that can produce high levels of stress. For some students, this stress can lead to anxiety and other mental health issues. Chronic stress has been linked to a myriad of health problems, including depression, anxiety, and sleep disturbances.

2 Sleep Deprivation

Many students stay up late to complete homework assignments, leading to sleep deprivation. Lack of adequate sleep can impair cognitive function, concentration, decision making, and can even lead to weakened immune response. Over time, sleep deprivation may contribute to more serious health issues such as obesity, diabetes, and cardiovascular disease.

3 Reduced Physical Activity

Homework can consume time that might otherwise be spent on physical activity. This reduction in active play or exercise is particularly concerning for children's development and long-term health. Regular physical activity is crucial for preventing childhood obesity, enhancing bone health, and improving cardiovascular fitness.

4 Poor Posture and Physical Strain

Students often do homework in environments that may not be ergonomically appropriate, such as sitting on a bed or at a dining table. This can lead to poor posture and strain on the neck, shoulders, and back. Over time, these issues can lead to chronic pain and musculoskeletal problems.

5 Impact on Eating Habits

The stress and time constraints associated with homework can lead to poor eating habits, such as skipping meals or choosing fast food over more nutritious options. This can negatively affect a student's nutritional intake, which is vital for growth, development, and overall health

6 Mental Fatigue

Continuous mental work on homework without adequate breaks can lead to mental fatigue, which reduces the effectiveness of learning and memory retention. It can also decrease motivation and focus, making future academic endeavors more challenging.

7 Social Isolation

Excessive homework can isolate students from family and friends, leading to feelings of loneliness and a lack of support networks. Social interactions are crucial for emotional health and developing coping strategies for stress.

These health-related consequences highlight the need for a balanced approach to academic work, one that considers the well-being of students as a priority. Reducing or rethinking homework could be a step toward healthier, happier, and more engaged learners. Here you must read: Smart Homework Tips To Get It Done Effortlessly .

Here are reasons specifically tailored to why kids shouldn't have homework, distinct from those of adults:

1 Developmental Stage: Children are at a crucial developmental stage where play and exploration are essential for their growth. Homework can interfere with their natural curiosity and creativity, hindering their cognitive and social development.

2 Limited Attention Span: Kids have shorter attention spans compared to adults, making it challenging for them to sustain focus on homework tasks for extended periods. This can lead to frustration and disengagement from learning.

3 Family Time Importance: For children, family time is vital for building strong bonds and a sense of security. Homework can disrupt this precious time, depriving kids of valuable interactions with their parents and siblings.

4 Physical Activity Needs : Young children have high energy levels and require ample opportunities for physical activity to support their growth and development. Homework can limit their time for active play, potentially impacting their physical health and well-being.

5 Early Stress Impact: Introducing homework at a young age can create unnecessary stress and anxiety in children, potentially setting a negative tone for their future relationship with school and learning.

6 Limited Real-world Relevance: Homework tasks for young children may lack real-world relevance, leading to disinterest and disengagement from learning.

7 Teacher-Child Interaction: Homework shifts the focus away from meaningful teacher-child interactions in the classroom, hindering personalized learning and support.

Burnout among high school students: A literature review - https://www.sciencedirect.com/science/article/abs/pii/S0190740914001261

Physical Activity and Academic Performance in Children and Preadolescents: A Systematic Review - https://www.redalyc.org/journal/5516/551662300001/551662300001_2.pdf

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Their financial aid was in limbo. What did these students decide about college?

• By Liz Willen, Gail Cornwall, Matt Krupnick, Kavitha Cardoza, Ariel Gilreath The Hechinger Report

May 22, 2024 | San Francisco; Chicago; Baltimore; and Greenville, S.C.

For many high school seniors and others hoping to attend college next year, the last few months have become a stress-filled struggle to complete the trouble-prone, much-maligned FAFSA , or Free Application for Federal Student Aid.

The rollout of this updated and supposedly simplified form was so delayed, error-ridden, and confusing that it has derailed or severely complicated college decisions for millions of students throughout the United States, especially those from low-income, first-generation, and unauthorized immigrant families. 

The bureaucratic mess is also holding up decisions by private scholarship programs and adding to public skepticism about the value of higher education – threatening progress in efforts to get more Americans to and through college. 

Why We Wrote This

Problems with a federal financial aid application have impacted college decisions. Faced with uncertainty around costs, how are members of the class of 2024 deciding what to do next?

To see the impact in person, The Hechinger Report sent reporters to schools in four cities – San Francisco, Chicago, Baltimore, and Greenville, South Carolina – to hear students’ stories. Because we found them through schools, most of those we interviewed had counselors helping them. For the millions of students who don’t, it’s an even more daunting task. 

“It was stressing me every day,” said one San Francisco senior who was accepted to 16 colleges but could not attend without substantial financial aid. Some became so frustrated they gave up, at least for now. Others said they will turn to trade schools or the military. 

Students whose parents are unauthorized immigrants had special worries, including concern that naming their parents would bring immigration penalties (although the Family Educational Rights and Privacy Act forbids FAFSA officials from sharing family information).

To give students more time to weigh options, more than 200 colleges and universities pushed back their traditional May 1 commitment deadlines, some until June 1, according to the American Council on Education, which keeps an updated list . 

Despite heroic efforts by counselors and a slew of public FAFSA-signing events, just 40.2%  of high school seniors had completed the FAFSA as of May 10, in contrast to 49.6% of last year’s seniors at the same time, according to the National College Attainment Network. The numbers do not bode well for college enrollment, nor for the many high school graduates who will not get the benefits of higher education.  

National College Attainment Network

San Francisco: “College is my first choice” 

No one in Damiana Beltran’s family went to college, so she didn’t picture it in her future. But at the end of her junior year, “everybody” at Mission High School in San Francisco started talking about applying, so she did. San José State University admitted her, along with a few other schools. Excited, Beltran entertained visions of becoming a psychologist and showing her younger brother that “you don’t have to be from the wealthiest family” to go to college. 

But the online FAFSA form wouldn’t let Beltran, who is a U.S. citizen, submit her application because her mother, who isn’t, doesn’t have a Social Security number. They tried using her individual taxpayer identification number but got an error message. Leaving the field blank didn’t work either. Beltran’s mother skipped work to get help at the school’s Future Center, but still, no dice. Eventually, they mailed in a paper version.

When May 1 passed with no offer of aid — or even an indication that her FAFSA had been received — Beltran decided to give up on attending the schools that would require her to pay for housing and a meal plan. If she went to nearby San Francisco State University, living at home would mean not asking her mother to take on debt. “I want to go to San José, but I don’t want to do that to her,” a teary Beltran said in April. “I think about it a lot during classes. During the whole school day, it’s in the back of my head.” She’s had trouble sleeping.

Her classmate Josue Hernandez also lost sleep over the FAFSA. It took him about a month and two submission attempts to upload his undocumented parents’ IDs to verify their identity, he said. Once he did, it took about three weeks to process. The senior, who had been accepted into 16 schools, thought, “It was 12 years of hard work, and I finally got in, but I might not even be able to go.” 

Hernandez’s other hope was scholarships. He cut back his hours at an after-school job to work on the applications and then stayed up late to do the homework he’d pushed aside. Most of his free periods, including lunches, went to figuring out how to pay for college. “It was stressing me every day,” Hernandez said. 

Finally, the University of California, Berkeley, told him that his FAFSA had gone through, and financial aid would pay for almost everything; the SEED Scholars Honors Program would likely take care of the rest. “It’s finally over,” he said. 

That’s not quite how Alessandro Mejia’s story went. As a senior in the challenging Game Design Academy at Balboa High School, he has the coding skills to major in computer science at one of the four-year colleges he got into. “College is my first choice,” Mejia said, but making it work financially “would just be much harder on our family.” He was eyeing trade school, saying “being an electrician or a car mechanic doesn’t seem too bad.” Of abandoning a tech career, he said, “I’m a little frustrated, but I feel like I developed a good work ethic in school so … it’s not completely a waste.”

School counselor Katherine Valle listened to Mejia and shook her head. The Game Design Academy, she said, “is our hardest pathway, and we don’t have a lot of Latino males in it. To know he did that and is going to end up being a mechanic is just …” She couldn’t find words. 

But with less than a week to spare, Mejia learned his FAFSA had finally been processed, and he committed to San Francisco State. For Beltran, though, as the May 15 deadline passed, she was “still waiting for my FAFSA to come in,” and hadn’t submitted an intent to register.

Chicago: “It really put me on edge”

Samaya Acker stayed on top of her college plans all year. She applied for early action admission at 17 colleges, submitted her FAFSA application two days after the window opened, and came up with a backup plan to join the military, just in case.

Acker, a senior at Air Force Academy High School on Chicago’s South Side who has “Power” tattooed in script on her arm, was accepted by 16 colleges (her top choice, the University of Chicago, was the only one to turn her down) and planned to spend a few months in the Air National Guard to help pay for college. But as scholarship and deposit deadlines approached, her FAFSA application was still classified as “pending” three months after she submitted it.

“It really put me on edge,” said Acker, whose high school years were interrupted first by Covid and then by the birth of her son halfway through her sophomore year, but who still is graduating with a weighted grade-point average over 4.0.

Just before the college commitment deadlines, Acker was awarded a Gates Scholarship, which pays the full cost of college for high-achieving students from underrepresented groups. Acker, who is Black, accepted her offer of admission from Chicago’s Loyola University, where tuition alone is more than $52,000 per year . She plans to become an anesthesiologist. (The Gates Foundation is among the many funders of The Hechinger Report.)

A few miles away, a group of students at Hubbard High School in southwest Chicago were not as fortunate. 

The FAFSA delays created unique challenges for students with unauthorized immigrant parents , including many at Hubbard. Four seniors whose parents are unauthorized immigrants said they had spent months waiting for the federal government to fix a glitch that prevented parents without Social Security numbers from submitting financial information. 

The glitch was finally fixed, but all four were still waiting, in early May, to find out how much financial aid they might receive. 

“There’s really not much I can do,” said Javier Magana, who was still trying to figure out whether he could afford any of the colleges that had accepted him. “It’s definitely been frustrating because I’ve been trying my best.”

Ixchel Ortiz, plans to go to a Chicago community college, but said that if she didn’t receive financial aid, even that would have to wait.

Isaac Raygoza and Octavio Rodriguez said they had a few four-year college options but likely wouldn’t be able to pursue any of them without a FAFSA answer.

Rodriguez said he had been repeatedly frustrated by the FAFSA. “I would go home and wait 20 to 30 minutes on hold, and we didn’t get anywhere,” he said. In late April he was notified that he had misspelled his own name on the application; in mid-May, he was still waiting to hear whether he needed to re-apply from scratch.

“I’m slightly stressed,” he said.

Raygoza said he had submitted his application on time but had failed to notice an error message that prevented it from being processed. He resubmitted it in late April.

“I was just shocked it was never processed,” he said. “I had to do it all again.”

All four said they would likely take a year off to work if they didn’t get aid. 

Baltimore: “Money was a big factor”

At the Academy for College and Career Exploration in Baltimore, juniors and seniors have weekly class, run by the nonprofit organization iMentor, to help them understand and pursue postsecondary options, including colleges and various types of financial aid. Counselor LaToia Lyle worries about the long delays with FAFSA, because most of her students are low-income and will be first-generation college students, so they don’t always have someone to help them at home, and the delays could mean decisions had to be made quickly.  

She helps them compare tuition costs and reminds them that housing deposits are not refundable and book fees add up. “Even gaps as small as $500 can make a difference,” she said.

For Zion Wilson and Camryn Carter, both seniors, the delays and the need to constantly try to log into FAFSA accounts that froze were frustrating, but both students said they were relieved when glitches with the forms meant their college admission deadlines got pushed back. 

“The last thing I wanted to do was make a fast-paced decision,” said Wilson. “I kept bouncing between different things. I felt the FAFSA delay gave me more of a chance to decide what I actually wanted to do.” 

She had applied for computer science programs at several colleges but was nervous about taking out loans. Even though Baltimore City Community College would be tuition-free for her, she worried she wouldn’t have enough money to spend if she wasn’t working. But her family wanted her to go to college, especially because her elder sister had enrolled but dropped out after the first year. 

Wilson was admitted to her top three choices — BCCC, University of Maryland Eastern Shore, and Coppin State University — but even with scholarships, she decided not to go. Instead, Wilson plans to go straight into the workforce through a program called Grads2Careers, where she will get training in information technology.

“It kind of sounded like I can just do the exact same thing that I would be doing if I went to college, but I can just start now versus waiting two years to start,” Wilson said. After a two-week training period, she will be paid between $15 and $17 an hour, she said. 

In the end, she filled out her portion of the FAFSA, but told her parents not to do theirs. “Why make my parents do this long thing and put in their tax information, if I’m not going anywhere that requires it?” 

Wilson is relieved not to have to think about college anymore. “I think I made the right choice, and having some money in my pocket will also be a good push for me to continue to advance up.”

Her classmate Carter is a serious student who is also on the baseball, wrestling, and track teams. He has never wavered from his childhood decision to study biology. It began, he said, when he was about four years old, and his grandmother tuned to the National Geographic channel on TV.

“I was like, ‘stop, stop, stop,’ ” he said, recalling the video of a lion attacking a zebra. Carter was hooked. He started watching the channel every day. “I fell in love with ants, ecosystems, that just sparked my interest in biology.” 

Carter applied to 14 colleges. He said filling out all the forms was challenging because the delayed release of the FAFSA meant he was doing it at the same time as he was taking a demanding course load, including AP Literature and AP Calculus. “It was really time-consuming and really work-heavy with a lot of essays, a lot of homework,” he said. “It’s pretty tough to do that at the same time while I’m doing college supplemental essays and my personal statement.”  

But the FAFSA delay also meant that his mother had more time to finish the form, something she had been putting off for months. Because he is the oldest of four children, his mom hadn’t had to complete a form like this before that asks for a lot of personal information, including tax data, he said. 

“My mom was just brushing over it,” he said. “But I was like, ‘No, you really have to do this because this is for my future. Like, you don’t do this, I’ll have so much debt.’ So I was just telling her to please do this and please get on it.” 

She did, but Carter said it likely wouldn’t have happened without the delay. 

Carter got into his dream school, the University of Maryland, College Park, with a full scholarship, including tuition, meals, and accommodation. His second choice, McDaniel College, also offered him a generous scholarship, but he says he still would have ended up paying $6,000 a year, which he didn’t want to do. “Definitely money was a big factor,” he said. He said he’s excited about starting a new chapter in September: “I feel like UMD is the perfect fit for me.” 

Greenville: “We’re just playing the waiting game”

Chylicia and Chy’Kyla Henderson worked hard to graduate early from Eastside High School in Greenville, South Carolina. The sisters filled their schedules and took virtual classes as well, so that Chylicia could be done with school a semester early and Chy’Kyla could graduate after her junior year. Both want to attend college but need financial aid to afford it. 

Their mom, Nichole Henderson, said the stress of trying to fill out both their FAFSA forms led her to take her daughters and two other graduating seniors she knew to a FAFSA workshop at a local college in April. Even with help from someone there, she found the forms confusing – Chylicia’s asked for Nichole’s tax information, she said, but Chy’Kyla’s did not. 

“As a parent, it’s stressful,” Nichole said.  

Chylicia is thinking about pursuing a degree in nursing or social work, and leaning toward starting at Greenville Technical College, a community college. But the school emailed her saying they needed more information on her financial aid application; but it wasn’t clear if the issue stemmed from the FAFSA form or something else, she said. 

Then, on May 8, she got an email from South Carolina Tuition Grants, a program that provides up to $4,800 in need-based scholarships, saying she was tentatively approved for the full amount. She still hasn’t resolved the paperwork at Greenville Technical College, though, and so isn’t sure yet whether she can enroll there. 

And if Chylicia’s application is missing information, the family worries that Chy’Kyla’s will have the same issue. Like her sister, she’s considering starting at a community college, but by May 8, she hadn’t received word about financial aid from any schools or from any need-based scholarship programs.

“We’re just playing the waiting game,” their mother said. 

At J.L. Mann High School, also in Greenville County, students normally start filling out FAFSA forms with their parents sometime in the fall, but this year, they couldn’t access the form until January. 

The delay created some challenging decisions for students like Braden Freeman, who is the student body president at J.L. Mann. He submitted his FAFSA in January, right after it opened. In March, he was told he got a full scholarship to attend Southern Methodist University in Texas – but by May 1, he still hadn’t heard back from his other top choices, the University of North Carolina at Chapel Hill and the University of Virginia, on how much aid he would get. Those colleges had pushed back their decision deadlines because of the FAFSA delays.

Instead of waiting to hear back from UNC and UVA, Freeman decided to put a deposit down at Southern Methodist, whose deadline was May 1. The full scholarship from SMU was a big factor in his decision.  

Both the UNC and UVA eventually sent Freeman his financial aid packages a week before their deadline to enroll, which was May 15. Freeman said he still planned to attend Southern Methodist.

This story about FAFSA applications was produced by The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education. Try the Offer Letter Decoder .

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