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August 16, 2021

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

by Sara M Moniuszko

homework

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

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

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

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

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

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

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

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

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

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

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

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

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

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

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school ," she says.

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

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

The pandemic made the conversation around homework more crucial

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

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

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

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

'Get organized' ahead of back-to-school

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

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

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

Breaking assignments up can also make things easier to tackle.

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

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

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

©2021 USA Today Distributed by Tribune Content Agency, LLC.

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Health Hazards of Homework

March 18, 2014 | Julie Greicius Pediatrics .

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A new study by the Stanford Graduate School of Education and colleagues found that students in high-performing schools who did excessive hours of homework “experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives.”

Those health problems ranged from stress, headaches, exhaustion, sleep deprivation, weight loss and stomach problems, to psycho-social effects like dropping activities, not seeing friends or family, and not pursuing hobbies they enjoy.

In the Stanford Report story about the research, Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of the  study published in the  Journal of Experimental Education , says, “Our findings on the effects of homework challenge the traditional assumption that homework is inherently good.”

The study was based on survey data from a sample of 4,317 students from 10 high-performing high schools in California communities in which median household income exceeded $90,000. Of the students surveyed, homework volume averaged about 3.1 hours each night.

“It is time to re-evaluate how the school environment is preparing our high school student for today’s workplace,” says Neville Golden, MD , chief of adolescent medicine at Stanford Medicine Children’s Health and a professor at the School of Medicine. “This landmark study shows that excessive homework is counterproductive, leading to sleep deprivation, school stress and other health problems. Parents can best support their children in these demanding academic environments by advocating for them through direct communication with teachers and school administrators about homework load.”

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Stanford research shows pitfalls of homework

A Stanford researcher found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation from society. More than two hours of homework a night may be counterproductive, according to the study.

Denise Pope

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

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

• Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

• Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

• Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

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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?

why homework is bad healthline

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

The New York Times

Motherlode | when homework stresses parents as well as students, when homework stresses parents as well as students.

why homework is bad healthline

Educators and parents have long been concerned about students stressed by homework loads , but a small research study asked questions recently about homework and anxiety of a different group: parents. The results were unsurprising. While we may have already learned long division and let the Magna Carta fade into memory, parents report that their children’s homework causes family stress and tension — particularly when additional factors surrounding the homework come into play.

The researchers, from Brown University, found that stress and tension for families (as reported by the parents) increased most when parents perceived themselves as unable to help with the homework, when the child disliked doing the homework and when the homework caused arguments, either between the child and adults or among the adults in the household.

The number of parents involved in the research (1,173 parents, both English and Spanish-speaking, who visited one of 27 pediatric practices in the greater Providence area of Rhode Island) makes it more of a guide for further study than a basis for conclusions, but the idea that homework can cause significant family stress is hard to seriously debate. Families across income and education levels may struggle with homework for different reasons and in different ways, but “it’s an equal opportunity problem,” says Stephanie Donaldson-Pressman , a contributing editor to the research study and co-author of “ The Learning Habit .”

“Parents may find it hard to evaluate the homework,” she says. “They think, if this is coming home, my child should be able to do it. If the child can’t, and especially if they feel like they can’t help, they may get angry with the child, and the child feels stupid.” That’s a scenario that is likely to lead to more arguments, and an increased dislike of the work on the part of the child.

The researchers also found that parents of students in kindergarten and first grade reported that the children spent significantly more time on homework than recommended. Many schools and organizations, including the National Education Association and the Great Schools blog , will suggest following the “10-minute rule” for how long children should spend on school work outside of school hours: 10 minutes per grade starting in first grade, and most likely more in high school. Instead, parents described their first graders and kindergartners working, on average, for 25 to 30 minutes a night. That is consistent with other research , which has shown an increase in the amount of time spent on homework in lower grades from 1981 to 2003.

“This study highlights the real discrepancy between intent and what’s actually happening,” Ms. Donaldson-Pressman said, speaking of both the time spent and the family tensions parents describe. “When people talk about the homework, they’re too often talking about the work itself. They should be talking about the load — how long it takes. You can have three problems on one page that look easy, but aren’t.”

The homework a child is struggling with may not be developmentally appropriate for every child in a grade, she suggests, noting that academic expectations for young children have increased in recent years . Less-educated or Spanish-speaking parents may find it harder to evaluate or challenge the homework itself, or to say they think it is simply too much. “When the load is too much, it has a tremendous impact on family stress and the general tenor of the evening. It ruins your family time and kids view homework as a punishment,” she said.

At our house, homework has just begun; we are in the opposite of the honeymoon period, when both skills and tolerance are rusty and complaints and stress are high. If the two hours my fifth-grade math student spent on homework last night turn out the be the norm once he is used to the work and the teacher has had a chance to hear from the students, we’ll speak up.

We should, Ms. Donaldson-Pressman says. “Middle-class parents can solve the problem for their own kids,” she says. “They can make sure their child is going to all the right tutors, or get help, but most people can’t.” Instead of accepting that at home we become teachers and homework monitors (or even taking classes in how to help your child with his math ), parents should let the school know that they’re unhappy with the situation, both to encourage others to speak up and to speak on behalf of parents who don’t feel comfortable complaining.

“Home should be a safe place for students,” she says. “A child goes to school all day and they’re under stress. If they come home and it’s more of the same, that’s not good for anyone.”

Read more about homework on Motherlode: Homework and Consequences ; The Mechanics of Homework ; That’s Your Child’s Homework Project, Not Yours and Homework’s Emotional Toll on Students and Families.

What's Next

Rebecca Jackson

Sport and Competition

Is too much homework unhealthy, a grassroots movement led by parents is backed by science..

Posted October 10, 2014

why homework is bad healthline

This is the question at the heart of the homework debate. The Washington Post education reporter Jay Mathews wrote a powerful article: “ Parents Saying No to Too Much Homework .” The story was inspired by a chapter in the new book, The Learning Habit: A Groundbreaking Approach to Homework and Parenting That Helps Our Children Succeed in School and Life . (Perigee, 2014)

The Learning Habit separates fact from fiction about homework and has started a grassroots movement led by parents. Instead of encouraging a homework revolt, it asks for parents to institute a regular, balanced homework routine . This includes having children stop doing academic homework after a reasonable amount of time. When children can’t understand the assignment, parents will not make the children sit for extended time and try to help them figure it out; they will write a note on the paper asking the teacher for extra help.

At the root of the movement is science. It’s not developmentally appropriate to ask a third grader to sit for 120 minutes and complete an academic assignment. It’s also not psychologically healthy to have a fourth grader in tears every night over homework. The focus on a "the whole child" approach is resonating with parents and administrators in school districts such as Barrington, Rhode Island.

So how much academic homework should a child have?

10 minutes per grade in school, and then children can move onto other activities. If they don’t understand the assignment or get frustrated, they should stop and read a book for the remaining time.

The facts are clear when it comes to academic homework . There is a point of diminishing returns, and it is anything over 10 minutes per grade. We now understand that the concept of “homework” involves balancing many opportunities that provide our kids with healthy learning experiences.. Activities such as neighborhood play, sports, dancing, family time, chores, and sleeping are equally important for whole-child enrichment. Additionally, children who participate in extra-curricular activities such as sports, dance, and clubs score higher on academic, social and emotional scales.

  • All students work at a different pace.
  • Think big picture. Forcing a child to complete a homework assignment, after they have spent a reasonable amount of time on it (10 minutes per grade), is not promoting balance.
  • Keep academic homework time balanced and consistent. On nights children don’t have schoolwork, they will read. Reading is important for both ELA and Mathematics.
  • No tears policy: When kids feel frustrated or don’t understand an academic assignment, they can choose to read a book instead and ask the teacher for extra help the next day.

GET THE FACTS ON HOMEWORK: Fact Sheet Balanced Homework Habit

For more information on The Learning Habit (Perigee) click HERE

why homework is bad healthline

Rebecca Jackson is a neuropsychological educator and the co-author of The Learning Habit

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

Education scholar Denise Pope has found that too much homework has negative impacts on student well-being and behavioral engagement (Shutterstock)

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

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

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The ‘Homework Gap’ Is About to Get Worse. What Should Schools Do?

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A program that provides discounted broadband internet service to low-income households is expected to run out of funding by the end of April, a concerning development for school districts with families that relied on the subsidy.

With the Affordable Connectivity Program , eligible families can receive a discount of up to $30 per month toward internet service. For those on qualifying tribal lands, the discount is up to $75 per month. The program also provides a one-time discount to purchase a laptop, desktop computer, or tablet from participating providers.

Nearly 23 million households have enrolled in the program since it launched in 2021, according to the Federal Communications Commission, which runs the program. However, the agency stopped accepting new enrollments as of Feb. 8 and said it will disenroll all households from the program at the end of April, unless Congress provides additional funding.

Schools are increasingly relying on technology for teaching and learning, from learning management systems to multimedia curriculum to internet research. In some cases, schools are turning inclement weather days into remote learning days . So it’s even more imperative that students have sufficient internet connectivity and devices to access learning materials while at home.

‘It’s a huge equity problem’

Educators and advocates say the possible sunsetting of the Affordable Connectivity Program could worsen the so-called “ homework gap ”—a phrase used to describe the inequities between students who have digital devices and reliable internet connectivity at home, and those who don’t and struggle to complete online assignments as a result.

“My fear is that, with this funding running out, we’re going to have either more families not having access to those services, or more families having to go someplace with open Wi-Fi that maybe isn’t as secure as it should be,” said Chantell Manahan, the director of technology for Steuben County schools, a 2,600-student district in rural northeast Indiana. The program’s expiration could also mean more “families away from home, sitting in parking lots like they were during the pandemic, and that’s not a good place for our students and families to be.”

In 2024, [internet access is] not a luxury anymore. This is a necessity to participate in modern society.

The expiration of the Affordable Connectivity Program doesn’t just affect students, but parents, too.

“Many schools rely on online communications platforms to communicate with parents and guardians about their student’s progress, school activities, and other important information. If families lose affordable internet access, this [communication] channel may be compromised,” said Julia Fallon, the executive director of the State Educational Technology Directors Association.

Sometimes, a school-issued device is the only one available to use at home, so parents also use it to look for jobs, do online coursework, or attend telehealth appointments, Manahan said.

“It’s not just a K-12 education problem. It’s a community problem. It’s a huge equity problem,” she added.

Will Congress provide more funding for ACP?

The Affordable Connectivity Program first launched as the Emergency Broadband Benefit, which was part of a pandemic relief package signed by former President Donald Trump in 2020. The next year, the program was codified as part of the bipartisan infrastructure law signed by President Joe Biden.

But the program has run through much of the initial $17.4 billion allocated by Congress, including $14.2 billion from the infrastructure law and $3.2 billion from its emergency predecessor.

Photo of African-American boy working on laptop computer at home.

In January, a bipartisan group of lawmakers introduced a bill in the Senate and the House of Representatives that would provide $7 billion to keep the Affordable Connectivity Program operational.

It’s unclear how much traction the bill will receive, but several FCC commissioners and advocacy groups have applauded the bill and urged Congress to pass the measure.

Districts look for other solutions

In the meantime, district leaders are having tough conversations about how to provide adequate internet access to students and families who relied on the program.

In Steuben County, Manahan said the district might go back to solutions it used before the Affordable Connectivity Program, such as partnerships with local businesses and organizations that would let families come in and use their Wi-Fi for virtual learning.

The district has Wi-Fi hotspot devices it can lend to students, too, though Manahan is unsure how many of those devices the district can keep after funding runs out. The devices were originally funded through ESSER and the Emergency Connectivity Fund , both of which are also expiring this year.

High angle shot of a man assisting his students at computers

Fortunately, Manahan said, the FCC’s E-rate funding will now cover putting Wi-Fi on school buses .

“It’ll be much more cost-effective for the district to be able to outfit all the buses,” she said. “We know there are some places where we might be able to park those buses and have internet access available.”

Along with school bus Wi-Fi, the district could also extend the reach of the Wi-Fi on school buildings so students, families, and staff can use it in the parking lot, she said.

“I can only hope that if we do see both ACP and ECF sunsetting that they’re going to divert those funds to other programs [that would provide] internet access into all our homes,” Manahan said. “In 2024, it’s not a luxury anymore. This is a necessity to participate in modern society.”

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Homework could have an impact on kids’ health. Should schools ban it?

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Professor of Education, Penn State

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Gerald K. LeTendre has received funding from the National Science Foundation and the Spencer Foundation.

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Reformers in the Progressive Era (from the 1890s to 1920s) depicted homework as a “sin” that deprived children of their playtime . Many critics voice similar concerns today.

Yet there are many parents who feel that from early on, children need to do homework if they are to succeed in an increasingly competitive academic culture. School administrators and policy makers have also weighed in, proposing various policies on homework .

So, does homework help or hinder kids?

For the last 10 years, my colleagues and I have been investigating international patterns in homework using databases like the Trends in Mathematics and Science Study (TIMSS) . If we step back from the heated debates about homework and look at how homework is used around the world, we find the highest homework loads are associated with countries that have lower incomes and higher social inequality.

Does homework result in academic success?

Let’s first look at the global trends on homework.

Undoubtedly, homework is a global phenomenon ; students from all 59 countries that participated in the 2007 Trends in Math and Science Study (TIMSS) reported getting homework. Worldwide, only less than 7% of fourth graders said they did no homework.

TIMSS is one of the few data sets that allow us to compare many nations on how much homework is given (and done). And the data show extreme variation.

For example, in some nations, like Algeria, Kuwait and Morocco, more than one in five fourth graders reported high levels of homework. In Japan, less than 3% of students indicated they did more than four hours of homework on a normal school night.

TIMSS data can also help to dispel some common stereotypes. For instance, in East Asia, Hong Kong, Taiwan and Japan – countries that had the top rankings on TIMSS average math achievement – reported rates of heavy homework that were below the international mean.

In the Netherlands, nearly one out of five fourth graders reported doing no homework on an average school night, even though Dutch fourth graders put their country in the top 10 in terms of average math scores in 2007.

Going by TIMSS data, the US is neither “ A Nation at Rest” as some have claimed, nor a nation straining under excessive homework load . Fourth and eighth grade US students fall in the middle of the 59 countries in the TIMSS data set, although only 12% of US fourth graders reported high math homework loads compared to an international average of 21%.

So, is homework related to high academic success?

At a national level, the answer is clearly no. Worldwide, homework is not associated with high national levels of academic achievement .

But, the TIMSS can’t be used to determine if homework is actually helping or hurting academic performance overall , it can help us see how much homework students are doing, and what conditions are associated with higher national levels of homework.

We have typically found that the highest homework loads are associated with countries that have lower incomes and higher levels of social inequality – not hallmarks that most countries would want to emulate.

Impact of homework on kids

TIMSS data also show us how even elementary school kids are being burdened with large amounts of homework.

Almost 10% of fourth graders worldwide (one in 10 children) reported spending multiple hours on homework each night. Globally, one in five fourth graders report 30 minutes or more of homework in math three to four times a week.

These reports of large homework loads should worry parents, teachers and policymakers alike.

Empirical studies have linked excessive homework to sleep disruption , indicating a negative relationship between the amount of homework, perceived stress and physical health.

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What constitutes excessive amounts of homework varies by age, and may also be affected by cultural or family expectations. Young adolescents in middle school, or teenagers in high school, can study for longer duration than elementary school children.

But for elementary school students, even 30 minutes of homework a night, if combined with other sources of academic stress, can have a negative impact . Researchers in China have linked homework of two or more hours per night with sleep disruption .

Even though some cultures may normalize long periods of studying for elementary age children, there is no evidence to support that this level of homework has clear academic benefits . Also, when parents and children conflict over homework, and strong negative emotions are created, homework can actually have a negative association with academic achievement.

Should there be “no homework” policies?

Administrators and policymakers have not been reluctant to wade into the debates on homework and to formulate policies . France’s president, Francois Hollande, even proposed that homework be banned because it may have inegaliatarian effects.

However, “zero-tolerance” homework policies for schools, or nations, are likely to create as many problems as they solve because of the wide variation of homework effects. Contrary to what Hollande said, research suggests that homework is not a likely source of social class differences in academic achievement .

Homework, in fact, is an important component of education for students in the middle and upper grades of schooling.

Policymakers and researchers should look more closely at the connection between poverty, inequality and higher levels of homework. Rather than seeing homework as a “solution,” policymakers should question what facets of their educational system might impel students, teachers and parents to increase homework loads.

At the classroom level, in setting homework, teachers need to communicate with their peers and with parents to assure that the homework assigned overall for a grade is not burdensome, and that it is indeed having a positive effect.

Perhaps, teachers can opt for a more individualized approach to homework. If teachers are careful in selecting their assignments – weighing the student’s age, family situation and need for skill development – then homework can be tailored in ways that improve the chance of maximum positive impact for any given student.

I strongly suspect that when teachers face conditions such as pressure to meet arbitrary achievement goals, lack of planning time or little autonomy over curriculum, homework becomes an easy option to make up what could not be covered in class.

Whatever the reason, the fact is a significant percentage of elementary school children around the world are struggling with large homework loads. That alone could have long-term negative consequences for their academic success.

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

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

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

Why Students Should Not Have Homework

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

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

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

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

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

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

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

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

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

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher
“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center
“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor
”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

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

1. Elevated Stress and Health Consequences

Elevated Stress and Health Consequences

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

Key findings and statistics reveal a worrying trend:

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

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

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

2. Inequitable Impact and Socioeconomic Disparities

Inequitable Impact and Socioeconomic Disparities

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

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

Key points highlighting the disparities:

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

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

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

3. Negative Impact on Family Dynamics

Negative Impact on Family Dynamics

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

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

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

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

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

4. Consumption of Free Time

Consumption of Free Time

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

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

Key points of concern:

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

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

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

5. Challenges for Students with Learning Disabilities

Challenges for Students with Learning Disabilities

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

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

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

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

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

6. Critique of Underlying Assumptions about Learning

Critique of Underlying Assumptions about Learning

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

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

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

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

These findings bring to light several critical points:

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

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

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

Issues with Homework Enforcement, Reliability, and Temptation to Cheat

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

Key points highlighting enforcement challenges:

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

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

Addressing Opposing Views on Homework Practices

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

1. Improvement of Academic Performance

Improvement of Academic Performance

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

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

2. Reinforcement of Learning

Reinforcement of Learning

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

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

3. Development of Time Management Skills

Development of Time Management Skills

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

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

4. Preparation for Future Academic Challenges

Preparation for Future Academic Challenges

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

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

5. Parental Involvement in Education

Parental Involvement in Education

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

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

Exploring Alternatives to Homework and Finding a Middle Ground

Exploring Alternatives to Homework

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

Alternatives to Traditional Homework

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

Ideas for Minimizing Homework

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

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

Useful Resources

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

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

  • “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
  • “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
  • HowtoLearn.com
  • “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
  • “Stress in America”, American Psychological Association (APA)
  • “Homework hurts high-achieving students, study says”, The Washington Post
  • “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
  • “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
  • “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
  • “The digital divide has left millions of school kids behind”, CNET
  • “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
  • “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
  • “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
  • “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
  • “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
  • “Excerpt From The Case Against Homework”, Penguin Random House Canada
  • “How much homework is too much?”, neaToday
  • “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
  • “Battles Over Homework: Advice For Parents”, Psychology Today
  • “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
  • “ Breaking the Homework Habit”, Education World
  • “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
  • “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
  • “When school goes home: Some problems in the organization of homework”, APA PsycNet
  • “Is homework a necessary evil?”, APA PsycNet
  • “Epidemic of copying homework catalyzed by technology”, Redwood Bark
  • “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
  • “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
  • “Kids who get moving may also get better grades”, Reuters
  • “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
  • “Is it time to get rid of homework?”, USAToday
  • “Stanford research shows pitfalls of homework”, Stanford
  • “Florida school district bans homework, replaces it with daily reading”, USAToday
  • “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
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  • 8 Reasons Why Students Should Have Mental Health Days: A Research-Based Analysis - December 15, 2023
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Health News

Is too much homework bad for kids’ health.

Research shows that some students regularly receive higher figures out homework then experts recommend, which may cause stress and negative health effects. Homework Is Good available You, German Researchers Say

why homework is bad healthline

Explore suggests that when students are pushed to handle a workload that’s out of sync with their advanced level, it cannot leads to considerable stress — for children and yours parents. Coursework: Good or Bad? Here Is What Research Says - Educators Technology

Both the National Education Association (NEA) and the National PTA (NPTA) support a standard of “10 minutes of homework for grade level” and setting a general limit on after-school studying.

Since kids in first grade, that means 10 meeting a night, while high school seniors could get two hours of work per night.

Experts say there may live actual downsides for young young who are pushed to do more homework is who “10 minutes per grade” normal.

“The data shows that lesson over this level is not with none beneficial to children’s degrees instead GPA, but there’s really a plethora of evidence so it’s detrimental up their attitude nearly school, their grades, their self-confidence, their social skills, and their trait of life,” Donaldson-Pressman told CNN .

But the bulk recent study to examine the issue found that kids with his study any were in early elementary school got about thrice times the number of recommended homework. Shall Homework Really Help Students Learn?

Promulgated in The Us Journal of Home Therapy, the 2015 study surveyed more than 1,100 parents in Rudder Isles include school-age children.

The researchers found so first and second graders received 28 and 29 minutes of homework per night.

Kindergarteners received 25 minutes of homework per night, on average. Not according to the standards set by and NEA or NPTA, you shouldn’t receive any on all. A Stanford tester found that scholars in high-achieving communities those spend too much time on homework experience more highlight, physical health problems, a lack of balance and same alienation from society.

A contributing magazine von the course, Stephanie Donaldson-Pressman, mentioned CNN that she found items “absolutely shocking” to learn so kindergarteners had that much homework.

And total those extra assignments may guide to family stress, especially as parents from limited education aren’t confident in their skilled to talk with that school about their child’s work.

The researchers said that my combat about homework were 200 percent find likelihood when parents didn’t have a go degree.

Some parents, in fact, have decided to opt out of the whole thing. The Washington Post reported in 2016 that some parents have just instructed their younger boys not to do their homework allocation.

They report the no-homework policy does taken that stress out of yours afternoons and evenings. In addition, it’s being easier for their children to get in after-school events. Homework Pros and Cons - Should Homework Become Banned?

Consequences for high school students

Other studies are found that high school collegiate may other be overburdened through homework — so big that it’s takes a toll on ihr well-being.

In 2013, research conducted at Stanford University found that students in high-achieving settlements with spend too much time on homework experience more stress, physiological health problems, one lack of balance include their lives, and disengagement from corporate. Why Homework is Bad: Exposure the Consequences

That study, published in The Journal is Experiential Professional , suggested that any more than two hours of homework per evening is counterproductive.

However, pupils who participated include the study told making slightly more than three hours of homework each night, up average.

To directing the study, researchers surveyed more than 4,300 students in 10 high-performing height schools in upper middle-class California communities. They also person pupils about their opinions with homework. The discuss is warming up again

When it came to stress, get when 70 percent of student babbled they were “often or always stressed over schoolwork,” with 56 percent roster homework as a primary stressor. Less than 1 percent of the students said homework was not a stressor. Existing literature features analyzing daily characteristics associated with academic scores. Researchers real teachers defend aforementioned need to provide quality homework, but on is still much to be learned nearly to characteristics of quality homework (e.g., ...

The researchers asked pupils whether they experienced physical sign of stress, such as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems. Does homework help students? Discussing the pros and cons of homework, advantage aspiring how much homework is too much.

Read than 80 percent of students reported having at least one stress-related symptom in the past month, and 44 percent said they was experiential three or more symptoms. Lives Homework Good fork Kids? Here's What this Research Says

This scientists also found that spending too much time on homework meant that scholars were did meeting the engineering requirements or cultivating different critical life skills. Students were extra likely to forgo activities, stop look friends or family, and non participate in hobbies. Homework is a controversial topic and to object of differing opinions among english, parents, and educators . While some highly value it considering it important in scholarly service and academic performance, others view it when a nuisance to students’ our and ampere cause for unwarranted neural real real stress for kids.  The controversy surrounding homework…

Many students felt forced or obligated to decide homework over developing other talents or skills.

“Our review on the effects of homework create the traditional assumption that homework is inherently good,” said Denise Pope, PhD, a chief lecturer at the Stanford University School of Education, and a co-author on adenine study. Is homework ampere necessary evil?

Pressure to labour as hard as adults require a traffic  

ONE smaller Add Majorek University study published is 2015 noted similar find.

It focused more broadly on how students for elite private high schools cope over the combined pressures of school work, advanced applications, extracurricular activities, both parents’ expectancies.

That study, which appeared in Frontiers in Psychology, noted serious health influence for high schoolers, such as chronic stress, emotional exhaustion, and alcohol plus drug use. After decades the debate, researchers are quiet sort out the truth about homework’s benefits and cons. One spot they can agree on: Grade reassignments matter.

The research involved ampere series of meetings with students, teachers, or administrators, as well as a user of an total regarding 128 underlings from two private high schools.

Regarding half of who students babbled they received at least three hours of homework per per. They also with pressure to take college-level classes and excel with activities outside starting school.

Many student felt they been being asked into work as hard as adults, the noted that its workload seemed inappropriate for you product set. They reported having little time for relaxing with creative activities.

More than two-thirds of students said they used alcohol and medicinal, primarily marijuana, to survive with voltage.

The explorer expressed concern that students at high-pressure high schools can get burned away forward they even get till college.

“School, homework, extracurricular activities, slumber, repeat — that’s get e can be by some is these students,” babbled Noelle Leonard, PhD, one senior research scientist the the New York University College of Nursing, and leads study author, in one press release .

Aforementioned quality of coursework assignments matters more than quantity

Experts continue to debate the benefits and drawbacks von homework.

But accordance go an article published this year in Monitor on Studying , there’s one thing they agreements on: which quality von homework assignments matters.

In the Stanford study, many students stated that they frequency did homework their sawing as “pointless” or “mindless.”

Pope, who co-authored that study, argued that homework assignments should have a purpose both help, and should be designed to maintain learning and development.

It’s also major for educational and teachers to stick to the 10-minutes per quality standard.

In in interview with Monitor on Psychology, Pope pointed out that students ability learn challenged skills even when get homework is assigned.

Pope described one teacher your worked with who instruction Advanced Placement general, and experimented by tragical cutting down homework assignments. First the teacher slash homework by a third, and then cut the assignations in half.

The students’ test scores didn’t change.

“You can have a rigorous course and not can ampere freak home load,” Pope said.

Editor’s Note: The story was originally reported by Sandra Taxes off Apr 11, 2017. Sein current publication date reflects a update, which includes a electronic review from Karen Gill, MD .

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School Life Balance , Tips for Online Students

The Pros and Cons of Homework

The-Pros-and-Cons-Should-Students-Have-Homework

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.

A college student completely swamped with homework.

Photo by  energepic.com  from  Pexels

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

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

2. Homework Gets Parents Involved

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

3. Homework Teaches Time Management

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

4. Homework Opens A Bridge Of Communication

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

5. Homework Allows For More Learning Time

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

6. Homework Reduces Screen Time

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

A female student who doesn’t want to do homework.

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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Why Homework is Bad: Stress and Consequences

From kindergarten to the final years of high school, recent research suggests that some students are getting excessive amounts of homework.

In turn, when students are pushed to handle a workload that's out of sync with their development level, it can lead to significant stress — for children and their parents.

Both the National Education Association (NEA) and the National PTA (NPTA) support a standard of '10 minutes of homework per grade level' and setting a general limit on after-school studying.

For kids in first grade, that means 10 minutes a night, while high school seniors could get two hours of work per night.

But the most recent study to examine the issue found that kids in early elementary school received about three times the amount of recommended homework.

Published in The American Journal of Family Therapy, the 2015 study surveyed more than 1,100 parents in Rhode Island with school-age children.

The researchers found that first and second graders received 28 and 29 minutes of homework per night.

Kindergarteners received 25 minutes of homework per night, on average. But according to the standards set by the NEA and NPTA, they shouldn't receive any at all.

A contributing editor of the study, Stephanie Donaldson-Pressman, told CNN that she found it 'absolutely shocking' to learn that kindergarteners had that much homework.

And all those extra assignments may lead to family stress, especially when parents with limited education aren't confident in their ability to help kids with the work.

The researchers reported that family fights about homework were 200 percent more likely when parents didn't have a college degree.

Some parents, in fact, have decided to opt out of the whole thing. The Washington Post reported in 2016 that some parents have just instructed their younger children not to do their homework assignments.

They report the no-homework policy has taken the stress out of their afternoons and evenings. In addition, it's been easier for their children to participate in after-school activities.

This new parental directive may be healthier for children, too.

Experts say there may be real downsides for young kids who are pushed to do more homework than the '10 minutes per grade' standard.

'The data shows that homework over this level is not only not beneficial to children's grades or GPA, but there's really a plethora of evidence that it's detrimental to their attitude about school, their grades, their self-confidence, their social skills, and their quality of life,' Donaldson-Pressman told CNN.

Read more: Less math and science homework beneficial to middle school students »

Consequences for high school students

Other studies have found that high school students may also be overburdened with homework — so much that it's taking a toll on their health.

In 2013, research conducted at Stanford University found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance in their lives, and alienation from society.

That study, published in The Journal of Experimental Education, suggested that any more than two hours of homework per night is counterproductive.

However, students who participated in the study reported doing slightly more than three hours of homework each night, on average.

To conduct the study, researchers surveyed more than 4,300 students at 10 high-performing high schools in upper middle-class California communities. They also interviewed students about their views on homework.

When it came to stress, more than 70 percent of students said they were 'often or always stressed over schoolwork,' with 56 percent listing homework as a primary stressor. Less than 1 percent of the students said homework was not a stressor.

The researchers asked students whether they experienced physical symptoms of stress, such as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

More than 80 percent of students reported having at least one stress-related symptom in the past month, and 44 percent said they had experienced three or more symptoms.

The researchers also found that spending too much time on homework meant that students were not meeting their developmental needs or cultivating other critical life skills. Students were more likely to forgo activities, stop seeing friends or family, and not participate in hobbies.

Many students felt forced or obligated to choose homework over developing other talents or skills.

"Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," said Denise Pope, Ph.D., a senior lecturer at the Stanford University School of Education, and a co-author of a study.

Read more: Should schools screen children for mental health problems? »

Working as hard as adults

A smaller New York University study published last year noted similar findings.

It focused more broadly on how students at elite private high schools cope with the combined pressures of school work, college applications, extracurricular activities, and parents' expectations.

That study, which appeared in Frontiers in Psychology, noted serious health effects for high schoolers, such as chronic stress, emotional exhaustion, and alcohol and drug use.

The research involved a series of interviews with students, teachers, and administrators, as well as a survey of a total of 128 juniors from two private high schools.

About half of the students said they received at least three hours of homework per night. They also faced pressure to take college-level classes and excel in activities outside of school.

Many students felt they were being asked to work as hard as adults, and noted that their workload seemed inappropriate for their development level. They reported having little time for relaxing or creative activities.

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

The researchers expressed concern that students at high-pressure high schools can get burned out before they even get to college.

'School, homework, extracurricular activities, sleep, repeat — that's what it can be for some of these students,' said Noelle Leonard, Ph.D., a senior research scientist at the New York University College of Nursing, and lead study author, in a press release.

Read more: Lack of mental healthcare for children reaches 'crisis' level »

What can be done?

Experts continue to debate the benefits and drawbacks of homework.

But according to an article published this year in Monitor on Psychology, there's one thing they agree on: the quality of homework assignments matters.

In the Stanford study, many students said that they often did homework they saw as "pointless" or "mindless."

Pope, who co-authored that study, argued that homework assignments should have a purpose and benefit, and should be designed to cultivate learning and development.

It's also important for schools and teachers to stick to the 10-minutes per grade standard.

In an interview with Monitor on Psychology, Pope pointed out that students can learn challenging skills even when less homework is assigned.

Pope described one teacher she worked with who taught advanced placement biology, and experimented by dramatically cutting down homework assignments. First the teacher cut homework by a third, and then cut the assignments in half.

The students' test scores didn't change.

'You can have a rigorous course and not have a crazy homework load,' Pope said.

Editor's Note: The story was originally published on March 11, 2014. It was updated by Jenna Flannigan on August 11, 2016 and then updated again on April 11, 2017 by David Mills.

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How Homework Is Destroying Teens’ Health

Jessica Amabile '24 , Staff Writer March 25, 2022

why homework is bad healthline

“[Students] average about 3.1 hours of homework each night,” according to an article published by Stanford .  Teens across the country come home from school, exhausted from a long day, only to do more schoolwork.  They sit at their computers, working on homework assignments for hours on end.  To say the relentless amount of work they have to do is overwhelming would be an understatement.  The sheer amount of homework given has many negative impacts on teenagers.

Students have had homework for decades, but in more recent years it has become increasingly more demanding.  Multiple studies have shown that students average about three hours of homework per night.  The Atlantic mentioned that students now have twice as much homework as students did in the 1990s.  This is extremely detrimental to teens’ mental health and levels of stress.  Students have a lot to do after school, such as spending time with family, extracurricular activities, taking care of siblings or other family members, hanging out with friends, or all of the above.  Having to juggle all of this as well as hours on end of homework is unreasonable because teenagers already have enough to think or worry about.   

According to a student- run survey conducted in Cherry Hill West, students reported that they received the most homework in math, history, and language arts classes.  They receive anywhere from 1 to 4 or more hours of homework every day, but only about 22.7% somewhat or strongly agree that it helps them learn.  Of the students who participated, 63.6% think schools should continue to give out homework sometimes, while 27.3% said they should not give out homework at all.  In an open-ended response section, students had a lot to say.  One student wrote, “I think we should get homework to practice work if we are seen struggling, or didn’t finish work in class. But if we get homework, I think it just shows that the teacher needs more time to teach and instead of speeding up, gives us more work.”  Another added,  “Homework is important to learn the material. However, too much may lead to the student not learning that much, or it may become stressful to do homework everyday.”  Others wrote, “The work I get in chemistry doesn’t help me learn at all if anything it confuses me more,” and “I think math is the only class I could use homework as that helps me learn while world language is supposed to help me learn but feels more like a time waste.”   A student admitted, “I think homework is beneficial for students but the amount of homework teachers give us each day is very overwhelming and puts a lot of stress on kids. I always have my work done but all of the homework I have really changes my emotions and it effects me.”  Another pointed out, “you are at school for most of your day waking up before the sun and still after all of that they send you home each day with work you need to do before the next day. Does that really make sense[?]”

why homework is bad healthline

As an article from Healthline mentioned, “Researchers asked students whether they experienced physical symptoms of stress… More than 80 percent of students reported having at least one stress-related symptom in the past month, and 44 percent said they had experienced three or more symptoms.”  If school is causing students physical symptoms of stress, it needs to re-evaluate whether or not homework is beneficial to students, especially teenagers.  Students aren’t learning anything if they have hours of “busy work” every night, so much so that it gives them symptoms of stress, such as headaches, weight loss, sleep deprivation, and so on.  The continuous hours of work are doing nothing but harming students mentally and physically.

why homework is bad healthline

The mental effects of homework can be harmful as well.  Mental health issues are often ignored, even when schools can be the root of the problem.  An article from USA Today contained a quote from a licensed therapist and social worker named Cynthia Catchings, which reads, “ heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.”  Mental health problems are not beneficial in any way to education.  In fact, it makes it more difficult for students to focus and learn.  

Some studies have suggested that students should receive less homework.  To an extent, homework can help students in certain areas, such as math.  However, too much has detrimental impacts on their mental and physical health.  Emmy Kang, a mental health counselor, has a suggestion.  She mentioned, “I don’t think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That’s something that needs to be scrapped entirely,” she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments,” according to USA Today .  Students don’t have much control over the homework they receive, but if enough people could explain to teachers the negative impacts it has on them, they might be convinced.  Teachers need to realize that their students have other classes and other assignments to do.  While this may not work for everything, it would at least be a start, which would be beneficial to students.

The sole purpose of schools is to educate children and young adults to help them later on in life.  However, school curriculums have gone too far if hours of homework for each class are seen as necessary and beneficial to learning.  Many studies have shown that homework has harmful effects on students, so how does it make sense to keep assigning it?  At this rate, the amount of time spent on homework will increase in years to come, along with the effects of poor mental and physical health.  Currently, students do an average of 3 hours of homework, according to the Washington Post, and the estimated amount of teenagers suffering from at least one mental illness is 1 in 5, as Polaris Teen Center stated.  This is already bad enough–it’s worrisome to think it could get much worse.  Homework is not more important than physical or mental health, by any standards.

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