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Health Hazards of Homework

March 18, 2014 | Julie Greicius Pediatrics .

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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Does Homework Really Help Students Learn?

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

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

Do your homework.

If only it were that simple.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

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

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

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

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

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

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

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

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

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

homework isn’t that bad

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

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

i totally agree with you. these people are such boomers

why just why

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

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

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

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

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

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

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

why the hell?

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

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

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

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

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

not true it just causes kids to stress

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

homework does help

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

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

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

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

I disagree.

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

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

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

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

Homeowkr is god for stusenrs

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

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

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

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

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

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

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

oof i feel bad good luck!

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

thx for the article guys.

Homework is good

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

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

It was published FEb 19, 2019.

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

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

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

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

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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

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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Is homework a necessary evil?

After decades of debate, researchers are still sorting out the truth about homework’s pros and cons. One point they can agree on: Quality assignments matter.

By Kirsten Weir

March 2016, Vol 47, No. 3

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• Schools and Classrooms

Homework battles have raged for decades. For as long as kids have been whining about doing their homework, parents and education reformers have complained that homework's benefits are dubious. Meanwhile many teachers argue that take-home lessons are key to helping students learn. Now, as schools are shifting to the new (and hotly debated) Common Core curriculum standards, educators, administrators and researchers are turning a fresh eye toward the question of homework's value.

But when it comes to deciphering the research literature on the subject, homework is anything but an open book.

The 10-minute rule

In many ways, homework seems like common sense. Spend more time practicing multiplication or studying Spanish vocabulary and you should get better at math or Spanish. But it may not be that simple.

Homework can indeed produce academic benefits, such as increased understanding and retention of the material, says Duke University social psychologist Harris Cooper, PhD, one of the nation's leading homework researchers. But not all students benefit. In a review of studies published from 1987 to 2003, Cooper and his colleagues found that homework was linked to better test scores in high school and, to a lesser degree, in middle school. Yet they found only faint evidence that homework provided academic benefit in elementary school ( Review of Educational Research , 2006).

Then again, test scores aren't everything. Homework proponents also cite the nonacademic advantages it might confer, such as the development of personal responsibility, good study habits and time-management skills. But as to hard evidence of those benefits, "the jury is still out," says Mollie Galloway, PhD, associate professor of educational leadership at Lewis & Clark College in Portland, Oregon. "I think there's a focus on assigning homework because [teachers] think it has these positive outcomes for study skills and habits. But we don't know for sure that's the case."

Even when homework is helpful, there can be too much of a good thing. "There is a limit to how much kids can benefit from home study," Cooper says. He agrees with an oft-cited rule of thumb that students should do no more than 10 minutes a night per grade level — from about 10 minutes in first grade up to a maximum of about two hours in high school. Both the National Education Association and National Parent Teacher Association support that limit.

Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.

In a recent study of Spanish students, Rubén Fernández-Alonso, PhD, and colleagues found that students who were regularly assigned math and science homework scored higher on standardized tests. But when kids reported having more than 90 to 100 minutes of homework per day, scores declined ( Journal of Educational Psychology , 2015).

"At all grade levels, doing other things after school can have positive effects," Cooper says. "To the extent that homework denies access to other leisure and community activities, it's not serving the child's best interest."

Children of all ages need down time in order to thrive, says Denise Pope, PhD, a professor of education at Stanford University and a co-founder of Challenge Success, a program that partners with secondary schools to implement policies that improve students' academic engagement and well-being.

"Little kids and big kids need unstructured time for play each day," she says. Certainly, time for physical activity is important for kids' health and well-being. But even time spent on social media can help give busy kids' brains a break, she says.

All over the map

But are teachers sticking to the 10-minute rule? Studies attempting to quantify time spent on homework are all over the map, in part because of wide variations in methodology, Pope says.

A 2014 report by the Brookings Institution examined the question of homework, comparing data from a variety of sources. That report cited findings from a 2012 survey of first-year college students in which 38.4 percent reported spending six hours or more per week on homework during their last year of high school. That was down from 49.5 percent in 1986 ( The Brown Center Report on American Education , 2014).

The Brookings report also explored survey data from the National Assessment of Educational Progress, which asked 9-, 13- and 17-year-old students how much homework they'd done the previous night. They found that between 1984 and 2012, there was a slight increase in homework for 9-year-olds, but homework amounts for 13- and 17-year-olds stayed roughly the same, or even decreased slightly.

Yet other evidence suggests that some kids might be taking home much more work than they can handle. Robert Pressman, PhD, and colleagues recently investigated the 10-minute rule among more than 1,100 students, and found that elementary-school kids were receiving up to three times as much homework as recommended. As homework load increased, so did family stress, the researchers found ( American Journal of Family Therapy , 2015).

Many high school students also seem to be exceeding the recommended amounts of homework. Pope and Galloway recently surveyed more than 4,300 students from 10 high-achieving high schools. Students reported bringing home an average of just over three hours of homework nightly ( Journal of Experiential Education , 2013).

On the positive side, students who spent more time on homework in that study did report being more behaviorally engaged in school — for instance, giving more effort and paying more attention in class, Galloway says. But they were not more invested in the homework itself. They also reported greater academic stress and less time to balance family, friends and extracurricular activities. They experienced more physical health problems as well, such as headaches, stomach troubles and sleep deprivation. "Three hours per night is too much," Galloway says.

In the high-achieving schools Pope and Galloway studied, more than 90 percent of the students go on to college. There's often intense pressure to succeed academically, from both parents and peers. On top of that, kids in these communities are often overloaded with extracurricular activities, including sports and clubs. "They're very busy," Pope says. "Some kids have up to 40 hours a week — a full-time job's worth — of extracurricular activities." And homework is yet one more commitment on top of all the others.

"Homework has perennially acted as a source of stress for students, so that piece of it is not new," Galloway says. "But especially in upper-middle-class communities, where the focus is on getting ahead, I think the pressure on students has been ratcheted up."

Yet homework can be a problem at the other end of the socioeconomic spectrum as well. Kids from wealthier homes are more likely to have resources such as computers, Internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs, says Lea Theodore, PhD, a professor of school psychology at the College of William and Mary in Williamsburg, Virginia. They are less likely to have computers or a quiet place to do homework in peace.

"Homework can highlight those inequities," she says.

Quantity vs. quality

One point researchers agree on is that for all students, homework quality matters. But too many kids are feeling a lack of engagement with their take-home assignments, many experts say. In Pope and Galloway's research, only 20 percent to 30 percent of students said they felt their homework was useful or meaningful.

"Students are assigned a lot of busywork. They're naming it as a primary stressor, but they don't feel it's supporting their learning," Galloway says.

"Homework that's busywork is not good for anyone," Cooper agrees. Still, he says, different subjects call for different kinds of assignments. "Things like vocabulary and spelling are learned through practice. Other kinds of courses require more integration of material and drawing on different skills."

But critics say those skills can be developed with many fewer hours of homework each week. Why assign 50 math problems, Pope asks, when 10 would be just as constructive? One Advanced Placement biology teacher she worked with through Challenge Success experimented with cutting his homework assignments by a third, and then by half. "Test scores didn't go down," she says. "You can have a rigorous course and not have a crazy homework load."

Still, changing the culture of homework won't be easy. Teachers-to-be get little instruction in homework during their training, Pope says. And despite some vocal parents arguing that kids bring home too much homework, many others get nervous if they think their child doesn't have enough. "Teachers feel pressured to give homework because parents expect it to come home," says Galloway. "When it doesn't, there's this idea that the school might not be doing its job."

Galloway argues teachers and school administrators need to set clear goals when it comes to homework — and parents and students should be in on the discussion, too. "It should be a broader conversation within the community, asking what's the purpose of homework? Why are we giving it? Who is it serving? Who is it not serving?"

Until schools and communities agree to take a hard look at those questions, those backpacks full of take-home assignments will probably keep stirring up more feelings than facts.

Further reading

• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76 (1), 1–62. doi: 10.3102/00346543076001001
• Galloway, M., Connor, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81 (4), 490–510. doi: 10.1080/00220973.2012.745469
• Pope, D., Brown, M., & Miles, S. (2015). Overloaded and underprepared: Strategies for stronger schools and healthy, successful kids . San Francisco, CA: Jossey-Bass.

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Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact

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• Published: 12 January 2021
• Volume 50 , pages 631–651, ( 2021 )

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• Melissa Holland   ORCID: orcid.org/0000-0002-8349-7168 1 ,
• McKenzie Courtney 2 ,
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• Danielle McIntyre 4 ,
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Increasing academic demands, including larger amounts of assigned homework, is correlated with various challenges for children. While homework stress in middle and high school has been studied, research evidence is scant concerning the effects of homework on elementary-aged children.

The objective of this study was to understand rater perception of the purpose of homework, the existence of homework policy, and the relationship, if any, between homework and the emotional health, sleep habits, and parent–child relationships for children in grades 3–6.

Survey research was conducted in the schools examining student ( n  = 397), parent ( n  = 442), and teacher ( n  = 28) perception of homework, including purpose, existing policy, and the childrens’ social and emotional well-being.

Preliminary findings from teacher, parent, and student surveys suggest the presence of modest impact of homework in the area of emotional health (namely, student report of boredom and frustration ), parent–child relationships (with over 25% of the parent and child samples reporting homework always or often interferes with family time and creates a power struggle ), and sleep (36.8% of the children surveyed reported they sometimes get less sleep) in grades 3–6. Additionally, findings suggest misperceptions surrounding the existence of homework policies among parents and teachers, the reasons teachers cite assigning homework, and a disconnect between child-reported and teacher reported emotional impact of homework.

Conclusions

Preliminary findings suggest homework modestly impacts child well-being in various domains in grades 3–6, including sleep, emotional health, and parent/child relationships. School districts, educators, and parents must continue to advocate for evidence-based homework policies that support children’s overall well-being.

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Introduction

Children’s social-emotional health is moving to the forefront of attention in schools, as depression, anxiety, and suicide rates are on the rise (Bitsko et al. 2018 ; Child Mind Institute 2016 ; Horowitz and Graf 2019 ; Perou et al. 2013 ). This comes at a time when there are also intense academic demands, including an increased focus on academic achievement via grades, standardized test scores, and larger amounts of assigned homework (Pope 2010 ). This interplay between the rise in anxiety and depression and scholastic demands has been postulated upon frequently in the literature, and though some research has looked at homework stress as it relates to middle and high school students (Cech 2008 ; Galloway et al. 2013 ; Horowitz and Graf 2019 ; Kackar et al. 2011 ; Katz et al. 2012 ), research evidence is scant as to the effects of academic stress on the social and emotional health of elementary children.

Literature Review

The following review of the literature highlights areas that are most pertinent to the child, including homework as it relates to achievement, the achievement gap, mental health, sleep, and parent–child relationships. Areas of educational policy, teacher training, homework policy, and parent-teacher communication around homework are also explored.

Homework and Achievement

With the authorization of No Child Left Behind and the Common Core State Standards, teachers have felt added pressures to keep up with the tougher standards movement (Tokarski 2011 ). Additionally, teachers report homework is necessary in order to complete state-mandated material (Holte 2015 ). Misconceptions on the effectiveness of homework and student achievement have led many teachers to increase the amount of homework assigned. However, there has been little evidence to support this trend. In fact, there is a significant body of research demonstrating the lack of correlation between homework and student success, particularly at the elementary level. In a meta-analysis examining homework, grades, and standardized test scores, Cooper et al. ( 2006 ) found little correlation between the amount of homework assigned and achievement in elementary school, and only a moderate correlation in middle school. In third grade and below, there was a negative correlation found between the variables ( r  =  − 0.04). Other studies, too, have evidenced no relationship, and even a negative relationship in some grades, between the amount of time spent on homework and academic achievement (Horsley and Walker 2013 ; Trautwein and Köller 2003 ). High levels of homework in competitive high schools were found to hinder learning, full academic engagement, and well-being (Galloway et al. 2013 ). Ironically, research suggests that reducing academic pressures can actually increase children’s academic success and cognitive abilities (American Psychological Association [APA] 2014 ).

International comparison studies of achievement show that national achievement is higher in countries that assign less homework (Baines and Slutsky 2009 ; Güven and Akçay 2019 ). In fact, in a recent international study conducted by Güven and Akçay ( 2019 ), there was no relationship found between math homework frequency and student achievement for fourth grade students in the majority of the countries studied, including the United States. Similarly, additional homework in science, English, and history was found to have little to no impact on respective test scores in later grades (Eren and Henderson 2011 ). In the 2015 “Programme of International Student Assessment” results, Korea and Finland are ranked among the top countries in reading, mathematics, and writing, yet these countries are among those that assign the least amount of homework (Organization for Economic Cooperation and Development [OECD] 2016 ).

Homework and Mental Wellness

Academic stress has been found to play a role in the mental well-being of children. In a study conducted by Conner et al. ( 2009 ), students reported feeling overwhelmed and burdened by their exceeding homework loads, even when they viewed homework as meaningful. Academic stress, specifically the amount of homework assigned, has been identified as a common risk factor for children’s increased anxiety levels (APA 2009 ; Galloway et al. 2013 ; Leung et al. 2010 ), in addition to somatic complaints and sleep disturbance (Galloway et al. 2013 ). Stress also negatively impacts cognition, including memory, executive functioning, motor skills, and immune response (Westheimer et al. 2011 ). Consequently, excessive stress impacts one’s ability to think critically, recall information, and make decisions (Carrion and Wong 2012 ).

Homework and Sleep

Sleep, including quantity and quality, is one life domain commonly impacted by homework and stress. Zhou et al. ( 2015 ) analyzed the prevalence of unhealthy sleep behaviors in school-aged children, with findings suggesting that staying up late to study was one of the leading risk factors most associated with severe tiredness and depression. According to the National Sleep Foundation ( 2017 ), the recommended amount of sleep for elementary school-aged children is 9 – 11 h per night; however, approximately 70% of youth do not get these recommended hours. According to the MetLife American Teacher Survey ( 2008 ), elementary-aged children also acknowledge lack of sleep. Perfect et al. ( 2014 ) found that sleep problems predict lower grades and negative student attitudes toward teachers and school. Eide and Showalter ( 2012 ) conducted a national study that examined the relationship between optimum amounts of sleep and student performance on standardized tests, with results indicating significant correlations ( r  = 0.285–0.593) between sleep and student performance. Therefore, sleep is not only impacted by academic stress and homework, but lack of sleep can also impact academic functioning.

Homework and the Achievement Gap

Homework creates increasing achievement variability among privileged learners and those who are not. For example, learners with more resources, increased parental education, and family support are likely to have higher achievement on homework (Hofferth and Sandberg 2001 ; Moore et al. 2018 ; Ndebele 2015 ; OECD 2016 ). Learners coming from a lower socioeconomic status may not have access to quiet, well-lit environments, computers, and books necessary to complete their homework (Cooper 2001 ; Kralovec and Buell 2000 ). Additionally, many homework assignments require materials that may be limited for some families, including supplies for projects, technology, and transportation. Based on the research to date, the phrase “the homework gap” has been coined to describe those learners who lack the resources necessary to complete assigned homework (Moore et al. 2018 ).

Parent–Teacher Communication Around Homework

Communication between caregivers and teachers is essential. Unfortunately, research suggests parents and teachers often have limited communication regarding homework assignments. Markow et al. ( 2007 ) found most parents (73%) report communicating with their child’s teacher regarding homework assignments less than once a month. Pressman et al. ( 2015 ) indicated children in primary grades spend substantially more time on homework than predicted by educators. For example, they found first grade students had three times more homework than the National Education Association’s recommendation of up to 20 min of homework per night for first graders. While the same homework assignment may take some learners 30 min to complete, it may take others up to 2 or 3 h. However, until parents and teachers have better communication around homework, including time completion and learning styles for individual learners, these misperceptions and disparities will likely persist.

Parent–Child Relationships and Homework

Trautwein et al. ( 2009 ) defined homework as a “double-edged sword” when it comes to the parent–child relationship. While some parental support can be construed as beneficial, parental support can also be experienced as intrusive or detrimental. When examining parental homework styles, a controlling approach was negatively associated with student effort and emotions toward homework (Trautwein et al. 2009 ). Research suggests that homework is a primary source of stress, power struggle, and disagreement among families (Cameron and Bartel 2009 ), with many families struggling with nightly homework battles, including serious arguments between parents and their children over homework (Bennett and Kalish 2006 ). Often, parents are not only held accountable for monitoring homework completion, they may also be accountable for teaching, re-teaching, and providing materials. This is particularly challenging due to the economic and educational diversity of families. Pressman et al. ( 2015 ) found that as parents’ personal perceptions of their abilities to assist their children with homework declined, family-related stressors increased.

Teacher Training

As homework plays a significant role in today’s public education system, an assumption would be made that teachers are trained to design homework tasks to promote learning. However, only 12% of teacher training programs prepare teachers for using homework as an assessment tool (Greenberg and Walsh 2012 ), and only one out of 300 teachers reported ever taking a course regarding homework during their training (Bennett and Kalish 2006 ). The lack of training with regard to homework is evidenced by the differences in teachers’ perspectives. According to the MetLife American Teacher Survey ( 2008 ), less experienced teachers (i.e., those with 5 years or less years of experience) are less likely to to believe homework is important and that homework supports student learning compared to more experienced teachers (i.e., those with 21 plus years of experience). There is no universal system or rule regarding homework; consequently, homework practices reflect individual teacher beliefs and school philosophies.

Educational and Homework Policy

Policy implementation occurs on a daily basis in public schools and classrooms. While some policies are made at the federal level, states, counties, school districts, and even individual school sites often manage education policy (Mullis et al. 2012 ). Thus, educators are left with the responsibility to implement multi-level policies, such as curriculum selection, curriculum standards, and disability policy (Rigby et al. 2016 ). Despite educational reforms occurring on an almost daily basis, little has been initiated with regard to homework policies and practices.

To date, few schools provide specific guidelines regarding homework practices. District policies that do exist are not typically driven by research, using vague terminology regarding the quantity and quality of assignments. Greater variations among homework practices exist when comparing schools in the private sector. For example, Montessori education practices the philosophy of no examinations and no homework for students aged 3–18 (O’Donnell 2013 ). Abeles and Rubenstein ( 2015 ) note that many public school districts advocate for the premise of 10 min of homework per night per grade level. However, there is no research supporting this premise and the guideline fails to recognize that time spent on homework varies based on the individual student. Sartain et al. ( 2015 ) analyzed and evaluated homework policies of multiple school districts, finding the policies examined were outdated, vague, and not student-focused.

The reasons cited for homework assignment, as identified by teachers, are varied, such as enhancing academic achievement through practice or teaching self-discipline. However, not all types of practice are equally effective, particularly if the student is practicing the skill incorrectly (Dean et al. 2012 ; Trautwein et al. 2009 ). The practice of reading is one of the only assignments consistently supported by research to be associated with increased academic achievement (Hofferth and Sandberg 2001 ). Current literature supports 15–20 min of daily allocated time for reading practice (Reutzel and Juth 2017 ). Additionally, research supports project-based learning to deepen learners’ practice and understanding of academic material (Williams 2018 ).

Research also shows that homework only teaches responsibility and self-discipline when parents have that goal in mind and systematically structure and supervise homework (Kralovec and Buell 2000 ). Non-academic activities, such as participating in chores (University of Minnesota 2002 ) and sports (Hofferth and Sandberg 2001 ) were found to be greater predictors of later success and effective problem-solving.

Consistent with the pre-existing research literature, the following hypotheses are offered:

Homework will have some negative correlation with children’s social-emotional well-being.

The purposes cited for the assignment of homework will be varied between parents and teachers.

Schools will lack well-formulated and understood homework policies.

Homework will have some negative correlation with children’s sleep and parent–child relationships.

This quantitative study explored, via perception-based survey research, the social and emotional health of elementary children in grades 3 – 6 and the scholastic pressures they face, namely homework. The researchers implemented newly developed questionnaires addressing student, teacher, and parent perspectives on homework and on children’s social-emotional well-being. Researchers also examined perspectives on the purpose of homework, the existence of school homework policies, and the perceived impact of homework on children’s sleep and family relationships. Given the dearth of prior research in this area, a major goal of this study was to explore associations between academic demands and child well-being with sufficient breadth to allow for identification of potential associations that may be examined more thoroughly by future research. These preliminary associations and item-response tendencies can serve as foundation for future studies with causal, experimental, or more psychometrically focused designs. A conceptual framework for this study is offered in Fig.  1 .

Conceptual framework

Research Questions

What is the perceived impact of homework on children’s social-emotional well-being across teachers, parents, and the children themselves?

What are the primary purposes of homework according to parents and teachers?

How many schools have homework policies, and of those, how many parents and teachers know what the policy is?

What is the perceived impact of homework on children’s sleep and parent–child relationships?

The present quantitative descriptive study is based on researcher developed instruments designed to explore the perceptions of children, teachers and parents on homework and its impact on social-emotional well-being. The use of previously untested instruments and a convenience sample preclude any causal interpretations being drawn from our results. This study is primarily an initial foray into the sparsely researched area of the relationship of homework and social-emotional health, examining an elementary school sample and incorporating multiple perspectives of the parents, teachers, and the children themselves.

Participants

The participants in this study were children in six Northern California schools in grades third through sixth ( n  = 397), their parents ( n  = 442), and their teachers ( n  = 28). The mean grade among children was 4.56 (minimum third grade/maximum sixth grade) with a mean age of 9.97 (minimum 8 years old/maximum 12 years old). Approximately 54% of the children were male and 45% were female, with White being the most common ethnicity (61%), followed by Hispanic (30%), and Pacific Islander (12%). Subjects were able to mark more than one ethnicity. Detailed participant demographics are available upon request.

Instruments

The instruments used in this research include newly developed student, parent, and teacher surveys. The research team formulated a number of survey items that, based on existing research and their own professional experience in the schools, have high face validity in measuring workload, policies, and attitudes surrounding homework. Further psychometric development of these surveys and ascertation of construct and content validity is warranted, with the first step being their use in this initial perception-based study. Each of the surveys, developed specifically for this study, are discussed below.

Student Survey

The Student Survey is a 15-item questionnaire wherein the child was asked closed- and open-ended questions regarding their perspectives on homework, including how homework makes them feel.

Parent Survey

The Parent Survey is a 23-item questionnaire wherein the children’s parents were asked to respond to items regarding their perspectives on their child’s homework, as well as their child’s social-emotional health. Additionally, parents were asked whether their child’s school has a homework policy and, if so, if they know what that policy specifies.

Teacher Survey

The Teacher Survey is a 22-item questionnaire wherein the children’s teacher was asked to respond to items regarding their perspectives of the primary purposes of homework, as well as the impact of homework on children’s social-emotional health. Additionally, teachers were asked whether their school has a homework policy and, if so, what that policy specifies.

Data was collected by the researchers after following Institutional Review Board procedures from the sponsoring university. School district approval was obtained by the lead researcher. Upon district approval, individual school approval was requested by the researchers by contacting site principals, after which, teachers of grades 3 – 6 at those schools were asked to voluntarily participate. Each participating teacher was provided a packet including the following: a manila envelope, Teacher Instructions, Administration Guide, Teacher Survey, Parent Packet, and Student Survey. Surveys and classrooms were de-identified via number assignment. Teachers then distributed the Parent Packet to each child’s guardian, which included the Parent Consent and Parent Survey, corresponding with the child’s assigned number. A coded envelope was also enclosed for parents/guardians to return their completed consent form and survey, if they agreed to participate. The Parent Consent form detailed the purpose of the research, the benefits and risks of participating in the research, confidentiality, and the voluntary nature of completing the survey. Parents who completed the consent form and survey sent the completed materials in the enclosed envelope, sealed, to their child’s teacher. After obtaining returned envelopes, with parent consent, teachers were instructed to administer the corresponding numbered survey to the children during a class period. Teachers were also asked to complete their Teacher Survey. All completed materials were to be placed in envelopes provided to each teacher and returned to the researchers once data was collected.

Analysis of Data

This descriptive and quantitative research design utilized the Statistical Package for the Social Sciences (SPSS) to analyze data. The researchers developed coding keys for the parent, teacher, and student surveys to facilitate data entry into SPSS. Items were also coded based on the type of data, such as nominal or ordinal, and qualitative responses were coded and translated where applicable and transcribed onto a response sheet. Some variables were transformed for more accurate comparison across raters. Parent, teacher, and student ratings were analyzed, and frequency counts and percentages were generated for each item. Items were then compared across and within rater groups to explore the research questions. The data analysis of this study is primarily descriptive and exploratory, not seeking to imply causal relationships between variables. Survey item response results associated with each research questionnaire are summarized in their respective sections below.

The first research question investigated in this study was: “What is the perceived impact of homework on children’s social-emotional well-being across teachers, parents, and children?” For this question the examiners looked at children’s responses to how homework makes them feel from a list of feelings. As demonstrated in Table 1 , approximately 44% of children feel “Bored” and about 25% feel “Annoyed” and “Frustrated” toward homework. Frequencies and percentages are reported in Table 1 . Similar to the student survey, parents also responded to a question regarding their child’s emotional experience surrounding homework. Based on parent reports, approximately 40% of parents perceive their child as “Frustrated” and about 37% acknowledge their child feeling “Stress/Anxiety.” Conversely, about 37% also report their child feels “Competence.” These results are reported in Table 1 .

Additionally, parents and teachers both responded to the question, “How does homework affect your student’s social and emotional health?” One notable finding from parent and teacher reports is that nearly half of both parents and teachers reported homework has “No Effect” on children’s social and emotional health. Frequencies and percentages are reported in Table 2 .

The second research question investigated in this study was: “What are parent and teacher perspectives on the primary purposes of homework?” For this question the examiners looked at three specific questions across parent and teacher surveys. Parents responded to the questions, “Does homework relate to your child’s learning?” and “How often is homework busy work?” While the majority of parents reported homework “Always” (45%) or “Often” (39%) relates to their child’s learning, parents also feel homework is “Often” (29%) busy work. The corresponding frequencies and percentages are summarized in Table 3 . Additionally, teachers were asked, “What are the primary reasons you assign homework?” The primary purposes of homework according to the teachers in this sample are “Skill Practice” (82%), “Develop Work Ethic” (61%), and “Teach Independence and Responsibility” (50%). The frequencies and percentages of teacher responses are displayed in Table 4 . Notably, on this survey item, teachers were instructed to choose one response (item), but the majority of teachers chose multiple items. This suggests teachers perceive themselves as assigning homework for a variety of reasons.

The third research question investigated was, “How many schools have homework policies, and of those, how many parents and teachers know what the policy is?” For this question the examiners analyzed parent and teacher responses to the question, “Does your school have a homework policy?” Frequencies and percentages are displayed in Table 5 . Notably, only two out of the six schools included in this study had homework policies. Results indicate that both parents and teachers are uncertain regarding whether or not their school had a homework policy.

The fourth research question investigated was, “What is the perceived impact of homework on children’s sleep and parent–child relationships?” Children were asked if they get less sleep because of homework and parents were asked if their child gets less sleep because of homework. Finally, teachers were asked about the impact of sleep on academic performance. Frequencies and percentages of student, parent, and teacher data is reported in Table 6 . Results indicate disagreement among parents and children on the impact of homework on sleep. While the majority of parents do not feel their child gets less sleep because of homework (77%), approximately 37% of children report sometimes getting less sleep because of homework. On the other hand, teachers acknowledge the importance of sleep in relation to academic performance, as nearly 93% of teachers report sleep always or often impacts academic performance.

To investigate the perceived impact of homework on the parent–child relationship, parents were asked “How does homework impact your child’s relationships?” Almost 30% of parents report homework “Brings us Together”; however, 24% report homework “Creates a Power Struggle” and nearly 18% report homework “Interferes with Family Time.” Additionally, parents and children were both asked to report if homework gets in the way of family time. Frequencies and percentages are reported in Table 7 . Data was further analyzed to explore potentially significant differences between parents and children on this perception as described below.

In order to prepare for analysis of significant differences between parent and child perceptions regarding homework and family time, a Levene’s test for equality of variances was conducted. Results of the Levene’s test showed that equal variances could not be assumed, and results should be interpreted with caution. Despite this, a difference in mean responses on a Likert-type scale (where higher scores equal greater perceived interference with family time) indicate a disparity in parent ( M  = 2.95, SD  = 0.88) and child ( M  = 2.77, SD  = 0.99) perceptions, t (785) = 2.65, p  = 0.008. Results suggest that children were more likely to feel that homework interferes with family time than their parents. However, follow up testing where equal variances can be assumed is warranted upon further data collection.

The purpose of this research was to explore perceptions of homework by parents, children, and teachers of grades 3–6, including how homework relates to child well-being, awareness of school homework policies and the perceived purpose of homework. A discussion of the results as it relates to each research question is explored.

Perceived Impact of Homework on Children’s Social-Emotional Well-Being Across Teachers, Parents, and Students

According to self-report survey data, children in grades 3–6 reported that completing homework at home generates various feelings. The majority of responses indicated that children felt uncomfortable emotions such as bored, annoyed, and frustrated; however, a subset of children also reported feeling smart when completing homework. While parent and teacher responses suggest parents and teachers do not feel homework affects children’s social-emotional health, children reported that homework does affect how they feel. Specifically, many children in this study reported experiencing feelings of boredom and frustration when thinking about completing homework at home. If the purpose of homework is to enhance children’s engagement in their learning outside of school, educators must re-evaluate homework assignments to align with best practices, as indicated by the researchers Dean et al. ( 2012 ), Vatterott ( 2018 ), and Sartain et al. ( 2015 ). Specifically, educators should consider effects of the amount and type of homework assigned, balancing the goal of increased practice and learning with potential effects on children’s social-emotional health. Future research could incorporate a control group and/or test scores or other measures of academic achievement to isolate and better understand the relationships between homework, health, and scholastic achievement.

According to parent survey data, the perceived effects of homework on their child’s social and emotional well-being appear strikingly different compared to student perceptions. Nearly half of the parents who participated in the survey reported that homework does not impact their child’s social-emotional health. Additionally, more parents indicated that homework had a positive effect on child well-being compared to a negative one. However, parents also acknowledge that homework generates negative emotions such as frustration, stress and anxiety in their children.

Teacher data indicates that, overall, teachers do not appear to see a negative impact on their students’ social-emotional health from homework. Similar to parent responses, nearly half of teachers report that homework has no impact on children’s social-emotional health, and almost one third of teachers reported a positive effect. These results are consistent with related research which indicates that teachers often believe that homework has positive impacts on student development, such as developing good study habits and a sense of responsibility (Bembenutty 2011 ). It should also be noted, not a single teacher reported the belief that homework negatively impacts children’s’ social and emotional well-being, which indicates clear discrepancies between teachers’ perceptions and children’s feelings. Further research is warranted to explore and clarify these discrepancies.

Primary Purposes of Homework According to Teachers and Parents

Results from this study suggest that the majority of parents believe that homework relates and contributes to their child’s learning. This finding supports prior research which indicates that parents often believe that homework has long-term positive effects and builds academic competencies in students (Cooper et al. 2006 ). Notably, however, nearly one third of parents also indicate that homework is often given as busy work by teachers. Teachers reported that they assigned homework to develop students’ academic skills, work ethic, and teach students responsibility and promote independence. While teachers appear to have good intentions regarding the purpose of homework, research suggests that homework is not an effective nor recommended practice to achieve these goals. Household chores, cooking, volunteer experiences, and sports may create more conducive learning opportunities wherein children acquire work ethic, responsibility, independence, and problem-solving skills (Hofferth and Sandberg 2001 ; University of Minnesota 2002 ). Educators should leverage the use of homework in tandem with other student life experiences to best foster both academic achievement and positive youth development more broadly.

Homework Policies

As evident from parent responses, the majority of parents are unaware if their child’s school has a homework policy and many teachers are also uncertain as to whether their school provides restrictions or guidelines for homework (e.g., amount, type, and purpose). Upon contacting school principals, it was determined that only two of the six schools have a school-wide homework policy. Current data indicates the professionals responsible for assigning homework appear to be unclear about whether their school has policies for homework. Additionally, there appears to be a disconnect between parents and teachers regarding whether homework policies do exist among the sampled schools. The research in the current study is consistent with previous research indicating that policies, if they do exist, are often vague and not communicated clearly to parents (Sartain et al. 2015 ). This study suggests that homework policies in these districts require improved communication between administrators, teachers, and parents.

Perceived Impact of Homework on Children’s Sleep and Parent–Child Relationships

Regarding the importance of sleep on academic performance, nearly all of the teachers included in this study acknowledged the impact that sleep has on academic performance. There was disagreement among children and parents on the actual impact that homework has on children’s sleep. Over one third of children report that homework occasionally detracts from their sleep; however, many parents may be unaware of this impact as more than three quarters of parents surveyed reported that homework does not impact their child’s sleep. Thus, while sleep is recognized as highly important for academic achievement, homework may be adversely interfering with students’ full academic potential by compromising their sleep.

In regard to homework’s impact on the parent child-relationship, parents in this survey largely indicated that homework does not interfere in their parent–child relationship. However, among the parents who do notice an impact, the majority report that homework can create a power struggle and diminish their overall family time. These results are consistent with Cameron and Bartell’s ( 2009 ) research which found that parents often believe that excessive amounts of homework often cause unnecessary family stress. Likewise, nearly one third of children in this study reported that homework has an impact on their family time.

This study provides the foundation for additional research regarding the impact of academic demands, specifically homework, on children’s social-emotional well-being, including sleep, according to children, parents, and teachers. Additionally, the research provides some information on reasons teachers assign homework and a documentation of the lack of school homework policies, as well as the misguided knowledge among parents and teachers about such policies.

The preexisting literature and meta-analyses indicate homework has little to no positive effect on elementary-aged learners’ academic achievement (Cooper et al. 2006 ; Trautwein and Köller 2003 ; Wolchover 2012 ). This led to the question, if homework is not conducive to academic achievement at this level, how might it impact other areas of children’s lives? This study provides preliminary information regarding the possible impact of homework on the social-emotional health of elementary children. The preliminary conclusions from this perception research may guide districts, educators, and parents to advocate for evidence-based homework policies that support childrens’ academic and social-emotional health. If homework is to be assigned at the elementary level, Table 8 contains recommended best practices for such assignment, along with a sample of specific guidelines for districts, educators, and parents (Holland et al. 2015 ).

Limitations and Recommendations for Future Research

Due to the preliminary nature of this research, some limitations must be addressed. First, research was conducted using newly developed parent, teacher, and student questionnaires, which were not pilot tested or formally validated. Upon analyzing the data, the researchers discovered limitations within the surveys. For example, due to the nature of the survey items, the variables produced were not always consistently scaled. This created challenges when making direct comparisons. Additionally, this limited the sophistication of the statistical procedures that could be used, and reliability could not be calculated in typical psychometric fashion (e.g., Cronbach’s Alpha). Secondly, the small sample size may limit the generalizability of the results, especially in regard to the limited number of teachers (n  = 28) we were able to survey. Although numerous districts and schools were contacted within the region, only three districts granted permission. These schools may systematically differ from other schools in the region and therefore do not necessarily represent the general population. Third, this research is based on perception, and determining the actual impacts of homework on child wellness would necessitate a larger scale, better controlled study, examining variables beyond simple perception and eliminating potentially confounding factors. It is possible that individuals within and across rater groups interpreted survey items in different ways, leading to inconsistencies in the underlying constructs apparently being measured. Some phrases such as “social-emotional health” can be understood to mean different things by different raters, which could have affected the way raters responded and thus the results of this study. Relatedly, causal links between homework and student social-emotional well-being cannot be established through the present research design and future research should employ the use of matched control groups who do not receive homework to better delineate the direct impact of homework on well-being. Finally, interpretations of the results are limited by the nested nature of the data (parent and student by teacher). The teachers, parents, and students are not truly independent groups, as student and parent perceptions on the impact of homework likely differ as a function of the classroom (teacher) that they are in, as well as the characteristics of the school they attend, their family environment, and more. The previously mentioned challenge of making direct comparisons across raters due to the design of the surveys, as well as small sample size of teachers, limited the researchers’ ability to address this issue. Future research may address this limitation by collecting data and formulating related lines of inquiry that are more conducive to the analysis of nested data. At this time, this survey research is preliminary. An increased sample size and replication of results is necessary before further conclusions can be made. Researchers should also consider obtaining data from a geographically diverse population that mirrors the population in the United States, and using revised surveys that have undergone a rigorous validation process.

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Holland, M., Courtney, M., Vergara, J. et al. Homework and Children in Grades 3–6: Purpose, Policy and Non-Academic Impact. Child Youth Care Forum 50 , 631–651 (2021). https://doi.org/10.1007/s10566-021-09602-8

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School educational models and child mental health among K-12 students: a scoping review

1 The International Peace Maternity & Child Health Hospital, Shanghai Key Laboratory of Embryo Original Diseases, Shanghai Jiao Tong University School of Medicine, No. 910 Hengshan Road, Shanghai, 200030 China

Yining Jiang

Xiangrong guo.

2 MOE-Shanghai Key Laboratory of Children’s Environmental Health, Department of Child and Adolescent Healthcare, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai, 200092 China

Associated Data

The data analysed in this review are available from the corresponding author upon request.

The promotion of mental health among children and adolescents is a public health imperative worldwide, and schools have been proposed as the primary and targeted settings for mental health promotion for students in grades K-12. This review sought to provide a comprehensive understanding of key factors involved in models of school education contributing to student mental health development, interrelationships among these factors and the cross-cultural differences across nations and societies.

This scoping review followed the framework of Arksey and O’Malley and holistically reviewed the current evidence on the potential impacts of school-related factors or school-based interventions on student mental health in recent 5 years based on the PubMed, Web of Science, Embase and PsycExtra databases.

Results/findings

After screening 558 full-texts, this review contained a total of 197 original articles on school education and student mental health. Based on the five key factors (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) identified in student mental development according to thematic analyses, a multi-component school educational model integrating academic, social and physical factors was proposed so as to conceptualize the five school-based dimensions for K-12 students to promote student mental health development.

Conclusions

The lessons learned from previous studies indicate that developing multi-component school strategies to promote student mental health remains a major challenge. This review may help establish appropriate school educational models and call for a greater emphasis on advancement of student mental health in the K-12 school context among different nations or societies.

Supplementary Information

The online version contains supplementary material available at 10.1186/s13034-022-00469-8.

Introduction

In recent years, mental health conditions among children and adolescents have received considerable attention as a public health concern. Globally about 10–20% of children and adolescents experience mental health problems [ 1 , 2 ], and mental health problems in early life may have the potential for long-term adverse consequences [ 3 , 4 ]. In 2019, the World Health Organization has pointed out that childhood and adolescence are critical periods for the acquisition of socio-emotional capabilities and for prevention of mental health problems [ 5 ]. A comprehensive multi-level solution to child mental health problems needs to be put forward for the sake of a healthier lifestyle and environment for future generations.

The school is a unique resource to help children improve their mental health. A few generations ago, schools’ priority was to teach the traditional subjects, such as reading, writing, and arithmetic. However, children are now spending a large amount of time at school where they learn, play and socialize. For some students, schools have a positive influence on their mental health. While for others, schools can present as a considerable source of stress, worry, and unhappiness, and hinder academic achievement [ 2 ]. According to Greenberg et al., today’s schools need to teach beyond basic skills (such as reading, writing, and counting skills) and enhance students’ social-emotional competence, characters, health, and civic engagement [ 6 ]. Therefore, universal mental health promotion in school settings is recognized to be particularly effective in improving students’ emotional well-being [ 2 , 7 ].

Research evidence over the last two decades has shown that schools can make a difference to students’ mental health [ 8 ]. Previous related systematic reviews or meta-analyses focused on the effects of a particular school-based intervention on child mental health [ 9 , 10 ] and answered a specific question with available research, however, reviews covering different school-related factors or school-based interventions are still lacking. An appropriate model of school education requires the combination of different school-related factors (such as curriculum, homework, and physical activities) and therefore needs to focus on multiple primary outcomes. Thus, we consider that a scoping review may be more appropriate to help us synthesize the recent evidence than a systematic review or meta-analysis, as the wide coverage and the heterogeneous nature of related literature focusing on multiple primary outcomes are not amenable to a more precise systematic review or meta-analysis [ 11 ]. To the best of our knowledge, this review is among the first to provide a comprehensive overview of available evidence on the potential impacts of multiple school-related factors or school-based interventions on student mental health, and identify school-related risk/protective factors involved in the development of mental health problems among K-12 students, and therefore, to help develop a holistic model of K-12 education.

A scoping review was systematically conducted following the methodological framework of Arksey and O'Malley [ 12 ]: defining the research question; identifying relevant studies; study selection; data extraction; and summarizing and reporting results. The protocol for this review was specified in advance and submitted for registration in the PROSPERO database (Reference number, CRD42019123126).

Defining the research question (stage 1)

For this review, we sought to answer the following questions:

• What is known from the existing literature on the potential impacts of school-related factors or school-based interventions on student mental health?
• What are the interrelationships among these factors involved in the school educational process?
• What are the cross-cultural differences in K-12 education process across nations and societies?

Identifying relevant studies (stage 2)

The search was conducted in PubMed, Web of Science and Embase electronic databases, and the dates of the published articles included in the search were limited to the last 5 years until 23 March 2021. The PsycExtra database was also searched to identify relevant evidence in the grey literature [ 13 ]. In recent 5 years, mental disorders among children and adolescents have increased at an alarming rate [ 14 , 15 ] and relevant policies calling for a greater role of schools in promoting student mental health have been issued in different countries [ 16 – 18 ], making educational settings at the forefront of the prevention initiative globally. Therefore, limiting research source published in the past 5 years was pre-defined since these publications reflected the newest discoveries, theories, processes, or practices. Search terms were selected based on the eligibility criteria and outcomes of interest were described as follows (Additional file 1 : Table S1). The search strategy was peer-reviewed by the librarian of Shanghai Jiao Tong University School of Medicine.

Study selection (stage 3)

T.Y. and Y.J. independently identified relevant articles by screening the titles, reviewing the abstracts and full-text articles. If any disagreement arises, the disagreement shall be resolved by discussion between the two reviewers and a third reviewer (J. X.).

Inclusion criteria were (1) according to the study designs: only randomized controlled trials (RCT)/quasi-RCT, longitudinal and cross-sectional studies; (2) according to the languages: articles only published in English or Chinese; (3) according to the ages of the subjects: preschoolers (3.5–5 years of age), children (6–11 years of age) and adolescents (12–18 years of age); and (4) according to the study topics: only articles examining the associations between factors involved in the school education and student mental health outcomes (psychological distress, such as depression, anxiety, stress, self-injury, suicide; and/or psychological well-being, such as self-esteem, self-concept, self-efficacy, optimism and happiness) in educational settings. Exclusion criteria: (1) Conference abstracts, case report/series, and descriptive articles were excluded due to overall quality and reliability. (2) Studies investigating problems potentially on a causal pathway to mental health disorders but without close associations with school education models (such as problems probably caused by family backgrounds) were excluded. (3) Studies using schools as the recruitment places but without school-related topics were also excluded.

Data extraction (stage 4)

T.Y. and Y.J., and X.G., Y. Z., H.H. extracted data from the included studies using a pre-defined extraction sheet. Researchers extracted the following information from each eligible study: study background (name of the first author, publication year, and study location), sample characteristics (number of participants, ages of participants, and sex proportion), design [intervention (RCT or quasi-RCT), or observational (cross-sectional or longitudinal) study], and instruments used to assess exposures in school settings and mental health outcomes. For intervention studies (RCTs and quasi-RCTs), we also extracted weeks of intervention, descriptions of the program, duration and frequency. T.Y. reviewed all the data extraction sheets under the supervision of J. X.

Summarizing and reporting the results (stage 5)

Results were summarized and reported using a narrative synthesis approach. Studies were sorted according to (a) factors/exposures associated with child and adolescent mental health in educational settings, and (b) components of school-based interventions to facilitate student mental health development. Key findings from the studies were then compared, contrasted and synthesized to illuminate themes which appeared across multiple investigations.

Search results and characteristics of the included articles

The search yielded 25,338 citations, from which 558 were screened in full-text. Finally, a total of 197 original articles were included in this scoping review: 72 RCTs (including individually randomized and cluster-randomized trials), 27 quasi-RCTs, 29 longitudinal studies and 69 cross-sectional studies (Fig.  1 for details). Based on thematic analyses, the included studies were analyzed and thematically grouped into five overarching categories based on the common themes in the types of intervention programs or exposures in the school context: curriculum, homework and tests, interpersonal relationships, physical activity and after-school activities. Table ​ Table1 1 provided a numerical summary of the characteristics of the included articles. The 197 articles included data from 46 countries in total, covering 24 European countries, 13 Asian countries, 4 American countries, 3 African countries, and 2 Oceanian countries. Most intervention studies were conducted in the United States of America (n = 16), followed by Australia (n = 11) and the United Kingdom (n = 11). Most observational studies were conducted in the United States of America (n = 19), followed by China (n = 15) and Canada (n = 8). Figure  2 illustrated the geographical distribution of the included studies. Further detailed descriptions of the intervention studies or observational studies were provided in Additional file 1 : Tables S2 and S3, respectively.

Study selection process

Summary of the included articles

Geographical distribution of included studies: A intervention studies; B observational studies

The association between school curriculum and student mental health was investigated in four cross-sectional studies. Mathematics performance was found to be adversely associated with levels of anxiety or negative emotional responses among primary school students [ 19 ]. However, in middle schools, difficulties and stressors students may encounter in learning academic lessons (such as difficulties/stressors in taking notes and understanding teachers’ instructions) could contribute to lowered self-esteem [ 20 ] and increased suicidal ideation or attempts [ 21 ]. Innovative integration of different courses instead of the traditional approach of teaching biology, chemistry, and physics separately, could improve students’ self-concept [ 22 ].

To promote student mental health, 64 intervention studies were involved in innovative curricula integrating different types of competencies, including social emotional learning (SEL), mindfulness-intervention, cognitive behavioral therapy (CBT)-based curriculum, life skills training, stress management curriculum, and so on (Fig.  3 ). Curricula focusing on SEL put an emphasis on the development of child social-emotional skills such as managing emotions, coping skills and empathy [ 23 ], and showed positive effects on depression, anxiety, stress, negative affect and emotional problems [ 23 – 37 ], especially in children with psychological symptoms [ 24 ] and girls [ 23 , 27 ], as well as increased prosocial behaviors [ 38 ], self-esteem [ 39 – 42 ] and positive affect [ 43 ]. However, four programs reported non-significant effects of SEL on student mental health outcomes [ 44 – 47 ], while two programs demonstrated increased levels of anxiety [ 48 ] and a reduction of subjective well-being [ 49 ] at post-intervention. Mindfulness-based curriculum showed its potential to endorse positive outcomes for youth including reduced emotional problems and negative affect [ 50 – 56 ] as well as increased well-being and positive emotions [ 51 , 52 , 57 – 60 ], especially among high-risk children with emotional problems or perceived stress before interventions [ 50 , 53 ]. However, non-significant effects were also reported in an Australian study in secondary schools [ 61 ]. Curricula based on CBT targeted children at risk or with early symptoms of mental illness [ 62 – 67 ], or all students regardless of symptom levels as a universal program [ 68 – 70 ], and could impose a positive effect on self-esteem, well-being, distress, stress and suicidality. However, a universal CBT trial in Swedish primary schools found no evidence of long-term effects of such program on anxiety prevention [ 71 ]. Five intervention studies based on life-skill-training were found to be effective in promoting self-efficacy [ 72 , 73 ], self-esteem [ 73 , 74 ], and reducing depression/anxiety-like symptoms [ 72 , 75 , 76 ]. Courses covering stress management skills have also been reported to improve life satisfaction, increase happiness and decrease anxiety levels among students in developing countries [ 77 – 79 ]. In practice, innovative teaching forms such as the game play [ 67 , 80 , 81 ] and outdoor learning [ 82 , 83 ] embedded in the traditional classes could help address the mental health and social participation concerns for children and youth. Limited evidence supported the mental health benefits of resilience-based curricula [ 84 – 86 ], which deserve further studies.

Harvest plots for overview of curriculum-based intervention studies, grouped by different types of curriculum-based interventions. The height of the bars corresponded to the sample sizes on a logarithmic scale of each study. Red bars represented positive effects of interventions on student mental health outcomes, grey bars represented non-significant effects on student mental health outcomes, and black bars represented negative effects on student mental health outcomes

Large cluster-randomized trials utilizing multi-component whole-school interventions which involves various aspects of school life (curriculum, interpersonal relationships, activities), such as the Strengthening Evidence base on scHool-based intErventions for pRomoting adolescent health (SEHER) program in India and the Together at School program in Finland, have been proved to be beneficial for prevention from depression [ 87 – 89 ] and psychological problems [ 90 ].

Homework and tests

The association between homework and psychological ill-being outcomes was investigated in four cross-sectional studies and one longitudinal study. Incomplete homework and longer homework durations were associated with a higher risk of anxiety symptoms [ 91 , 92 ], negative emotions [ 93 – 95 ] and even psychological distress in adulthood [ 96 ].

Innumerable exams during the educational process starting from primary schools may lead to increased anxiety and depression levels [ 97 , 98 ], particularly among senior students preparing for college entrance examinations [ 99 ]. Students with higher test scores had a lower probability to have emotional and behavioral problems [ 100 ], in comparison with students who failed examinations [ 93 , 101 ]. Depression and test anxiety were found to be highly correlated [ 102 ]. In terms of psychological well-being outcomes, findings were consistent in the negative associations between student test anxiety and self-esteem/life-satisfaction levels [ 103 , 104 ]. Regarding intervention studies, adolescent students at a high risk of test anxiety benefited from CBT or attention training by strengthening sense of control and meta-cognitive beliefs [ 105 , 106 ]. However, more knowledge about the criteria for an upcoming test was not related to anxiety levels during lessons [ 107 ].

Interpersonal relationships

School-based interpersonal (student–student or student–teacher) relationships are also important to student mental health. Low support from schoolmates/teachers and negative interpersonal events were reported to be associated with psychosomatic health complaints [ 108 – 113 ]. In contrast, positive interpersonal relationships in schools could promote emotional well-being [ 114 – 117 ] and reduce depressive symptoms in students [ 118 – 120 ].

Student–teacher relationships

Negative teaching behaviors were associated with negative affect [ 121 , 122 ] and low self-efficacy [ 123 ] among primary and high school students. Student–teacher conflicts at the beginning of the school year were associated with higher anxiety levels in students at the end of the year, and high-achieving girls were most susceptible to such negative associations [ 124 ]. Higher levels of perceived teachers’ support were correlated with decreased risks of depression [ 125 ], mental health problems [ 126 ] as well as increased positive affect [ 127 , 128 ] and improved mental well-being [ 129 , 130 ]. Better student–teacher relationships were positively associated with self-esteem/efficacy [ 131 ], while negatively associated with the risks of adolescents’ externalizing behaviors [ 132 ] among secondary school students. Longitudinal studies demonstrated that high intimacy levels between students and teachers were correlated with reduced emotional symptoms [ 133 ] and increased life-satisfaction among students [ 134 ]. In addition, more respect to teachers in 10th grade students was associated with higher self-efficacy and lower stress levels 1 year later [ 135 ].

A growing body of research focused on the issue of how to increase positive interactions between teachers and students in teaching practices. Actually, interventions on improving teaching skills to promote a positive classroom atmosphere could potentially benefit children, especially those experiencing a moderate to high level of risks of mental health problems [ 136 , 137 ].

Student–student relationships

Findings were consistent in considering the positive peer relationship as a protective factor against internalizing and externalizing behaviors [ 138 – 142 ], depression [ 143 – 145 ], anxiety [ 146 ], self-harm [ 147 ] and suicide [ 148 ], and as a favorable factor for positive affect [ 149 , 150 ], increased happiness [ 151 ], self-efficacy [ 152 ], optimism [ 153 , 154 ] and mental well-being [ 155 ]. In contrast, peer-hassles, friendlessness, negative peer-beliefs, peer-conflicts/isolation and peer-rejection, have been identified in the development of psychological distress among students [ 141 , 143 , 149 , 156 – 165 ].

As schools and classrooms are common settings to build peer relationships, student social skills to enhance the student–student relationship can be incorporated into school education. Training of interpersonal skills among secondary school students with depressive symptoms appeared to be effective in decreasing adolescent internalizing and externalizing symptoms [ 166 ]. In addition, recent studies also identified the effectiveness of small-group learning activities in the cognitive development and mental health promotion among students [ 87 – 90 , 167 ].

Physical activity in school

Moderate-to-high-intensity physical activity during school days has been confirmed to benefit children and adolescents in relation to various psychosocial outcomes, such as reduced symptoms of depression [ 168 ], emotional problems [ 169 ] and mental distress [ 170 ] as well as improved self-efficacy [ 171 ] and mental well-being [ 172 , 173 ]. In addition, participation in physical education (PE) at least twice a week was significantly associated with a lower likelihood of suicidal ideation and stress [ 174 ].

A variety of school‐based physical activity interventions or lessons have been proposed in previous studies to promote physical activity levels and psychosocial fitness in students, including integrating physical activities into classroom settings [ 175 – 178 ], assigning physical activity homework [ 178 ], physically-active academic lessons [ 179 , 180 ] as well as an obligation of ensuring the participation of various kinds of sports (such as aerobic exercises, resistance exercises, yoga) in PE lessons [ 181 – 192 ]. Although the effectiveness of these proposed physical activity interventions was not consistent, physical education is suggested to implement sustainably as other academic courses with special attention.

After-school activities

Several cross-sectional studies have synthesized evidence on the positive effects of leisure-time physical activity against student depression, anxiety, stress, and psychological distress [ 193 – 199 ]. Extracurricular sport participation (such as sports, dance, and martial arts) could foster perceived self-efficacy, self-esteem, improve mental health status [ 200 – 203 ], and reduce emotional problems [ 204 ] and depressive symptoms [ 205 ]. Participation in team sports was more strongly related to beneficial mental health outcomes than individual sports, especially in high school girls [ 199 ]. Other forms of organized activities, such as youth organizations and arts, have also been demonstrated to benefit self-esteem [ 201 ], self-worth [ 206 ], satisfaction with life and optimism [ 207 , 208 ].

However, different types of after-school activities may result in different impacts on student mental health. Previous studies demonstrated that students participating in after-school programs of yoga or sports had better well-being and self-efficacy [ 209 ], and decreased levels of anxiety [ 210 ] and negative mood [ 211 ], while another study showed that the after-school yoga program induced no significant changes in levels of depression, anxiety and stress among students [ 212 ]. Inconsistent findings on the effects of participation in art activities on student mental health were also reported [ 213 , 214 ]. Another study also highlighted the benefits of after-school clubs, demonstrating an improvement in socio-emotional competencies and emotional status, and sustained effects at 12-month follow-up [ 215 ].

Based on the potential importance of the five school-based factors identified in student mental development, a multi-component school educational model is therefore proposed to conceptualize the five school-based dimensions (including curriculum, homework and tests, interpersonal relationships, physical activity, and after-school activities) for K-12 students to promote their mental health (Fig.  4 ). The interrelationships among the five dimensions and cross-cultural comparisons are further discussed as follows in a holistic way.

The multi-component school educational model is proposed to conceptualize the five school-based dimensions (including curriculum set, homework and tests, physical activity, interpersonal relationships and after-school activities) for K-12 students to promote student mental health

Comprehensive understanding of K-12 school educational models: the reciprocal relationships among factors

Students’ experiences in the school educational context are dynamic processes which englobe a variety of educational elements (such as curriculum, homework, tests) and social elements (such as interpersonal relationships and social activities in schools). Based on the educational model proposed in this review, these educational/social elements are closely related and interact with each other, which play an important role in students’ psychosocial development.

Being aware of this, initiatives aimed to improve student social and emotional competencies may certainly impact student psychological well-being, at least in part, in a way of developing supportive relationships between teachers-students or between peers [ 35 , 89 ]. On the other hand, the enhancement of interpersonal relationships at school could serve as a potent source of motivation for student academic progress so as to further promote psychological well-being [ 131 , 132 ]. In addition, school education reforms intended to provide pupils with more varied teaching and learning practices to promote supportive interpersonal relationships between students and teachers or between peers, such as education programs outside the classroom [ 82 ], cooperative learning [ 167 ] and adaptive classroom management [ 136 , 137 ], have also been advocated among nations recently.

Our findings also suggested that participation in non-academic activities was an important component of positive youth development. Actually, these school-based activities in different contexts also require teacher–student interactions or peer interactions. Social aspects of physical activities have been proposed to strengthen relationship-building and other interpersonal skills that may additionally protect students against the development of mental health problems [ 130 , 203 ]. Among various types of sports, team sports seemed to be associated with more beneficial outcomes compared with individual sports due to the social aspect of being part of a team [ 194 , 199 ]. Participation in music, student council, and other clubs/organizations may also provide students with frequent connections with peers, and opportunities to build relationships with others that share similar interests [ 201 ]. Further, frequent and supportive interactions with teachers and peers in sports and clubs may promote student positive views of the self and encourage their health-promoting behaviors (such as physical activities).

However, due to increasing academic pressure, children have to spend a large amount of time on academic studies, and inevitably displace time on sleep, leisure, exercises/sports, and extracurricular activities [ 92 ]. Although the right amount of homework may improve school achievements [ 216 ] and higher test scores may help prevent students from mental distress [ 100 – 102 ], over-emphasis on academic achivements may lead to elevated stress levels and poor health outcomes ultimately. The anxiety specifically related to academic achievement and test-taking at school was frequently reported among students who felt pressured and overwhelmed by the continuous evaluation of their academic performance [ 98 , 103 , 104 ]. In such high-pressure academic environments, strategies to alleviate the levels of stress among students should be incorporated into intervention efforts, such as stress management skill training [ 77 – 79 ], CBT-based curriculum [ 62 , 64 , 66 , 105 ], and attention training [ 106 ]. Therefore, school supportive policies that allow students continued access to various non-academic activities as well as improve their social aspect of participation may be one fruitful avenue to promote student well-being.

Cross-cultural differences in K-12 educational models among different nations and societies

As we reviewed above, heavy academic burden exists as an important school-related stressor for students [ 91 , 92 , 94 – 96 ], probably due to excessive examinations [ 97 – 99 ] and unsatisfactory academic performance [ 100 – 102 ]. Actually, extrinsic cultural factors significantly impact upon student academic burden. In most countries, college admission policies affect the entire ecological system of K-12 education, because success in life or careers is determined by examination performance to a large extent [ 217 ]. The impacts of heavy academic burden may be greatest in Asian cultures where more after-school time of students is spent on homework, exam preparations, and extracurricular classes for academic improvement (such as in Korea, Japan, China and Singapore) [ 92 , 95 , 218 ]. As a consequence, the high proportion of adolescents fall in the “academic burnout group” in Asian countries [ 219 ], which highlights the need to take further measures to combat the issue. As an issue of concern, the “double reduction” policy has been implemented nationwide in China since 2021, being aimed to relieve students of excessive study burden, and the effects of the policy are anticipated but remain unknown up to now.

Other factors such as school curriculum and extra-curricular commitments, vary among societies and nations and may explain the cross-cultural differences in educational models [ 220 ]. For example, in Finland, the primary science subject is as important as mathematics or reading, while Chinese schools often lack time to arrange a sufficient number of science courses [ 221 ], which could be explained by different educational traditions of the two countries. In addition, approximately 75% of high schools in Korea failed to implement national curriculum guidelines for physical education (150 min/week), instead replacing that time with self-guided study to prepare for university admission exams [ 174 ]. In terms of the arrangement of the after-school time, Asian students spend most of their after-school time on private tutoring or doing homework [ 222 ], 2–3 times longer than the time spent by adolescents in most western countries/cities [ 92 ]. However, according to our analyses and summaries, most intervention studies targeting the improvement of mental health of students by school education were conducted in western countries (Fig.  2 ), suggesting that special attention needs to be paid to the students’ mental health issue on campus, especially in countries where students have heavy study-loads. Merits of the different educational traditions also need to be considered in the designs of educational models among different countries.

Strengths and limitations

This study focuses on an interdisciplinary topic covering the fields of developmental behavioral pediatrics and education, and the establishment of appropriate school educational models is teamwork involving multiple disciplines including pediatrics, prevention, education, services and policy. Although there are lots of studies focusing on a particular factor in school educational processes to promote student mental health, comprehensive analysis/understanding on multi-component educational model is lacking, which is important and urgently needed for the development of multi-dimensional educational models/strategies. Therefore, we included a wide range of related studies, summarized a comprehensive understanding of the evidence base, and discussed the interrelationships among the components/factors of school educational models and the cross-cultural gaps in K-12 education across different societies, which may have significant implications for future policy-making.

Some limitations also exist and are worth noting. First, this review used the method of the scoping review which adopted a descriptive approach, rather than the meta-analysis or systematic review which provided a rigorous method of synthesizing the literature. Under the subject (appropriate school education model among K-12 students) of this scoping review, multiple related topics (including curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) were included rather than one specific topic. Therefore, we consider that the method of the scoping-review is appropriate, given that the aim of this review is to chart or map the available literature on a given subject rather than answering a specific question by providing effect sizes across multiple studies. Second, we limited the study search within recent 5 years. Although we consider that the fields involved in this scoping review change quickly with the acquisition of new knowledge/information in recent 5 years, limiting the literature search within recent 5 years may make us miss some related but relatively old literature. Third, we only included studies disseminated in English or Chinese, which may limit the generalizability of our results to other non-English/Chinese speaking countries.

This scoping review has revealed that the K-12 schools are unique settings where almost all the children and adolescents can be reached, and through which existing educational components (such as curriculum, homework and tests, physical activities, interpersonal relationships and after-school activities) can be leveraged and integrated to form a holistic model of school education, and therefore to promote student mental health. In future, the school may be considered as an ideal setting to implement school-based mental health interventions. Our review suggests the need of comprehensive multi-component educational model, which involves academic, social and physical factors, to be established to improve student academic achievement and simultaneously maintain their mental health.

However, questions still remain as to what is optimal integration of various educational components to form the best model of school education, and how to promote the wide application of the appropriate school educational model. Individual differences among students/schools and cross-cultural differences may need to be considered in the model design process.

Acknowledgements

We thank the librarian of Shanghai Jiao Tong University School of Medicine for their help.

Abbreviations

Author contributions

JX conceived the scoping review, supervised the review process and reviewed the manuscript. TY conducted study selection and data extraction, charted, synthesized the data, and drafted the manuscript. YJ conducted study selection and data extraction. XG, YZ and HH conducted data extraction. All authors read and approved the final manuscript.

This study was supported by the National Natural Science Foundation of China (NSFC, 81974486, 81673189) (to Jian Xu), Shanghai Jiao Tong University School of Medicine Gaofeng Clinical Medicine Grant Support (20172016) (to Jian Xu), Shanghai Sailing Program (21YF1451500) (to Hui Hua).

Availability of data and materials

Declarations.

Not applicable.

The authors declare that there is no conflict of interest that could be perceived as prejudicing the impartiality of the research reported.

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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

How much homework is too much?

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

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

The Link Between Homework and Stress: What the Research Says

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

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

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

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

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

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

1. Potential Psychological Effects of Homework-Induced Stress:

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

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

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

2. Potential Physiological Effects of Homework-Induced Stress:

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

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

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

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

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

The Benefits of Homework

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

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

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

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

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

How Much Homework Should Teachers Assign?

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

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

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

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

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

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

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

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

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

How Healium is Helping in Schools

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

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

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

About the Author

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

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The Impact of Homework on Student Mental Health

By Happy Sharer

Introduction

Homework is a key part of the educational process. It is often seen as an essential part of learning and helping students to develop important skills. However, there is growing evidence that too much homework can have a negative effect on student mental health. This article will explore the impact of homework on student mental health, examining the correlation between workload and stress levels, analyzing the effects of too much homework on student anxiety, and understanding how homework can lead to depression in students.

Exploring the Impact of Homework on Student Mental Health

Homework has long been seen as an important part of the educational process, but it can also become a source of stress for students. A recent study by the American Psychological Association found that more than two-thirds of students reported feeling overwhelmed by their homework load. The study also found that students who felt overwhelmed were more likely to experience symptoms of depression and anxiety. It is clear that the amount of homework assigned to students can have a significant impact on their mental health.

Examining the Correlation Between Homework and Student Stress Levels

The amount of homework assigned to students can have a direct impact on their stress levels. Too much homework can lead to feelings of frustration and overwhelm, which can then lead to increased stress levels. A study published in the journal Developmental Psychology found that when students had more homework assignments, they experienced higher levels of stress. The study also found that students who had more homework assignments were more likely to report feeling overwhelmed and anxious.

It is also important to consider the relationship between homework and academic performance. Studies have suggested that too much homework can lead to decreased academic performance, which can then lead to increased stress levels. A study published in the Journal of Experimental Education found that when students had more homework, their performance on tests was lower than those with less homework. This suggests that too much homework can lead to increased stress levels, as students feel pressure to perform at a higher level.

In order to reduce homework-related stress, it is important for students to prioritize their work. Planning ahead and breaking down tasks into smaller, more manageable chunks can help students to feel more organized and in control. Taking regular breaks throughout the day can also help students to stay focused and motivated. Finally, it is important to ensure that students are getting enough sleep in order to maintain their energy levels and reduce stress.

Analyzing the Effects of Too Much Homework on Student Anxiety

Too much homework can also lead to increased anxiety levels in students. A study published in the journal Clinical Child and Family Psychology Review found that when students had more homework, they were more likely to experience symptoms of anxiety. The study also found that students with excessive amounts of homework were more likely to report feeling overwhelmed and unable to cope with the workload.

It is important to understand the psychological effects of too much homework on students. Excessive amounts of homework can lead to feelings of frustration and helplessness, which can then lead to increased anxiety levels. Furthermore, students may start to see homework as a burden rather than an opportunity to learn, which can lead to decreased motivation and further feelings of anxiety.

In order to reduce homework-related anxiety, it is important to set realistic goals and expectations. Setting achievable goals and deadlines can help students to stay focused and motivated. It is also important to ensure that students are getting enough rest and taking regular breaks throughout the day. Finally, it is important to talk to teachers and parents about any concerns or worries that students may have about their workload.

Understanding How Homework Can Lead to Depression in Students

Too much homework can also lead to depression in students. A study published in the journal Pediatrics found that when students had more homework, they were more likely to experience symptoms of depression. The study also found that students with excessive amounts of homework were more likely to report feeling overwhelmed, frustrated, and helpless.

It is important to understand the psychological effects of too much homework on students. Excessive amounts of homework can lead to feelings of hopelessness and failure, which can then lead to increased depression levels. Furthermore, students may start to see homework as a chore rather than an opportunity to learn, which can lead to decreased motivation and further feelings of depression.

In order to reduce homework-related depression, it is important to focus on developing positive coping skills. Taking time to relax and practice mindfulness can help students to manage their emotions and stay focused. It is also important to ensure that students are getting enough sleep and taking regular breaks throughout the day. Finally, it is important to talk to teachers and parents about any concerns or worries that students may have about their workload.

Investigating the Relationship Between Homework and Student Self-Esteem

Finally, it is important to consider the relationship between homework and student self-esteem. A study published in the journal Developmental Psychology found that when students had more homework, they were more likely to report feeling inadequate and inferior. The study also found that students with excessive amounts of homework were more likely to report feeling overwhelmed and helpless.

It is important to understand the psychological effects of too much homework on students. Excessive amounts of homework can lead to feelings of worthlessness and failure, which can then lead to decreased self-esteem. Furthermore, students may start to see homework as a burden rather than an opportunity to learn, which can lead to decreased motivation and further feelings of inadequacy.

In order to increase homework-related self-esteem, it is important to focus on developing positive self-talk. Taking time to recognize achievements and celebrate successes can help students to stay motivated and build confidence. It is also important to ensure that students are getting enough rest and taking regular breaks throughout the day. Finally, it is important to talk to teachers and parents about any concerns or worries that students may have about their workload.

In conclusion, it is clear that the amount of homework assigned to students can have a significant impact on their mental health. Too much homework can lead to increased stress levels, anxiety, depression, and decreased self-esteem. It is therefore important to ensure that students are not overloaded with homework and are given the opportunity to learn in a healthy environment. By reducing the amount of homework assigned to students, we can help them to develop important skills without compromising their mental wellbeing.

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Hi, I'm Happy Sharer and I love sharing interesting and useful knowledge with others. I have a passion for learning and enjoy explaining complex concepts in a simple way.

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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.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

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Is Homework Necessary? Education Inequity and Its Impact on Students

The Problem with Homework: It Highlights Inequalities

How much homework is too much homework, when does homework actually help, negative effects of homework for students, how teachers can help.

Schools are getting rid of homework from Essex, Mass., to Los Angeles, Calif. Although the no-homework trend may sound alarming, especially to parents dreaming of their child’s acceptance to Harvard, Stanford or Yale, there is mounting evidence that eliminating homework in grade school may actually have great benefits , especially with regard to educational equity.

In fact, while the push to eliminate homework may come as a surprise to many adults, the debate is not new . Parents and educators have been talking about this subject for the last century, so that the educational pendulum continues to swing back and forth between the need for homework and the need to eliminate homework.

One of the most pressing talking points around homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:

“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”

[RELATED] How to Advance Your Career: A Guide for Educators >> 

While students growing up in more affluent areas are likely playing sports, participating in other recreational activities after school, or receiving additional tutoring, children in disadvantaged areas are more likely headed to work after school, taking care of siblings while their parents work or dealing with an unstable home life. Adding homework into the mix is one more thing to deal with — and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school day.

While all students may groan at the mention of homework, it may be more than just a nuisance for poor and disadvantaged children, instead becoming another burden to carry and contend with.

Beyond the logistical issues, homework can negatively impact physical health and stress — and once again this may be a more significant problem among economically disadvantaged youth who typically already have a higher stress level than peers from more financially stable families .

Yet, today, it is not just the disadvantaged who suffer from the stressors that homework inflicts. A 2014 CNN article, “Is Homework Making Your Child Sick?” , covered the issue of extreme pressure placed on children of the affluent. The article looked at the results of a study surveying more than 4,300 students from 10 high-performing public and private high schools in upper-middle-class California communities.

“Their findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story. “That children growing up in poverty are at-risk for a number of ailments is both intuitive and well-supported by research. More difficult to believe is the growing consensus that children on the other end of the spectrum, children raised in affluence, may also be at risk.”

When it comes to health and stress it is clear that excessive homework, for children at both ends of the spectrum, can be damaging. Which begs the question, how much homework is too much?

The National Education Association and the National Parent Teacher Association recommend that students spend 10 minutes per grade level per night on homework . That means that first graders should spend 10 minutes on homework, second graders 20 minutes and so on. But a study published by The American Journal of Family Therapy found that students are getting much more than that.

While 10 minutes per day doesn’t sound like much, that quickly adds up to an hour per night by sixth grade. The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD). It is also to be noted that this figure does not take into consideration the needs of underprivileged student populations.

In a study conducted by the OECD it was found that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance .” That means that by asking our children to put in an hour or more per day of dedicated homework time, we are not only not helping them, but — according to the aforementioned studies — we are hurting them, both physically and emotionally.

What’s more is that homework is, as the name implies, to be completed at home, after a full day of learning that is typically six to seven hours long with breaks and lunch included. However, a study by the APA on how people develop expertise found that elite musicians, scientists and athletes do their most productive work for about only four hours per day. Similarly, companies like Tower Paddle Boards are experimenting with a five-hour workday, under the assumption that people are not able to be truly productive for much longer than that. CEO Stephan Aarstol told CNBC that he believes most Americans only get about two to three hours of work done in an eight-hour day.

In the scope of world history, homework is a fairly new construct in the U.S. Students of all ages have been receiving work to complete at home for centuries, but it was educational reformer Horace Mann who first brought the concept to America from Prussia. 

Since then, homework’s popularity has ebbed and flowed in the court of public opinion. In the 1930s, it was considered child labor (as, ironically, it compromised children’s ability to do chores at home). Then, in the 1950s, implementing mandatory homework was hailed as a way to ensure America’s youth were always one step ahead of Soviet children during the Cold War. Homework was formally mandated as a tool for boosting educational quality in 1986 by the U.S. Department of Education, and has remained in common practice ever since.  

School work assigned and completed outside of school hours is not without its benefits. Numerous studies have shown that regular homework has a hand in improving student performance and connecting students to their learning. When reviewing these studies, take them with a grain of salt; there are strong arguments for both sides, and only you will know which solution is best for your students or school. 

Homework improves student achievement.

• Source: The High School Journal, “ When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math ,” 2012. 
• Source: IZA.org, “ Does High School Homework Increase Academic Achievement? ,” 2014. **Note: Study sample comprised only high school boys. 

Homework helps reinforce classroom learning.

• Source: “ Debunk This: People Remember 10 Percent of What They Read ,” 2015.

Homework helps students develop good study habits and life skills.

• Sources: The Repository @ St. Cloud State, “ Types of Homework and Their Effect on Student Achievement ,” 2017; Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.
• Source: Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.

Homework allows parents to be involved with their children’s learning.

• Parents can see what their children are learning and working on in school every day. 
• Parents can participate in their children’s learning by guiding them through homework assignments and reinforcing positive study and research habits.
• Homework observation and participation can help parents understand their children’s academic strengths and weaknesses, and even identify possible learning difficulties.
• Source: Phys.org, “ Sociologist Upends Notions about Parental Help with Homework ,” 2018.

While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. 

Students with too much homework have elevated stress levels. 

• Source: USA Today, “ Is It Time to Get Rid of Homework? Mental Health Experts Weigh In ,” 2021.
• Source: Stanford University, “ Stanford Research Shows Pitfalls of Homework ,” 2014.

Students with too much homework may be tempted to cheat. 

• Source: The Chronicle of Higher Education, “ High-Tech Cheating Abounds, and Professors Bear Some Blame ,” 2010.
• Source: The American Journal of Family Therapy, “ Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background ,” 2015.

Homework highlights digital inequity. 

• Sources: NEAToday.org, “ The Homework Gap: The ‘Cruelest Part of the Digital Divide’ ,” 2016; CNET.com, “ The Digital Divide Has Left Millions of School Kids Behind ,” 2021.
• Source: Investopedia, “ Digital Divide ,” 2022; International Journal of Education and Social Science, “ Getting the Homework Done: Social Class and Parents’ Relationship to Homework ,” 2015.
• Source: World Economic Forum, “ COVID-19 exposed the digital divide. Here’s how we can close it ,” 2021.

Homework does not help younger students.

• Source: Review of Educational Research, “ Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003 ,” 2006.

To help students find the right balance and succeed, teachers and educators must start the homework conversation, both internally at their school and with parents. But in order to successfully advocate on behalf of students, teachers must be well educated on the subject, fully understanding the research and the outcomes that can be achieved by eliminating or reducing the homework burden. There is a plethora of research and writing on the subject for those interested in self-study.

For teachers looking for a more in-depth approach or for educators with a keen interest in educational equity, formal education may be the best route. If this latter option sounds appealing, there are now many reputable schools offering online master of education degree programs to help educators balance the demands of work and family life while furthering their education in the quest to help others.

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How does homework affect students.

Posted by Kenny Gill

Homework is essential in the learning process of all students. It benefits them in managing time, being organized, and thinking beyond the classroom work. When students develop good habits towards homework, they enjoy good grades. The amount of homework given to students has risen by 51 percent. In most cases, this pushes them to order for custom essays online. A lot of homework can be overwhelming, affecting students in negative ways.

How homework affects the psyche of students Homework plays a crucial role in ensuring students succeeds both inside and outside the classroom. The numerous hours they spend in class, on school work, and away from family and friends lead to them experiencing exhaustion. Too much homework leads to students becoming disheartened by the school, and it chips away at their motivation for succeeding.

As a result, homework becomes an uphill battle, which they feel they will never win despite putting an effort. When they continue to find homework difficult, they consider other ways of working on it, such as cheating.

Getting enough time to relax, engage with friends and family members helps the students to have fun, thus, raising their spirit and their psyche on school work.  However, when homework exceeds, it affects their emotional well-being making them sad and unproductive students who would rather cheat their way through school.

As a result, they have to struggle with a lack of enough sleep, loss of weight, stomach problems, headaches, and fatigue. Poor eating habits where students rely on fast foods also occasions as they struggle to complete all their assignments. When combined with lack of physical activity, the students suffer from obesity and other health-related conditions. Also, they experience depression and anxiety. The pressure to attend all classes, finish the much homework, as well as have time to make social connections cripples them.

How can parents help with homework? Being an active parent in the life of your child goes a long way towards promoting the health and well-being of children. Participating in their process of doing homework helps you identify if your child is facing challenges, and provide the much-needed support.

The first step is identifying the problem your child has by establishing whether their homework is too much. In elementary school, students should not spend over twenty minutes on homework while in high school they should spend an average of two hours. If it exceeds these guidelines, then you know that the homework is too much and you need to talk with the teachers.

The other step is ensuring your child focuses on their work by eliminating distractions. Texting with friends, watching videos, and playing video games can distract your child. Next, help them create a homework routine by having a designated area for studying and organizing their time for each activity.

Why it is better to do homework with friends Extracurricular activities such as sports and volunteer work that students engage in are vital. The events allow them to refresh their minds, catch up, and share with friends, and sharpen their communication skills. Homework is better done with friends as it helps them get these benefits. Through working together, interacting, and sharing with friends, their stress reduces.

Working on assignments with friends relaxes the students. It ensures they have the help they need when tackling the work, making even too much homework bearable. Also, it develops their communication skills. Deterioration of communication skills is a prominent reason as to why homework is bad. Too much of it keeps one away from classmates and friends, making it difficult for one to communicate with other people.

Working on homework with friends, however, ensures one learns how to express themselves and solve issues, making one an excellent communicator.

How does a lot of homework affect students’ performance? Burnout is a negative effect of homework. After spending the entire day learning, having to spend more hours doing too much homework lead to burnout. When it occurs, students begin dragging their feet when it comes to working on assignments and in some cases, fail to complete them. Therefore, they end up getting poor grades, which affects their overall performance.

Excessive homework also overshadows active learning, which is essential in the learning process. It encourages active participation of students in analyzing and applying what they learn in class in the real world. As a result, this limits the involvement of parents in the process of learning and children collaboration with friends. Instead, it causes boredom, difficulties for the students to work alongside others, and lack of skills in solving problems.

Should students have homework? Well, this is the question many parents and students ask when they consider these adverse effects of homework. Homework is vital in the learning process of any student. However, in most cases, it has crossed the line from being a tool for learning and becomes a source of suffering for students. With such effects, a balance is necessary to help students learn, remain healthy, and be all rounded individuals in society.

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One Response to How does homework affect students?

Great info and really valuable for teachers and tutors. This is a really very wonderful post. I really appreciate it; this post is very helpful for education.

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Why Homework Is Good for Students: 20 No-Nonsense Reasons

Is homework beneficial in education? It has long been a cornerstone, often sparking debates about its value. Some argue it creates unnecessary stress, while others assert it’s essential for reinforcing in-class learning. Why is homework important? The reality is, that homework is vital for students' personal and academic growth. It not only improves their grasp of the material but also develops crucial skills that extend well beyond the classroom. This review explores 20 reasons why homework is good and why it continues to be a key element of effective education.

Enhances Study Habits

Does homework help students learn? Establishing strong study habits is essential for long-term success. Home assignment plays a key role in enhancing these habits through regular practice. Here are reasons why students should have homework:

•  Routine Building: Independent work creates a consistent study routine, helping learners form daily study habits. This consistency is crucial for maintaining progress and avoiding last-minute cramming. 
•  Time Management: Managing home assignments teaches students to balance academic duties with other activities and personal time. 
•  Self-Discipline: Finishing assignments requires resisting distractions and staying focused, fostering the self-discipline needed for success in and out of college or school. 
•  Organization: Home task involves tracking preps, deadlines, and materials, improving students' organizational skills. 

These points underscore why homework is good for boosting study habits that lead to academic success. Regular home assignments help learners manage time, stay organized, and build the discipline necessary for their studies.

Facilitates Goal Setting

Setting and achieving goals is vital for student success. Homework assists in this by providing possibilities for setting both short-term and long-term academic objectives. Here’s why is homework beneficial for goal-setting: 

•  Short-Term Objectives: Homework encourages immediate targets, like finishing assignments by deadlines, and helping students stay focused and motivated. 
•  Long-Term Aspirations: Over time, preps contribute to broader accomplishments, such as mastering a subject or improving grades, providing direction in their studies. 
•  Motivation: Completing home tasks boosts motivation by demonstrating results from their effort. Achieving targets reinforces the importance of perseverance. 
•  Planning: Homework teaches essential planning and prioritization skills, helping learners approach tasks systematically. 

These aspects demonstrate the reasons why homework is good for setting and achieving educational targets. Regular preps help students establish clear objectives, plan effectively, and stay motivated.

Improves Concentration

Attention is vital for mastering any subject. Homework offers an opportunity to develop this ability. Here’s why homework is important for boosting attention:

•  Increased Focus: Regular assignments require sustained attention, improving mental engagement over time, benefiting both academic and non-academic tasks. 
•  Better Task Management: Homework teaches managing multiple tasks, enhancing the ability to concentrate on each without becoming overwhelmed. 
•  Mental Endurance: Completing home tasks builds stamina for longer study sessions and challenging tasks, crucial for advanced studies and career success. 
•  Attention to Detail: Home assignments promote careful attention to detail, requiring students to follow instructions and ensure accuracy. 

These elements show ‘why is homework good for students’. Homework aids students in improving their focus, leading to better academic outcomes. Regular practice through homework improves mental engagement.

Reinforces Perseverance

Perseverance is key to success. Homework significantly contributes to teaching this skill. Here are reasons homework is good in supporting the development of perseverance:

•  Problem-Solving: Homework challenges students to tackle difficult problems, fostering perseverance as they approach challenges with determination. 
•  Resilience: Regular homework helps build resilience against academic challenges, developing mental toughness. 
•  Persistence: Homework encourages persistence, teaching students to complete tasks despite difficulties, which is crucial for long-term goals. 
•  Confidence: Completing assignments boosts confidence, motivating students to tackle new challenges with determination. 

These reasons highlight ‘Why is homework good for fostering perseverance?’ Engaging with home tasks consistently helps students overcome obstacles and achieve their goals.

Final Consideration

To recap, the motivating reasons for homework extend well beyond the classroom. From improving study habits and mental engagement to fostering goal-setting and perseverance, the advantages are clear. Preps equip students with skills necessary for personal and academic growth. What do you think are the top 10 reasons why students should have homework among the ones we listed? Discuss with your peers. To refine your homework or essays, consider using tools like the AI Essay Detector and College Essay Generator to boost your academic performance.

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Is Homework Bad for Kids in Elementary School?

As a teacher with a master’s in Education and over a decade of experience in the public education system, I’ve seen firsthand how the traditional model of assigning homework plays out in the lives of young students and their families.

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While the intent behind homework has often been to reinforce what was learned in class, the reality is that for elementary-aged children, homework can do more harm than good. This post will answer your question, “is homework bad for kids?” and discuss the negative impacts it can have on young children.

**Keep reading because I’ll share how you can OPT OUT of homework AND give you a simple copy and paste e-mail to let your child’s teacher know your plans respectfully .

Skip Ahead:

Historical Perspective on Homework

Homework wasn’t always an integral part of elementary education. In fact, it was originally seen as a way to promote discipline and work ethic in older students. 

Over time, this practice trickled down into elementary schools, where the rationale was that starting early would give younger children a head start. However, the expectations for homework have not evolved to reflect our growing understanding of child development .

Today, elementary school students as young as five or six are coming home with worksheets and assignments, and the assumption is that this will help them achieve better academic performance. 

But research studies show that for elementary school children, this assumption of homework being good for kids is simply not supported by evidence. The benefits of homework at this grade level are minimal, and the academic benefits are often negligible.

Say NO to Homework and Hello to Connection

So, you're looking to reduce homework stress while still helping your kids grow and learn?

I totally get it.The good news is, learning doesn't always have to look like schoolwork. In fact, some of the most valuable lessons come from play, creativity, and spending time together as a family. I’m an educator and a parent, and I know firsthand that the key is finding balance and making small, intentional changes that support your child’s growth while keeping things fun and easy for everyone.

Grab this Family Connections Activities Guide and my simple e-mail template to send a respectful note to your child's teacher letting them know you'll be opting out of homework this year.

Why do Teachers Assign Homework

Teachers often assign homework with the best intentions, aiming to reinforce concepts taught in class, build good study habits, and promote independent learning. 

Many educators believe that homework helps students practice skills, retain information, and prepare for future lessons.

It’s also seen as a way to teach responsibility and time management, as students must manage their workload outside the classroom. 

Additionally, homework can serve as a tool for teachers to gauge a student’s understanding of the material, helping them identify areas where further instruction might be needed.

However, homework assignments are often influenced by school policies or long-standing traditions, and teachers may feel obligated to assign them even when they recognize that the benefits might vary for different age groups, especially for younger students.

What the Research Says about Homework in Elementary School

According to research by education expert Harris Cooper, who conducted a comprehensive review of educational research , the benefits of homework for elementary students are virtually non-existent. 

Cooper’s findings suggest that while homework may have some positive impact for older students, particularly in high school, we do know there is no clear academic advantage for children in elementary school.

In fact, the average homework assignment at this age level does not significantly improve test scores or student achievement. What’s more concerning is the emotional and psychological toll excessive homework can take.

For young children who are still developing basic cognitive and social skills, being saddled with assignments after school can actually backfire. Instead of fostering a love of learning, it often creates frustration, resentment, and anxiety. 

I’ve watched bright, curious children become overwhelmed by the pressure of completing homework, losing the spark that makes them naturally want to learn.

Physical and Mental Health Consequences of Homework in Elementary School

Homework also cuts into time that could be spent on activities that are far more beneficial to a child’s overall well-being , such as physical activity or social time with family. 

When kids come home from school, they need time to unwind, play, and engage in after-school activities. Instead, they often end up sitting for long periods, working through assignments that may not even be meaningful to them. 

This sedentary time is especially problematic when you consider that many children already spend so much of their day sitting at desks.

In terms of mental health , homework can become a significant source of stress—not just for children, but for families as a whole. In many households, the nightly homework routine turns into a battleground, with parents and children feeling frustrated, exhausted, and disconnected. 

Physical symptoms of stress like stomach problems and sleep deprivation are not uncommon, and these can have lasting effects on a child’s well-being.

I’ve had parents tell me how much they dread homework time because it creates tension in their home, and as a teacher, that is heartbreaking to hear. 

Ultimately, young children need space to explore their world in ways that are developmentally appropriate. When homework eats into that time, it deprives them of opportunities to grow in areas that are just as important—if not more so—than academic achievement.

It’s time to rethink the purpose of homework for elementary students and consider what is truly best for their development.

Can Homework Cause Anxiety

Homework can often become a significant source of anxiety for children , especially when they feel overwhelmed by the pressure to complete assignments after an already long school day. 

Many young children struggle with balancing the demands of homework with their need for relaxation and play, leading to feelings of frustration and stress.

The fear of making mistakes, not meeting expectations, or not finishing on time can cause children to internalize a sense of failure or inadequacy, even at an early age.

This anxiety not only affects their academic performance but can also seep into their overall well-being, disrupting sleep, affecting their mood, and diminishing their natural enthusiasm for learning. 

Over time, the constant pressure of homework can turn what should be a joyful pursuit of knowledge into a source of dread, creating a negative association with school and learning.

Why Family Time Matters More Than Homework

One of the most critical lessons I’ve learned as both an educator and a parent is that family time often holds far more value for a child’s growth than any worksheet ever could. 

Elementary-aged children thrive on connection, play, and unstructured moments with the people they love most. Yet, for many families, the pressures of homework steal this precious time away, contributing to a lack of balance between school and family life.

When we prioritize homework over time together as a family, we miss out on some of the most powerful learning opportunities that childhood has to offer.

The Value of Family Time

Family time is where some of the most profound learning happens—learning that goes beyond academics and touches the heart of what it means to be human. It’s during these moments that children feel secure, loved, and understood. 

Whether it’s talking around the dinner table, playing a game together, or simply sharing a story before bed, these interactions build emotional resilience and strengthen family bonds.

Research supports this as well. Studies have shown that children who spend more time engaging with their familie s are more emotionally stable, perform better socially, and develop stronger cognitive abilities. 

Family time fosters the development of life skills that can’t be measured by a standardized test—skills like empathy, communication, problem-solving, and patience. These are the very qualities that help children grow into well-rounded, confident individuals.

When the evening is filled with homework, these opportunities for connection often disappear. Instead of discussing the day or laughing together, the focus shifts to checking off assignments. 

This often leads to a sense of disconnection and even resentment, particularly when children struggle with the work or feel pressure to meet academic expectations.

The Role of Play in Learning

Play is an essential part of learning , especially for young children. Through play, kids naturally explore their world, experiment with ideas, and develop critical thinking skills.

 In fact, many of the problem-solving skills that we hope to teach through homework can be acquired far more effectively through imaginative play, building projects, and outdoor exploration.

Play also promotes creativity and resilience—two traits that are fundamental to lifelong learning. When children are free to play, they learn to take risks, deal with failure, and try new approaches. 

These are lessons that are difficult to teach through structured assignments but come naturally through the unstructured, joyful moments of play.

In contrast, traditional homework often stifles creativity. Repetitive tasks like worksheets or rote memorization do little to encourage innovative thinking or curiosity. In fact, they can dampen a child’s enthusiasm for learning altogether. 

The real learning happens when kids are given the space to pursue their own interests, ask questions, and engage with the world around them.

Creating Meaningful Experiences

So, what should families do instead of focusing on homework? The answer is simple: create meaningful experiences together. These don’t have to be grand or elaborate. 

Sometimes the most impactful moments come from the simplest activities —cooking dinner together, going for a walk, or working on a puzzle as a family.

These shared experiences are the foundation of a child’s development. They teach life skills in a way that’s engaging and meaningful.

For example, cooking together can teach math through measuring ingredients, science through understanding how things cook, and even history and culture through trying new recipes. Going for a walk outside can spark conversations about nature, exercise, and mindfulness. 

These moments foster curiosity and help children develop a love of learning that extends beyond the classroom.

By prioritizing family time, we are giving our children something far more valuable than any homework assignment could offer. 

We are showing them that they are more than just students; they are individuals whose interests, emotions, and well-being matter. In these moments, we nurture their whole selves, not just their academic skills.

Alternatives to Homework for Elementary Children

If we want to move away from the traditional homework model, it’s important to have alternatives that nurture our children’s growth in ways that feel enriching and meaningful. 

The good news is that there are countless ways to encourage learning outside of homework , many of which tap into children’s natural curiosity and love for discovery.

These alternatives not only reinforce the skills children need but also give them the freedom to explore, create, and enjoy childhood.

Encouraging Independent Play and Exploration

One of the most powerful alternatives to homework is independent play . When children are given the space and time to play freely, they engage in a form of learning that is deeply personal and developmentally appropriate. 

Play allows them to test boundaries, experiment with ideas, and develop problem-solving skills—all without the constraints of structured assignments.

Independent play builds confidence and fosters a growth mindset , as children learn to navigate challenges on their own terms. 

Whether they’re building a fort out of couch cushions, creating a masterpiece with chalk on the driveway, or pretending to be explorers in their backyard, they’re learning how to think critically, solve problems, and stay resilient when things don’t go as planned.

Allowing children time for this kind of play gives them a chance to recharge from the structured demands of school and tap into their own creativity and imagination.

It also encourages them to become self-directed learners, which is an essential skill for their future academic and personal success.

Fostering a Love of Learning Outside the Classroom

Another alternative to homework is fostering a love of learning through everyday experiences.

We often think of learning as something that happens only in the classroom or through formal assignments, but in reality, children are constantly learning from the world around them.

Parents can support this by encouraging their children to explore their interests and ask questions. 

For example, if your child is fascinated by dinosaurs, take them to the library to find books on the subject or watch a documentary together.

If they’re curious about how things work, spend time tinkering with household objects or building simple machines together.

These activities teach valuable lessons and build knowledge in ways that are fun and engaging for children.

The goal is to create an environment where learning feels like a natural part of life rather than something that happens only when there’s a worksheet in front of them.

By pursuing their passions and engaging in hands-on learning experiences, children develop a deeper love for knowledge and a stronger sense of curiosity that will serve them well throughout their lives.

Prioritizing Social and Emotional Learning

Elementary-aged children are at a critical stage in their social and emotional development, and this is an area that deserves just as much attention as academic skills. 

Social and emotional learning (SEL) is about helping children develop self-awareness, manage their emotions, build empathy, and establish healthy relationships.

These are essential life skills that cannot be taught through traditional homework. Instead of worksheets, families can focus on activities that promote social and emotional learning.

This might include family discussions where children are encouraged to express their feelings and listen to others, cooperative games that emphasize teamwork and communication, or community service projects that build empathy and a sense of responsibility to others. 

These activities help children learn to navigate the social world with confidence and compassion.

They also teach children how to manage stress, resolve conflicts, and make thoughtful decisions—skills that are crucial for both their personal happiness and their future success.

What Parents Can Do to Advocate for Less Homework

As parents, we hold incredible power to influence the educational experiences of our children. If you believe that traditional homework doesn’t serve your child’s best interests , you’re not alone—and you don’t have to accept it as a given.

By advocating for a more balanced, thoughtful approach to learning, you can help shape a school environment that prioritizes well-being, curiosity, and real-world learning.

Here’s how you can start advocating for less homework and creating a home environment that supports learning without the pressure of assignments.

Can Parents Opt-Out of Homework

The idea that parents can opt out of homework is gaining traction as more families recognize that traditional assignments may not always serve their child’s best interests, especially in elementary school.

Some schools and teachers are open to this option, allowing parents to decide whether or not their child completes homework based on what works best for their family. Parents who opt out often do so to prioritize their child’s well-being, choosing to focus on unstructured play, family time, or personalized learning activities instead.

By opting out, parents take an active role in shaping their child’s education , advocating for a more balanced approach that nurtures both academic and personal growth.

However, it’s important for parents to communicate openly with teachers and schools about their decision, ensuring that everyone is aligned on supporting the child’s overall learning journey.

Communicating with Teachers and Schools

One of the most effective steps parents can take is to start a conversation with their child’s teacher. 

As a former teacher myself, I can tell you that most educators are open to feedback and genuinely want what’s best for their students. Often, teachers assign homework out of habit or due to school policies, not necessarily because they believe it’s the best method for every child.

Frame it as a partnership. 

Express your concerns in a respectful, constructive manner, and focus on your child’s well-being.

For example, you might say, “I’ve noticed that after a long day at school, my child seems exhausted and overwhelmed by homework. I’m wondering if there are ways we can work together to adjust the homework load or explore alternatives that are more beneficial for their development.”

Grab my Opt Out of Homework template here!

Be prepared to offer suggestions. 

Perhaps your child could engage in more hands-on learning at home , or the teacher could suggest activities that align with classroom content but don’t involve traditional homework.

You might also advocate for more reading time or projects that encourage creativity and independent thinking, rather than worksheets and busywork.

If your child’s school has a formal homework policy, it might be helpful to gather other like-minded parents and approach the administration collectively. 

Thankfully, many schools are rethinking their homework policies in light of recent years of research, and showing that there’s parent support for a change can help drive that discussion.

Creating a Home Environment That Supports Learning Without Homework

Even if homework is a part of your child’s school routine, you can create a home environment that balances those demands with opportunities for unstructured learning. One of the best ways to do this is by cultivating a home that encourages exploration, curiosity, and creativity .

Start by making learning a natural part of everyday life. Fill your home with books, art supplies , puzzles, building materials, and other resources that spark interest. 

Minimize toys that do the work for the child (toys should do no more than 10% of the work!), and create a space for play that is minimal and simple. Encourage your children to ask questions, explore their passions, and dive into projects that excite them.

The goal is to make learning feel less like a task and more like a natural extension of their curiosity.

Another key is to prioritize downtime. Make sure your children have time each day to unwind, play freely, and engage in activities that bring them joy. This could mean family game nights, outdoor play, or even just quiet time to read or daydream (remember, boredom is GOOD for kids!). 

When children have time to relax and recharge, they are better equipped to face the challenges of school and life with a positive attitude.

It’s also important to model a love of learning yourself. Let your children see you engaging in activities that involve discovery and growth—whether that’s reading a book, working on a hobby, or trying something new. 

When children see that learning doesn’t end when school is over, they are more likely to adopt that mindset themselves.

Finding a Balance That Works for Your Family

Ultimately, every family is different, and there’s no one-size-fits-all solution when it comes to homework (or anything for that matter!).

The key is finding a balance that works for your family’s unique needs and values. If you feel that your child’s homework load is affecting their well-being or family life, it’s okay to set boundaries.

You might choose to limit the hours of homework your child spends each evening, allowing them to stop after a certain point and focus on other activities.

Advocating for less homework doesn’t mean you’re against education—it means you’re for a more holistic approach to learning that respects your child’s developmental needs.

As parents, we have the right to prioritize what we believe is best for our children, even when it means challenging the status quo. 

By taking small steps, whether that’s having a conversation with a teacher or shifting the focus at home, you can help create a more balanced, enriching experience for your child—one that goes beyond the traditional homework model and nurtures their full potential.

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How Homework Is Destroying Teens’ Health

Jessica Amabile '24 , Staff Writer March 25, 2022

“[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[?]”

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.

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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Finding the calm in the storm: How music can help students’ mental health 

Sep 5, 2024

One of the most beautiful things about music is how universal and accessible it is. It’s prevalent in almost every culture and with the wide variety of genres and styles that exist, there’s something for every mood, every occasion, and everyone. While there’s a time and place for every style of music, there’s one that is timelessly beautiful and proven to improve health, decrease stress, improve mood, and enhance cognitive performance: the sounds of nature. i     We know that mental health is crucial for academic success. In fact, studies show that students who experience high levels of stress and anxiety may also experience reduced motivation, hindered academic achievement, and increased dropout rates. ii  

So, ahead of back-to-school, we had the opportunity to speak to the team at Little Symphony , a Canadian-based group of artists who travel the world recording beautiful nature sounds and pair them with heartfelt ambient orchestral music. Through them, we learned firsthand just how powerful and impactful nature-inspired ambient music can be for your mental health, especially for students. Listen to our Moment of calm playlist as you continue reading this story.    Bryson Huculak, one of the co-founders of Little Symphony notes that despite being a fairly independent person, he recalls feeling lonely when he moved to Edmonton for university. Kendra Huculak, Little Symphony’s media coordinator recalls times in university where she felt “pressured, sometimes isolated and a feeling as though I didn’t have a moment or a single drop of energy to spare.” These experiences are all too familiar for university and college students. It’s the very reason why Little Symphony was created: to help others who may be struggling.  “To know our listeners feel calmer, have less anxiety and an improved ability to relax through our music is truly a privilege.” – Kendra Huculak, Little Symphony   Research has shown that sound plays a significant role in influencing our mood and mental state. Ambient music, characterized by its gentle melodies and atmospheric tones, can create an environment conducive to relaxation and mindfulness. Similarly, nature sounds—like the gentle rustle of leaves, the calming flow of water, and the soft chirping of birds—have a profound effect on our mental health. Here’s how these sounds can influence us: 

• Reduced stress and anxiety   Ambient music has been found to lower levels of the stress hormone cortisol. iii By providing a serene backdrop, it can help individuals find solace during times of anxiety and tension. 
• Enhanced focus and concentration   For many, ambient music serves as a helpful tool for concentration. Whether you’re working, studying, or engaging in creative pursuits, the right sound can drown out distractions and enhance your productivity. iv
• Feeling more connected to nature   Nature sounds evoke a sense of being outdoors, which can be especially beneficial for those who spend long hours indoors. This connection to nature can enhance feelings of well-being and decrease feelings of isolation. 
• Boosted mood   The sounds of nature can evoke positive emotions and improve overall mood. Whether it’s the sound of ocean waves or a gentle rain shower, these natural rhythms can lift spirits and create a sense of harmony. i  

As we transition from summer vacations back to classrooms, finding simple, effective ways to support our mental health is essential. CMHA and Little Symphony encourage you to explore the power of ambient music and nature sounds. Here are a few ways to get started: 

• Create a moment of calm: Find a quiet space where you can retreat and listen to calming sounds during stressful moments. 
• Establish morning sound rituals: Begin the school day with a few minutes of ambient music to set a positive tone for learning. 
• Build study playlists: Find or build playlists of ambient music and nature sounds to play during homework or study time, enhancing focus and productivity. Little Symphony has created one for you already to get you started .

Remember, taking care of your mental health is just as important as caring for your physical health. So, put on those headphones, close your eyes, and let the soothing sounds guide you to a place of peace and calm. Give it a try and let us know how it transforms your day! 

Resources  

If you or someone you love is struggling, please contact your local CMHA . 9-8-8 is for anyone who is thinking about suicide, or who is worried about someone they know. Connect to a responder to get help without judgement. Call or text 9-8-8 toll-free, anytime for support in English or French. Call 9-8-8 (toll-free, 24/7) or text 9-8-8 (toll-free, 24/7). For more information, visit https://988.ca .  Learn more about Little Symphony . 

i Can the Sounds of Nature Help Heal Our Body and Brain? | Psychology Today ii Academic Stress and Mental Well-Being in College Students: Correlations, Affected Groups, and COVID-19 (nih.gov)   iii   6 Ways Music Can Reduce Your Stress | Psychology Today   iv  The Power of Ambient Noise: Boosting Focus, Creativity, and Productivity | by Focus Labs | Get Focused | Medium

From anxiety to action: How education can equip young people to address climate change

Mamta murthi, juergen voegele.

As temperatures soar and floods ravage communities in Mozambique, young people are not only threatened physically and economically, they are also grappling with an invisible enemy—climate anxiety. This anxiety isn't just about extreme weather; it's also about an uncertain future.

In interviews, students told us they worry that “some islands will cease to exist” and that “adults don’t understand.” One student said: “My mother believes that cyclones are a great snake that blows when she passes. I explain to her that cyclones are due to climatic phenomena, and that there are things we can do.”

Eager to learn and take action

Mozambique is not an exception. Most adolescents around the world are experiencing deep anxiety about climate change. Eighty-three percent of youth surveyed in eight low- and middle-income countries (Bangladesh, Kazakhstan, India, Angola, Tanzania, Colombia, Senegal, and China) said that climate change makes them terrified about the future.

These young people are eager to learn more about climate change and take action to help, but many are not equipped with the knowledge and skills to do so. Nearly 88 percent of secondary school students in Bangladesh want to do something about climate change, for instance, but just 32 percent can correctly answer basic questions about it.  

Education can fill the gaps

A new World Bank report, Choosing our Future: Education for Climate Action , uses data and analysis to understand the role education can play in responding to climate change as well as the challenges climate change poses to education systems. It explores how education can help propel the green transition by addressing the information, knowledge, and skills gaps that hinder climate action, and the steps countries can take to adapt education systems to a changing climate.

As the report shows, education has a key role to play in tackling climate change. It can combat misinformation and fill gaps in knowledge on related challenges and solutions, a persistent problem. For example, only 7 percent of Ugandan grade eight students can properly answer a set of six basic climate change questions. Education can solve this. It is the single strongest predictor of climate awareness: Each additional year of schooling increases climate awareness by 8.6 percent, and the effect is larger in higher quality education systems.

Education also has a vital role to play in fostering the skills needed for green transitions. Science, technology, engineering, and math (STEM) skills associated with “traditional” green sectors, like energy, are critical, but analysis in the report shows that any job in any sector can become greener with the right set of skills. Moreover, green skills are increasingly being demanded across a range of industries. In Brazil, for example, 25 percent of the required skills in online ads for jobs in the food and beverage industry are green skills such as recycling and waste management.  

Investing in foundational skills

An investment in foundational skills is an investment in climate action. Building climate specific knowledge and green skills requires solid mastery of the basics.

Rather than crowding out foundational skills, climate topics should be embedded in foundational lessons. This can be done by building climate curricula into existing topics, in ways that are understandable, accessible, and draw on local knowledge. For example, reading lessons can include examples of the benefits of preserving forests and math lessons can integrate lessons on temperature and sea level changes. Integrated classroom lessons can be supplemented with activities that integrate local knowledge and practical skills. In Morocco, an estimated 6 million students have participated in the  One Student, One Tree, One School, One Forest project , learning about the environment by planting seeds and cuttings in their communities.

Governments also have a role to play. First, by investing in quality foundational learning alongside climate education. This means integrating climate topics into foundational lessons. Second, by increasing the number of students who study STEM subjects, especially women and students from marginalized groups. Third, by recognizing that not all green skills are the same as STEM skills.

STEM skills are essential in sectors that will be key to the green transition and require deep changes in practices and technologies, like agriculture or energy. But any job can contribute to this transition if workers have the right set of skills. Green skills demand is changing rapidly and jobs in diverse sectors are becoming greener with the evolution of tasks and skills. Governments should focus on improving information flows between employers and students and on increasing flexibility between academic and vocational studies. This can help young people to make informed decisions and respond to evolutions in the labor market.  

Climate impacts to education

These investments will only pay off, however, if education outcomes are protected from the impacts of climate change . As high temperatures and natural disasters become more common, schools face longer and more frequent closures, with each missed day setting back children's educational progress.

Even when schools do not close, increasing heat erodes children’s learning. Climate adaptation investments can head off these effects on learning, and estimates in our report show that governments have cost-effective options as low as a one-time investment of $18.51 per student. These cost-effective possibilities include solutions for temperature control, infrastructure resilience, remote learning during school closures, and teacher training. The first two will help reduce the likelihood of climate-related school closures and all four will help minimize climate-related learning losses.

Youth have been at the forefront of climate activism because they have the most at stake in the green transition. Education has an important role to play in facilitating and speeding that transition, and policy makers owe it to young people to leverage education for climate action.

• Climate Change
• The World Region

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Vice President for the People Vice Presidency at the World Bank

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