how to spend less time on homework

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How many times have you found yourself still staring at your textbook around midnight (or later!) even when you started your homework hours earlier? Those lost hours could be explained by Parkinson’s Law, which states, “Work expands to fill the time available for its completion.” In other words, if you give yourself all night to memorize those geometry formulas for your quiz tomorrow, you’ll inevitably find that a 30 minute task has somehow filled your entire evening.

We know that you have more homework than ever. But even with lots and lots to do, a few tweaks to your study routine could help you spend less time getting more accomplished. Here are 8 steps to make Parkinson’s Law work to your advantage:

1. Make a list

This should be a list of everything that has to be done that evening. And we mean, everything—from re-reading notes from this morning’s history class to quizzing yourself on Spanish vocabulary.

2. Estimate the time needed for each item on your list

You can be a little ruthless here. However long you think a task will take, try shaving off 5 or 10 minutes. But, be realistic. You won’t magically become a speed reader.

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3. Gather all your gear

Collect EVERYTHING you will need for the homework you are working on (like your laptop for writing assignments and pencils for problem sets). Getting up for supplies takes you off course and makes it that much harder to get back to your homework.

The constant blings and beeps from your devices can make it impossible to focus on what you are working on. Switch off or silence your phones and tablets, or leave them in another room until it’s time to take a tech break.

5. Time yourself

Noting how much time something actually takes will help you estimate better and plan your next study session.

6. Stay on task

If you’re fact checking online, it can be so easy to surf on over to a completely unrelated site. A better strategy is to note what information you need to find online, and do it all at once at the end of the study session.

7. Take plenty of breaks

Most of us need a break between subjects or to break up long stretches of studying. Active breaks are a great way to keep your energy up. Tech breaks can be an awesome way to combat the fear of missing out that might strike while you are buried in your work, but they also tend to stretch much longer than originally intended. Stick to a break schedule of 10 minutes or so.

8. Reward yourself!

Finish early? If you had allocated 30 minutes for reading a biology chapter and it only took 20, you can apply those extra 10 minutes to a short break—or just move on to your next task. If you stay on track, you might breeze through your work quickly enough to catch up on some Netflix.

Our best piece of advice? Keep at it. The more you use this system, the easier it will become. You’ll be surprised by how much time you can shave off homework just by focusing and committing to a distraction-free study plan.

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How to Spend Less Time on Homework (But Still Get the Most Out of It)

For many students, homework can be a daunting task. Some students dread having to spend long hours on their nightly assignments, and it’s easy to procrastinate instead of getting started. We’ve got some helpful tips on how to work more efficiently on your nightly assignments. Here’s how to spend less time on homework (but still get the most out of it)!

1. Prioritize your responsibilities. Decide which tasks are time sensitive or need to be completed by a given date, and work on those first. It’s always a good idea to prioritize your responsibilities! In Tutor Doctor’s X-Skills Program , these are referred to as “Alpha” and “Beta” tasks. By dedicating your time to your bigger obligations first, you’ll avoid having to rush when important assignments are due.

2. Organize your materials. Keeping your materials neat and organized contributes drastically towards your homework efficiency. If you have your class materials separated and easily identifiable, you’ll never misplace an assignment or have trouble finding your notes. For more great organization tips, check out our blog “ Tutor Doctor’s Tips to Get Organized at School .”

3. Pace yourself. Work on your assignments gradually – especially the big ones! You should always try to avoid putting yourself in situations where you’re racing against the clock. Cramming for an exam is never a good idea. This is referred to as massed practice , and it’s not an effective method of studying. Rather, break up your large tasks into chunks (known as spaced practice ). By doing a little bit at a time, you’ll retain much more information and will spend less time studying in the long run.

4. Take breaks. Try to avoid locking yourself in your room for a multi-hour homework session. Some students do this because they want to finish as quickly as possible (the “let’s get it over with” mentality). However, if you take small breaks in between, you’ll save yourself from dealing with mental fatigue and you’ll actually get done faster. Even better, have a healthy snack before going back to your assignments!

5. Seek additional resources. If you find yourself struggling with a particular concept or class, find out if your teachers or school offers additional help. Many schools offer supplemental assistance – study groups, for instance, are a great way to gain clarity into a subject while also learning to work together with other classmates.

6. Finish what you can. If you have a lot of little assignments to complete, do the easy ones first. Although it may seem appealing to get the hard ones out of the way and save the easy assignments for last, you might feel “burnt out” after you get the difficult tasks done. Instead of risking motivation loss, work on the easy problems and assignments first (this is a good test taking strategy as well). Then, use the remaining time to tackle more difficult tasks.

7. Remind yourself of the purpose of homework. Although this may seem rather obvious, it can be easy to forget that homework isn’t supposed to be a test of your abilities. Homework is meant to be practice, and making mistakes is perfectly okay. Some students get hung up trying to avoid errors, but this really isn’t homework’s purpose. Rather, the vast majority of teachers are looking at a student’s attempts and efforts when grading homework assignments.

8. Work with a tutor. Having a tutor is like an academic coach – we map out the plays, the schedules, and the practice drills. The tutors we work with strive to make each session as efficient as possible, coming prepared with lesson plans and supplemental material. Tutors are experts at maximizing efficiency! Many students are surprised to find that what they were able to get done in 3 hours can be accomplished in 1 hour with a great tutor. Our goal is to teach these executive function skills to students so that in the future they can use these techniques themselves!

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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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Homework Skills

11 Ways to Deal With Homework Overload

Last Updated: May 22, 2024 Fact Checked

Making a Plan

Staying motivated, starting good homework habits, expert q&a.

This article was co-authored by Jennifer Kaifesh . Jennifer Kaifesh is the Founder of Great Expectations College Prep, a tutoring and counseling service based in Southern California. Jennifer has over 15 years of experience managing and facilitating academic tutoring and standardized test prep as it relates to the college application process. She takes a personal approach to her tutoring, and focuses on working with students to find their specific mix of pursuits that they both enjoy and excel at. She is a graduate of Northwestern University. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 253,879 times.

A pile of homework can seem daunting, but it’s doable if you make a plan. Make a list of everything you need to do, and work your way through, starting with the most difficult assignments. Focus on your homework and tune out distractions, and you’ll get through things more efficiently. Giving yourself breaks and other rewards will help you stay motivated along the way. Don’t be afraid to ask for help if you get stuck! Hang in there, and you’ll knock the homework out before you know it.

Things You Should Know

Create a checklist of everything you have to do, making sure to include deadlines and which assignments are a top priority.
Take a 15-minute break for every 2 hours of studying. This can give your mind a break and help you feel more focused.
Make a schedule of when you plan on doing your homework and try to stick to it. This way, you won’t feel too overwhelmed as the assignments roll in.

Step 1 Create a checklist of the tasks you have.

Make a plan to go through your work bit by bit, saving the easiest tasks for last.

Step 3 Work in a comfortable but distraction-free place.

Put phones and any other distractions away. If you have to do your homework on a computer, avoid checking your email or social media while you are trying to work.
Consider letting your family (or at least your parents) know where and when you plan to do homework, so they'll know to be considerate and only interrupt if necessary.

If you have the option to do your homework in a study hall, library, or other place where there might be tutors, go for it. That way, there will be help around if you need it. You'll also likely wind up with more free time if you can get work done in school.

To take a break, get up and move away from your workspace. Walk around a bit, and get a drink or snack.
Moving around will recharge you mentally, physically, and spiritually, so you’re ready to tackle the next part of your homework.

Step 2 Remind yourself of the big picture.

For instance, you might write “I need to do this chemistry homework because I want a good average in the class. That will raise my GPA and help me stay eligible for the basketball team and get my diploma.”
Your goals might also look something like “I’m going to write this history paper because I want to get better as a writer. Knowing how to write well and make a good argument will help me when I’m trying to enter law school, and then down the road when I hope to become a successful attorney.”

Try doing your homework as soon as possible after it is assigned. Say you have one set of classes on Mondays, Wednesdays, and Fridays, and another on Tuesdays and Thursdays. Do the Monday homework on Monday, instead of putting it off until Tuesday.
That way, the class will still be fresh in your mind, making the homework easier.
This also gives you time to ask for help if there’s something you don’t understand.

If you want to keep everyone accountable, write a pact for everyone in your study group to sign, like “I agree to spend 2 hours on Monday and Wednesday afternoons with my study group. I will use that time just for working, and won’t give in to distractions or playing around.”
Once everyone’s gotten through the homework, there’s no problem with hanging out.

Step 4 Let your teacher know if you’re having trouble keeping up.

Most teachers are willing to listen if you’re trying and legitimately have trouble keeping up. They might even adjust the homework assignments to make them more manageable.

Reader Videos

↑ https://www.understood.org/en/articles/homework-strategies
↑ https://kidshealth.org/en/teens/homework.html
↑ https://kidshelpline.com.au/kids/tips/dealing-with-homework
↑ https://kidshealth.org/en/teens/focused.html
↑ http://www.aiuniv.edu/blog/august-2014/tips-for-fighting-homework-fatigue
↑ http://kidshealth.org/en/parents/homework.html
↑ https://learningcenter.unc.edu/tips-and-tools/study-partners/

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What’s the Right Amount of Homework?

Decades of research show that homework has some benefits, especially for students in middle and high school—but there are risks to assigning too much.

Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the “ 10-minute homework guideline ”—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students’ needs, not the amount of time spent on it.

The guideline doesn’t account for students who may need to spend more—or less—time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time—often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don’t have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989 ; Cooper et al., 2006 ; Marzano & Pickering, 2007 ). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren’t proficient readers by the end of third grade, they’re less likely to succeed academically and graduate from high school (Fiester, 2013 ).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. “Something surprising happened: They started doing more work at home,” Fiorentino writes . “This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them.” She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic—and to retain what they learn—they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006 ). Recent research also shows that online math homework, which can be designed to adapt to students’ levels of understanding, can significantly boost test scores (Roschelle et al., 2016 ).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015 ). Crossing that upper limit can drain student motivation and focus. The researchers recommend that “homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort.” Teachers should avoid low-effort, repetitive assignments, and assign homework “with the aim of instilling work habits and promoting autonomous, self-directed learning.”

In other words, it’s the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions :

How long will it take to complete?
Have all learners been considered?
Will an assignment encourage future success?
Will an assignment place material in a context the classroom cannot?
Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn’t overwhelming (Cooper et al., 2006 ; Marzano & Pickering, 2007 ). When students spend too much time on homework—more than two hours each night—it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013 ).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning—it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014 ). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that’s three hours—far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child’s learning (Walker et al., 2004 ). It can provide insights into a child’s strengths and interests, and can also encourage conversations about a child’s life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it’s also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015 ). Parents should avoid being overly intrusive or controlling—students report feeling less motivated to learn when they don’t have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017 ; Patall, Cooper, & Robinson, 2008 ; Silinskas & Kikas, 2017 ). So while homework can encourage parents to be more involved with their kids, it’s important to not make it a source of conflict.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The pandemic made the conversation around homework more crucial

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

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

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

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

'Get organized' ahead of back-to-school

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

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

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

Breaking up assignments can also make things easier to tackle.

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

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

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

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

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Sat / act prep online guides and tips, how to do homework: 15 expert tips and tricks.

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Everyone struggles with homework sometimes, but if getting your homework done has become a chronic issue for you, then you may need a little extra help. That’s why we’ve written this article all about how to do homework. Once you’re finished reading it, you’ll know how to do homework (and have tons of new ways to motivate yourself to do homework)!

We’ve broken this article down into a few major sections. You’ll find:

A diagnostic test to help you figure out why you’re struggling with homework
A discussion of the four major homework problems students face, along with expert tips for addressing them
A bonus section with tips for how to do homework fast

By the end of this article, you’ll be prepared to tackle whatever homework assignments your teachers throw at you .

So let’s get started!

How to Do Homework: Figure Out Your Struggles

Sometimes it feels like everything is standing between you and getting your homework done. But the truth is, most people only have one or two major roadblocks that are keeping them from getting their homework done well and on time.

The best way to figure out how to get motivated to do homework starts with pinpointing the issues that are affecting your ability to get your assignments done. That’s why we’ve developed a short quiz to help you identify the areas where you’re struggling.

Take the quiz below and record your answers on your phone or on a scrap piece of paper. Keep in mind there are no wrong answers!

1. You’ve just been assigned an essay in your English class that’s due at the end of the week. What’s the first thing you do?

A. Keep it in mind, even though you won’t start it until the day before it’s due B. Open up your planner. You’ve got to figure out when you’ll write your paper since you have band practice, a speech tournament, and your little sister’s dance recital this week, too. C. Groan out loud. Another essay? You could barely get yourself to write the last one! D. Start thinking about your essay topic, which makes you think about your art project that’s due the same day, which reminds you that your favorite artist might have just posted to Instagram...so you better check your feed right now.

2. Your mom asked you to pick up your room before she gets home from work. You’ve just gotten home from school. You decide you’ll tackle your chores:

A. Five minutes before your mom walks through the front door. As long as it gets done, who cares when you start? B. As soon as you get home from your shift at the local grocery store. C. After you give yourself a 15-minute pep talk about how you need to get to work. D. You won’t get it done. Between texts from your friends, trying to watch your favorite Netflix show, and playing with your dog, you just lost track of time!

3. You’ve signed up to wash dogs at the Humane Society to help earn money for your senior class trip. You:

A. Show up ten minutes late. You put off leaving your house until the last minute, then got stuck in unexpected traffic on the way to the shelter. B. Have to call and cancel at the last minute. You forgot you’d already agreed to babysit your cousin and bake cupcakes for tomorrow’s bake sale. C. Actually arrive fifteen minutes early with extra brushes and bandanas you picked up at the store. You’re passionate about animals, so you’re excited to help out! D. Show up on time, but only get three dogs washed. You couldn’t help it: you just kept getting distracted by how cute they were!

4. You have an hour of downtime, so you decide you’re going to watch an episode of The Great British Baking Show. You:

A. Scroll through your social media feeds for twenty minutes before hitting play, which means you’re not able to finish the whole episode. Ugh! You really wanted to see who was sent home! B. Watch fifteen minutes until you remember you’re supposed to pick up your sister from band practice before heading to your part-time job. No GBBO for you! C. You finish one episode, then decide to watch another even though you’ve got SAT studying to do. It’s just more fun to watch people make scones. D. Start the episode, but only catch bits and pieces of it because you’re reading Twitter, cleaning out your backpack, and eating a snack at the same time.

5. Your teacher asks you to stay after class because you’ve missed turning in two homework assignments in a row. When she asks you what’s wrong, you say:

A. You planned to do your assignments during lunch, but you ran out of time. You decided it would be better to turn in nothing at all than submit unfinished work. B. You really wanted to get the assignments done, but between your extracurriculars, family commitments, and your part-time job, your homework fell through the cracks. C. You have a hard time psyching yourself to tackle the assignments. You just can’t seem to find the motivation to work on them once you get home. D. You tried to do them, but you had a hard time focusing. By the time you realized you hadn’t gotten anything done, it was already time to turn them in.

Like we said earlier, there are no right or wrong answers to this quiz (though your results will be better if you answered as honestly as possible). Here’s how your answers break down:

If your answers were mostly As, then your biggest struggle with doing homework is procrastination.
If your answers were mostly Bs, then your biggest struggle with doing homework is time management.
If your answers were mostly Cs, then your biggest struggle with doing homework is motivation.
If your answers were mostly Ds, then your biggest struggle with doing homework is getting distracted.

Now that you’ve identified why you’re having a hard time getting your homework done, we can help you figure out how to fix it! Scroll down to find your core problem area to learn more about how you can start to address it.

And one more thing: you’re really struggling with homework, it’s a good idea to read through every section below. You may find some additional tips that will help make homework less intimidating.

How to Do Homework When You’re a Procrastinator

Merriam Webster defines “procrastinate” as “to put off intentionally and habitually.” In other words, procrastination is when you choose to do something at the last minute on a regular basis. If you’ve ever found yourself pulling an all-nighter, trying to finish an assignment between periods, or sprinting to turn in a paper minutes before a deadline, you’ve experienced the effects of procrastination.

If you’re a chronic procrastinator, you’re in good company. In fact, one study found that 70% to 95% of undergraduate students procrastinate when it comes to doing their homework. Unfortunately, procrastination can negatively impact your grades. Researchers have found that procrastination can lower your grade on an assignment by as much as five points ...which might not sound serious until you realize that can mean the difference between a B- and a C+.

Procrastination can also negatively affect your health by increasing your stress levels , which can lead to other health conditions like insomnia, a weakened immune system, and even heart conditions. Getting a handle on procrastination can not only improve your grades, it can make you feel better, too!

The big thing to understand about procrastination is that it’s not the result of laziness. Laziness is defined as being “disinclined to activity or exertion.” In other words, being lazy is all about doing nothing. But a s this Psychology Today article explains , procrastinators don’t put things off because they don’t want to work. Instead, procrastinators tend to postpone tasks they don’t want to do in favor of tasks that they perceive as either more important or more fun. Put another way, procrastinators want to do things...as long as it’s not their homework!

3 Tips f or Conquering Procrastination

Because putting off doing homework is a common problem, there are lots of good tactics for addressing procrastination. Keep reading for our three expert tips that will get your homework habits back on track in no time.

#1: Create a Reward System

Like we mentioned earlier, procrastination happens when you prioritize other activities over getting your homework done. Many times, this happens because homework...well, just isn’t enjoyable. But you can add some fun back into the process by rewarding yourself for getting your work done.

Here’s what we mean: let’s say you decide that every time you get your homework done before the day it’s due, you’ll give yourself a point. For every five points you earn, you’ll treat yourself to your favorite dessert: a chocolate cupcake! Now you have an extra (delicious!) incentive to motivate you to leave procrastination in the dust.

If you’re not into cupcakes, don’t worry. Your reward can be anything that motivates you . Maybe it’s hanging out with your best friend or an extra ten minutes of video game time. As long as you’re choosing something that makes homework worth doing, you’ll be successful.

#2: Have a Homework Accountability Partner

If you’re having trouble getting yourself to start your homework ahead of time, it may be a good idea to call in reinforcements . Find a friend or classmate you can trust and explain to them that you’re trying to change your homework habits. Ask them if they’d be willing to text you to make sure you’re doing your homework and check in with you once a week to see if you’re meeting your anti-procrastination goals.

Sharing your goals can make them feel more real, and an accountability partner can help hold you responsible for your decisions. For example, let’s say you’re tempted to put off your science lab write-up until the morning before it’s due. But you know that your accountability partner is going to text you about it tomorrow...and you don’t want to fess up that you haven’t started your assignment. A homework accountability partner can give you the extra support and incentive you need to keep your homework habits on track.

#3: Create Your Own Due Dates

If you’re a life-long procrastinator, you might find that changing the habit is harder than you expected. In that case, you might try using procrastination to your advantage! If you just can’t seem to stop doing your work at the last minute, try setting your own due dates for assignments that range from a day to a week before the assignment is actually due.

Here’s what we mean. Let’s say you have a math worksheet that’s been assigned on Tuesday and is due on Friday. In your planner, you can write down the due date as Thursday instead. You may still put off your homework assignment until the last minute...but in this case, the “last minute” is a day before the assignment’s real due date . This little hack can trick your procrastination-addicted brain into planning ahead!

If you feel like Kevin Hart in this meme, then our tips for doing homework when you're busy are for you.

How to Do Homework When You’re too Busy

If you’re aiming to go to a top-tier college , you’re going to have a full plate. Because college admissions is getting more competitive, it’s important that you’re maintaining your grades , studying hard for your standardized tests , and participating in extracurriculars so your application stands out. A packed schedule can get even more hectic once you add family obligations or a part-time job to the mix.

If you feel like you’re being pulled in a million directions at once, you’re not alone. Recent research has found that stress—and more severe stress-related conditions like anxiety and depression— are a major problem for high school students . In fact, one study from the American Psychological Association found that during the school year, students’ stress levels are higher than those of the adults around them.

For students, homework is a major contributor to their overall stress levels . Many high schoolers have multiple hours of homework every night , and figuring out how to fit it into an already-packed schedule can seem impossible.

3 Tips for Fitting Homework Into Your Busy Schedule

While it might feel like you have literally no time left in your schedule, there are still ways to make sure you’re able to get your homework done and meet your other commitments. Here are our expert homework tips for even the busiest of students.

#1: Make a Prioritized To-Do List

You probably already have a to-do list to keep yourself on track. The next step is to prioritize the items on your to-do list so you can see what items need your attention right away.

Here’s how it works: at the beginning of each day, sit down and make a list of all the items you need to get done before you go to bed. This includes your homework, but it should also take into account any practices, chores, events, or job shifts you may have. Once you get everything listed out, it’s time to prioritize them using the labels A, B, and C. Here’s what those labels mean:

A Tasks : tasks that have to get done—like showing up at work or turning in an assignment—get an A.
B Tasks : these are tasks that you would like to get done by the end of the day but aren’t as time sensitive. For example, studying for a test you have next week could be a B-level task. It’s still important, but it doesn’t have to be done right away.
C Tasks: these are tasks that aren’t very important and/or have no real consequences if you don’t get them done immediately. For instance, if you’re hoping to clean out your closet but it’s not an assigned chore from your parents, you could label that to-do item with a C.

Prioritizing your to-do list helps you visualize which items need your immediate attention, and which items you can leave for later. A prioritized to-do list ensures that you’re spending your time efficiently and effectively, which helps you make room in your schedule for homework. So even though you might really want to start making decorations for Homecoming (a B task), you’ll know that finishing your reading log (an A task) is more important.

#2: Use a Planner With Time Labels

Your planner is probably packed with notes, events, and assignments already. (And if you’re not using a planner, it’s time to start!) But planners can do more for you than just remind you when an assignment is due. If you’re using a planner with time labels, it can help you visualize how you need to spend your day.

A planner with time labels breaks your day down into chunks, and you assign tasks to each chunk of time. For example, you can make a note of your class schedule with assignments, block out time to study, and make sure you know when you need to be at practice. Once you know which tasks take priority, you can add them to any empty spaces in your day.

Planning out how you spend your time not only helps you use it wisely, it can help you feel less overwhelmed, too . We’re big fans of planners that include a task list ( like this one ) or have room for notes ( like this one ).

#3: Set Reminders on Your Phone

If you need a little extra nudge to make sure you’re getting your homework done on time, it’s a good idea to set some reminders on your phone. You don’t need a fancy app, either. You can use your alarm app to have it go off at specific times throughout the day to remind you to do your homework. This works especially well if you have a set homework time scheduled. So if you’ve decided you’re doing homework at 6:00 pm, you can set an alarm to remind you to bust out your books and get to work.

If you use your phone as your planner, you may have the option to add alerts, emails, or notifications to scheduled events . Many calendar apps, including the one that comes with your phone, have built-in reminders that you can customize to meet your needs. So if you block off time to do your homework from 4:30 to 6:00 pm, you can set a reminder that will pop up on your phone when it’s time to get started.

This dog isn't judging your lack of motivation...but your teacher might. Keep reading for tips to help you motivate yourself to do your homework.

How to Do Homework When You’re Unmotivated

At first glance, it may seem like procrastination and being unmotivated are the same thing. After all, both of these issues usually result in you putting off your homework until the very last minute.

But there’s one key difference: many procrastinators are working, they’re just prioritizing work differently. They know they’re going to start their homework...they’re just going to do it later.

Conversely, people who are unmotivated to do homework just can’t find the willpower to tackle their assignments. Procrastinators know they’ll at least attempt the homework at the last minute, whereas people who are unmotivated struggle with convincing themselves to do it at a ll. For procrastinators, the stress comes from the inevitable time crunch. For unmotivated people, the stress comes from trying to convince themselves to do something they don’t want to do in the first place.

Here are some common reasons students are unmotivated in doing homework :

Assignments are too easy, too hard, or seemingly pointless
Students aren’t interested in (or passionate about) the subject matter
Students are intimidated by the work and/or feels like they don’t understand the assignment
Homework isn’t fun, and students would rather spend their time on things that they enjoy

To sum it up: people who lack motivation to do their homework are more likely to not do it at all, or to spend more time worrying about doing their homework than...well, actually doing it.

3 Tips for How to Get Motivated to Do Homework

The key to getting homework done when you’re unmotivated is to figure out what does motivate you, then apply those things to homework. It sounds tricky...but it’s pretty simple once you get the hang of it! Here are our three expert tips for motivating yourself to do your homework.

#1: Use Incremental Incentives

When you’re not motivated, it’s important to give yourself small rewards to stay focused on finishing the task at hand. The trick is to keep the incentives small and to reward yourself often. For example, maybe you’re reading a good book in your free time. For every ten minutes you spend on your homework, you get to read five pages of your book. Like we mentioned earlier, make sure you’re choosing a reward that works for you!

So why does this technique work? Using small rewards more often allows you to experience small wins for getting your work done. Every time you make it to one of your tiny reward points, you get to celebrate your success, which gives your brain a boost of dopamine . Dopamine helps you stay motivated and also creates a feeling of satisfaction when you complete your homework !

#2: Form a Homework Group

If you’re having trouble motivating yourself, it’s okay to turn to others for support. Creating a homework group can help with this. Bring together a group of your friends or classmates, and pick one time a week where you meet and work on homework together. You don’t have to be in the same class, or even taking the same subjects— the goal is to encourage one another to start (and finish!) your assignments.

Another added benefit of a homework group is that you can help one another if you’re struggling to understand the material covered in your classes. This is especially helpful if your lack of motivation comes from being intimidated by your assignments. Asking your friends for help may feel less scary than talking to your teacher...and once you get a handle on the material, your homework may become less frightening, too.

#3: Change Up Your Environment

If you find that you’re totally unmotivated, it may help if you find a new place to do your homework. For example, if you’ve been struggling to get your homework done at home, try spending an extra hour in the library after school instead. The change of scenery can limit your distractions and give you the energy you need to get your work done.

If you’re stuck doing homework at home, you can still use this tip. For instance, maybe you’ve always done your homework sitting on your bed. Try relocating somewhere else, like your kitchen table, for a few weeks. You may find that setting up a new “homework spot” in your house gives you a motivational lift and helps you get your work done.

Social media can be a huge problem when it comes to doing homework. We have advice for helping you unplug and regain focus.

How to Do Homework When You’re Easily Distracted

We live in an always-on world, and there are tons of things clamoring for our attention. From friends and family to pop culture and social media, it seems like there’s always something (or someone!) distracting us from the things we need to do.

The 24/7 world we live in has affected our ability to focus on tasks for prolonged periods of time. Research has shown that over the past decade, an average person’s attention span has gone from 12 seconds to eight seconds . And when we do lose focus, i t takes people a long time to get back on task . One study found that it can take as long as 23 minutes to get back to work once we’ve been distracte d. No wonder it can take hours to get your homework done!

3 Tips to Improve Your Focus

If you have a hard time focusing when you’re doing your homework, it’s a good idea to try and eliminate as many distractions as possible. Here are three expert tips for blocking out the noise so you can focus on getting your homework done.

#1: Create a Distraction-Free Environment

Pick a place where you’ll do your homework every day, and make it as distraction-free as possible. Try to find a location where there won’t be tons of noise, and limit your access to screens while you’re doing your homework. Put together a focus-oriented playlist (or choose one on your favorite streaming service), and put your headphones on while you work.

You may find that other people, like your friends and family, are your biggest distraction. If that’s the case, try setting up some homework boundaries. Let them know when you’ll be working on homework every day, and ask them if they’ll help you keep a quiet environment. They’ll be happy to lend a hand!

#2: Limit Your Access to Technology

We know, we know...this tip isn’t fun, but it does work. For homework that doesn’t require a computer, like handouts or worksheets, it’s best to put all your technology away . Turn off your television, put your phone and laptop in your backpack, and silence notifications on any wearable tech you may be sporting. If you listen to music while you work, that’s fine...but make sure you have a playlist set up so you’re not shuffling through songs once you get started on your homework.

If your homework requires your laptop or tablet, it can be harder to limit your access to distractions. But it’s not impossible! T here are apps you can download that will block certain websites while you’re working so that you’re not tempted to scroll through Twitter or check your Facebook feed. Silence notifications and text messages on your computer, and don’t open your email account unless you absolutely have to. And if you don’t need access to the internet to complete your assignments, turn off your WiFi. Cutting out the online chatter is a great way to make sure you’re getting your homework done.

#3: Set a Timer (the Pomodoro Technique)

Have you ever heard of the Pomodoro technique ? It’s a productivity hack that uses a timer to help you focus!

Here’s how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break. Every time you go through one of these cycles, it’s called a “pomodoro.” For every four pomodoros you complete, you can take a longer break of 15 to 30 minutes.

The pomodoro technique works through a combination of boundary setting and rewards. First, it gives you a finite amount of time to focus, so you know that you only have to work really hard for 25 minutes. Once you’ve done that, you’re rewarded with a short break where you can do whatever you want. Additionally, tracking how many pomodoros you complete can help you see how long you’re really working on your homework. (Once you start using our focus tips, you may find it doesn’t take as long as you thought!)

Two Bonus Tips for How to Do Homework Fast

Even if you’re doing everything right, there will be times when you just need to get your homework done as fast as possible. (Why do teachers always have projects due in the same week? The world may never know.)

The problem with speeding through homework is that it’s easy to make mistakes. While turning in an assignment is always better than not submitting anything at all, you want to make sure that you’re not compromising quality for speed. Simply put, the goal is to get your homework done quickly and still make a good grade on the assignment!

Here are our two bonus tips for getting a decent grade on your homework assignments , even when you’re in a time crunch.

#1: Do the Easy Parts First

This is especially true if you’re working on a handout with multiple questions. Before you start working on the assignment, read through all the questions and problems. As you do, make a mark beside the questions you think are “easy” to answer .

Once you’ve finished going through the whole assignment, you can answer these questions first. Getting the easy questions out of the way as quickly as possible lets you spend more time on the trickier portions of your homework, which will maximize your assignment grade.

(Quick note: this is also a good strategy to use on timed assignments and tests, like the SAT and the ACT !)

#2: Pay Attention in Class

Homework gets a lot easier when you’re actively learning the material. Teachers aren’t giving you homework because they’re mean or trying to ruin your weekend... it’s because they want you to really understand the course material. Homework is designed to reinforce what you’re already learning in class so you’ll be ready to tackle harder concepts later.

When you pay attention in class, ask questions, and take good notes, you’re absorbing the information you’ll need to succeed on your homework assignments. (You’re stuck in class anyway, so you might as well make the most of it!) Not only will paying attention in class make your homework less confusing, it will also help it go much faster, too.

What’s Next?

If you’re looking to improve your productivity beyond homework, a good place to begin is with time management. After all, we only have so much time in a day...so it’s important to get the most out of it! To get you started, check out this list of the 12 best time management techniques that you can start using today.

You may have read this article because homework struggles have been affecting your GPA. Now that you’re on the path to homework success, it’s time to start being proactive about raising your grades. This article teaches you everything you need to know about raising your GPA so you can

Now you know how to get motivated to do homework...but what about your study habits? Studying is just as critical to getting good grades, and ultimately getting into a good college . We can teach you how to study bette r in high school. (We’ve also got tons of resources to help you study for your ACT and SAT exams , too!)

These recommendations are based solely on our knowledge and experience. If you purchase an item through one of our links, PrepScholar may receive a commission.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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How to spend less time on homework

By Ha Van Dong
Posted in Education
On March 26, 2019
Comments Off on How to spend less time on homework

For most students, homework is always a major source of worry. It gets worse if you do not know how to balance studies and sports or any recreational activity. It is also noteworthy that difficult assignments can sometimes force a student to spend more than assigned hours. But, because everyone would wish to finish assignments on time so that they can spend time doing other things, a question most learners ask is this: Where can I find someone to do my homework ? Will I pay for the services and how much?

The truth is that with the internet, students can find tons of information relating to academics, and custom writing help. You don’t have to face up to a possibility of submitting assignments late where with a few taps and clicks, you are able to find a writer for pay. That aside, it is also noteworthy that the internet has all the information you need regarding school work.

This post samples vital tips to help you do homework, and most importantly, spending less time at it. Therefore, read on to learn more.

· start early.

Students who wait until the last hours before assignment deadlines are always bound to run into headwinds. You will either do shoddy work or end up submitting it late. Thus, one of the best things to do, especially if you are procrastinator is to always start early, and finish before deadline. It is a trick that always works and you will never panic whenever there is homework to do.

· Create a to-do list

There are high chances that failing to submit assignment on time is because you don’t have a to-do list. Come to think about it. How do you start writing an essay homework and move to the next task without having a proper guide? The catch here is that with a to-do list, it becomes easy to prioritize tasks based on their level or urgency.

· Allot enough time for every task

It is also noteworthy that students can hardly have a single assignment at a time. It could be two or more, especially towards the weekend. Now, to avoid delays, it is imperative to allot each task enough time to avoid delays. If you are the kind of student who works without planning your time according, chances are you will end up in a state of confusion.

Look at it this way. You spend hours doing short easy tasks at the expense of long and tedious ones? Well, that would amount to miscalculation. Do not forget to time yourself. It is the best way to realize accountability the moment you settle on a task.

· Gather everything you need in advance

Whether it is a study gadget or a reading app, getting ready for homework beforehand will save you lots of time. Also, you should make sure to have reference materials and books within reach, preferably, someone on the study table to avoid unnecessary movements once you settle down to write essay homework.

· Avoid social media and other distractions

Sometimes when you think you are heading to the finish line with assignments, a distraction sets in. It could be spending time posting statuses on social media or following an interesting conversation. It is a habit that comes with unchecked use of electronics such as a smartphone or computer.

If you’ve always fallen into such a time-wasting trap, then it is time to do a reality check and make adjustments. The catch here is that social media can be addictive, and when you want to juggle between liking posts on Instagram or reading comments or Facebook, it becomes difficult to make progress. In a nutshell, keep away from things that could end up distracting you from the main task such as social media. Most importantly, keep away gadget and find a quiet and ample study room to help you focus.

· Always take breaks

Homework may be very demanding, but taking breaks is vital provided you plan your time well. It could be 10 or 30 minutes, but you will be happy you did. Students who take breaks when doing assignments say that they get a burst of energy afterwards, which is all you need to keep grinding through assignments. You won’t be able to push through difficult assignments without giving your brain relaxation space. For some, it is writing essays during magic hours that yield the best results.

· Focus on finishing before time

Every student would wish to have extra time to play or rest soon after finishing assignments. Thus, it can only be possible if you start early. Most importantly, limit distractions while at it.

The bottom Line

Poor planning is the number one cause of delays even when it comes to doing homework. However, with tips in this post, and sometimes hiring a reliable assignment help , you will always be on time.

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Tips on how to spend less time on home assignments

It goes without saying that each and every student considers homework assignments as an extremely time-consuming process, which may well cause anxiety and panic. Even though one might have an extended deadline, it is hard to organize the time to deal with all of the homework tasks by reason of its abundance. As follows, if you aspire to finish your assignments as soon as possible and even have spare time for yourself, consider the following tips and make them part of your daily routine.

Prearrange your responsibilities

It means that you should determine which tasks you need to be completed firstly (in order to meet the deadline). It is always a good idea to prioritize your assignments for the reason that it may well increase your productivity. Set up which tasks are urgent and complete them. Once they are done, decide which homework is the hardest one and try to prepare to it, meaning that if it requires writing an essay using some primary sources, you have to devote some time to find them.

Set the timer

Even though you might have a long deadline, yet you want to complete your homework assignment quickly, you can set the timer to get more motivation and productivity. It is widely known that strict deadlines make people work faster . Decide how much time you theoretically need to finish the task and set the timer. To stick to the high level of productivity and efficiency, reward yourself with something once the task is done, which also lets you have a break. For instance, you can break your two-page essay into two parts, meaning that the first one is focused precisely on finding sources and writing an outline of the paper. The second one stands for writing the entire essay, editing it, and proofreading. Assuming that you can spend two hours on both of the parts, the first one may demand half an hour, while the second one and hour plus a couple of short breaks that aim to make you remain concentrated. As a consequence, using the aforementioned method, you will note that your procrastination does not have an impact on you anymore.

Concentration is the key

Having too much on your plate may well make you disturbed and unfocused. As a result, you are prone to spend way more time as it usually takes. Among the most disastrous things that bother you can be social media, TV, and so forth. That’s why you should examine your study routine and omit to load your brain with the activities, as mentioned earlier while studying for the reason that the human brain may not perceive such an amount of information and be focused on a single activity. Consequently, you absorb information worse than you could do without being involved in listening to music or whatsoever and spend more time coping with the tasks. Other than that, if you entirely focus on your assignments without replying to people on social media or watching videos on YouTube, you will notice that it takes way less time to complete your homework as it used to require. As an alternative, you can visit Anonymous Essay delegating doing your tasks and keep on texting. However, if you are up to do it on your own, here is a trick to become more focused: define the task you are to do in the first place, then set the timer for 30 minutes, concentrate on the task for the delineated time, take a ten-minute break, and repeat all the steps. In addition, you can try alternating tasks, meaning that if you have to write an essay and finish your science project, try writing the paper for 20 minutes, taking a short break, and then switching on your science project.

Take notes during the classes

Needless to say that taking notes is vital for every graduate for the reason that they help to hold and construct a study system what will suit your need and your learning process. Even though taking notes is essential, one may not be aware of a successful way of noting the material for its future retaining at home. As follows, three methods are widely considered to be the most beneficial ones that are to help to organize the notes. Firstly, it is the charting method, which means that the notes are written down into a table with separate columns with individual segments, which, in turn, are related to the topic.

Secondly, the outline method requires writing down all the necessary information in the form of bullet points and subtopics that aid structuring pieces of details into subcategories. This approach is widely agreed to be the most common one for taking notes because it is smooth and precise. However, sometimes it may happen that you write down information, and after some time, you tend to forget the thing for the reason that the bullet point wasn’t developed.

Last but not least, the Cornell method, which stands for the page layout. Meaning that the page is prone to be divided into two columns, parts, or blocks with a tiny column used to note down questions, comments, and so forth while all the notes go into the most critical pillar.

No matter which method of taking notes you change, it should be perceived by you like a game. Not only does it bring enjoyment to you, but also it increases your absorption of the given piece of information. If you find a technique that works for you the best, indubitably, it will boost your productivity of individual homework sessions.

Final Words

In order to spend less time on homework assignments, one is to consider using the tips, as mentioned above, which aim is to reduce the consumed time on tasks. For instance, setting the timer will ensure a student to put away the phone and cut down on texting while studying. Aside from that, focusing on one task for a defined amount of time and having short breaks will increase one’s productivity and efficiency.

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Time Management Exercise

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M.Ed., Education Administration, University of Georgia
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Do you find yourself rushing to complete your homework assignment at the last moment? Are you always starting your homework when you're supposed to be going to bed? The root of this common problem may be time management.

This easy exercise will help you identify the tasks or habits that take time away from your studies and help you develop more healthy homework habits.

Keeping Track of Your Time

The first goal of this exercise is to get you to think about how you spend your time . For instance, how much time do you think you spend on the phone per week? The truth may surprise you.

First, make a list of common time-consuming activities:

Talking on the phone
Listening to music
Watching TV
Playing games/surfing web
Spending time with family

Next, jot down an estimated time for each one. Record the amount of time that you think you devote to each of these activities per day or week.

Make a Chart

Using your list of activities, create a chart with five columns.

Keep this chart on hand at all times for five days and keep track of all the time you spend on each activity. This will be tough sometimes since you probably spend a lot of time going rapidly from one activity to the other or doing two at once.

For example, you may watch TV and eat at the same time. Just record the activity as one or the other. This is an exercise, not a punishment or a science project. Don't pressure yourself!

Once you have tracked your time for a week or so, take a look at your chart. How do your actual times compare with your estimates?

If you are like most people, you may be shocked to see how much time you spend doing things that are unproductive.

Does homework time come in last place? If so, you're normal. In fact, there are many things that should take more time than homework, like family time. But surely there are some problem areas that you can identify as well. Are you spending four hours a night watching TV or playing video games?

You certainly deserve your leisure time. But to have a healthy, productive life, you should have a good balance among family time, homework time, and leisure time.

Set New Goals

When tracking your time, you may find that you spend some time on things you just can't classify. Whether we're sitting on the bus staring out the window, waiting in line for a ticket, or sitting at the kitchen table gazing off in the distance, we all spend time doing, well—nothing.

Look over your activity chart and determine areas you could target for improvement. Then, start the process over again with a new list.

Make new time estimates for each task or activity. Set goals for yourself, allowing more time for homework and less time on one of your weaknesses, like TV or games.

You will soon see that the mere act of thinking about how you spend your time will bring about a change in your habits.

Suggestions for Success

Don't work alone. Some of us need support to stick to something. A little competition with a friend always makes things more interesting. Work with a friend, compare notes, lists, and charts. Make a game of it!
Include your parent. Get your mom or dad involved and have them keep track of the time they waste. Now that might be interesting!
Negotiate a reward system . Whether you work with a friend or a parent, work out a system for rewarding yourself for progress. If working with a friend, you could agree to provide lunch or dinner for the time-saving winner each week.If working with a parent, you could negotiate an extended curfew for every increased minute devoted toward homework. Perhaps you could even substitute dollars for minutes. The possibilities are endless!
Have a party for reaching a goal. Even if you're working on your own, you could promise yourself a party as a reward for reaching a specific goal.
Make it a class project. This would be a great project for an entire class. The teacher or group leader could keep track of progress with a flow chart. When the class reaches a goal as a group—it's party time!
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Learning Disabilities Association of America

How Much Time Should Be Spent on Homework?

At the elementary level homework should be brief, at your child’s ability level and involve frequent, voluntary and high interest activities. Young students require high levels of feedback and/or supervision to help them complete assignments correctly. Accurate homework completion is influenced by your child’s ability, the difficulty of the task, and the amount of feedback your child receives. When assigning homework, your child’s teachers may struggle to create a balance at this age between ability, task difficulty and feedback. Unfortunately, there are no simple guiding principles.

We can assure you, however, that your input and feedback on a nightly basis is an essential component in helping your child benefit from the homework experience.

What is the recommended time in elementary school?

In first through third grade, students should receive one to three assignments per week, taking them no more than fifteen to twenty minutes. In fourth through sixth grade, students should receive two to four assignments per week, lasting between fifteen and forty-five minutes. At this age, the primarily goal of homework is to help your child develop the independent work and learning skills that will become critical in the higher grades. In the upper grades, the more time spent on homework the greater the achievement gains.

What is the recommended time in middle and high school?

For students in middle and high school grades there are greater overall benefits from time engaged in practicing and thinking about school work. These benefits do not appear to depend as much upon immediate supervision or feedback as they do for elementary students. In seventh through ninth grade we recommend students receive three to five sets of assignments per week, lasting between forty-five and seventy-five minutes per set. In high school students will receive four to five sets of homework per week, taking them between seventy-five and 150 minutes per set to complete.

As children progress through school, homework and the amount of time engaged in homework increases in importance. Due to the significance of homework at the older age levels, it is not surprising that there is more homework assigned. Furthermore, homework is always assigned in college preparatory classes and assigned at least three quarters of the time in special education and vocational training classes. Thus at any age, homework may indicate our academic expectations of children.

Regardless of the amount of homework assigned, many students unsuccessful or struggling in school spend less rather than more time engaged in homework. It is not surprising that students spending less time completing homework may eventually not achieve as consistently as those who complete their homework.

Does this mean that time devoted to homework is the key component necessary for achievement?

We are not completely certain. Some American educators have concluded that if students in America spent as much time doing homework as students in Asian countries they might perform academically as well. It is tempting to assume such a cause and effect relationship.

However, this relationship appears to be an overly simple conclusion. We know that homework is important as one of several influential factors in school success. However, other variables, including student ability, achievement, motivation and teaching quality influence the time students spend with homework tasks. Many students and their parents have told us they experience less difficulty being motivated and completing homework in classes in which they enjoyed the subject, the instruction, the assignments and the teachers.

The benefits from homework are the greatest for students completing the most homework and doing so correctly. Thus, students who devote time to homework are probably on a path to improved achievement. This path also includes higher quality instruction, greater achievement motivation and better skill levels.

Authors: Dr. Sam Goldstein and Dr. Sydney Zentall

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So simple, so efficient!

An Easy Way To Reduce Time Spent On Homework Assignments

That is the million-dollar question students have when they are doing their work, how can I spend less time on my homework? It is actually pretty simple to do if you have the right tools and mindset to get the work done. These tips will help you make the time you spend on your work go faster, and these tips will also help you retain the information that you go over on your work.

How to Spend Less Time On Homework

One of the easiest ways that you can spend less time on your assignments is to start them early. For example, if you have an assignment due at the end of the week, and you get it on Monday, work on it a little each day until it is complete. And if you have an assignment that is due the next day, start it at school. You can do it in study hall or on the bus ride home. Doing a little at a time in your free time will mean less work at home.
Make sure you have all of the material you need before you leave school. You don’t want to get home and figure out you forgot your book. If you have to write it down so, you don’t forget. You can’t do your work fast if you don’t have everything you need.
Pick an area in your home that is quiet and doesn’t have any distractions. If you work in an area like this, you will be able to focus and complete your work faster.
You can also reduce the time spent on your assignments by paying attention in class, taking notes, asking questions, and reading your textbook. If you do just these simple things, you will be able to complete your work faster because then you will be able to find the answers the questions faster than someone that didn’t do these simple things.

All of these tips can be used for all of your classes, and if you do these you will spend less time on your assignments, and you will be able to spend more time doing fun things. And if you are still having a hard time with your assignments, ask for help or buy assignment online. Your teacher or parents can also provide help you need to do great on the test as well.

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Are You Down With or Done With Homework?

Posted January 17, 2012
By Lory Hough

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Ed School Professor Howard Gardner basically agrees.

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

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

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

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

Read a January 2014 update.

Homework Policy Still Going Strong

Ed. Magazine

The magazine of the Harvard Graduate School of Education

Commencement Marshal Sarah Fiarman: The Principal of the Matter

Making Math “Almost Fun”

Alum develops curriculum to entice reluctant math learners

Teacher standing happily in front of class

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

May 11 Art Car Club showcases its rolling artwork on wheels at the Orange Show parade
May 3 Cultures collide at the Bellaire International Student Association Fest
May 2 Uncalculated uncertainties
May 1 National Honor Society welcomes new inductees
April 27 The road from Rhode Island

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Students spend three times longer on homework than average, survey reveals

Sonya Kulkarni and Pallavi Gorantla | Jan 9, 2022

Graphic by Sonya Kulkarni

The National Education Association and the National Parent Teacher Association have suggested that a healthy number of hours that students should be spending can be determined by the “10-minute rule.” This means that each grade level should have a maximum homework time incrementing by 10 minutes depending on their grade level (for instance, ninth-graders would have 90 minutes of homework, 10th-graders should have 100 minutes, and so on).

As ‘finals week’ rapidly approaches, students not only devote effort to attaining their desired exam scores but make a last attempt to keep or change the grade they have for semester one by making up homework assignments.

High schoolers reported doing an average of 2.7 hours of homework per weeknight, according to a study by the Washington Post from 2018 to 2020 of over 50,000 individuals. A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number.

The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average.

When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than nine with an average of about four hours. In contrast, polled students said that about one hour of homework would constitute a healthy number of hours.

Junior Claire Zhang said she feels academically pressured in her AP schedule, but not necessarily by the classes.

“The class environment in AP classes can feel pressuring because everyone is always working hard and it makes it difficult to keep up sometimes.” Zhang said.

A total of 93 students reported that the minimum grade they would be satisfied with receiving in a class would be an A. This was followed by 81 students, who responded that a B would be the minimum acceptable grade. 19 students responded with a C and four responded with a D.

“I am happy with the classes I take, but sometimes it can be very stressful to try to keep up,” freshman Allyson Nguyen said. “I feel academically pressured to keep an A in my classes.”

Up to 152 students said that grades are extremely important to them, while 32 said they generally are more apathetic about their academic performance.

Last year, nine valedictorians graduated from Bellaire. They each achieved a grade point average of 5.0. HISD has never seen this amount of valedictorians in one school, and as of now there are 14 valedictorians.

“I feel that it does degrade the title of valedictorian because as long as a student knows how to plan their schedule accordingly and make good grades in the classes, then anyone can be valedictorian,” Zhang said.

Bellaire offers classes like physical education and health in the summer. These summer classes allow students to skip the 4.0 class and not put it on their transcript. Some electives also have a 5.0 grade point average like debate.

Close to 200 students were polled about Bellaire having multiple valedictorians. They primarily answered that they were in favor of Bellaire having multiple valedictorians, which has recently attracted significant acclaim .

Senior Katherine Chen is one of the 14 valedictorians graduating this year and said that she views the class of 2022 as having an extraordinary amount of extremely hardworking individuals.

“I think it was expected since freshman year since most of us knew about the others and were just focused on doing our personal best,” Chen said.

Chen said that each valedictorian achieved the honor on their own and deserves it.

“I’m honestly very happy for the other valedictorians and happy that Bellaire is such a good school,” Chen said. “I don’t feel any less special with 13 other valedictorians.”

Nguyen said that having multiple valedictorians shows just how competitive the school is.

“It’s impressive, yet scary to think about competing against my classmates,” Nguyen said.

Offering 30 AP classes and boasting a significant number of merit-based scholars Bellaire can be considered a competitive school.

“I feel academically challenged but not pressured,” Chen said. “Every class I take helps push me beyond my comfort zone but is not too much to handle.”

Students have the opportunity to have off-periods if they’ve met all their credits and are able to maintain a high level of academic performance. But for freshmen like Nguyen, off periods are considered a privilege. Nguyen said she usually has an hour to five hours worth of work everyday.

“Depending on the day, there can be a lot of work, especially with extra curriculars,” Nguyen said. “Although, I am a freshman, so I feel like it’s not as bad in comparison to higher grades.”

According to the survey of Bellaire students, when asked to evaluate their agreement with the statement “students who get better grades tend to be smarter overall than students who get worse grades,” responders largely disagreed.

Zhang said that for students on the cusp of applying to college, it can sometimes be hard to ignore the mental pressure to attain good grades.

“As a junior, it’s really easy to get extremely anxious about your GPA,” Zhang said. “It’s also a very common but toxic practice to determine your self-worth through your grades but I think that we just need to remember that our mental health should also come first. Sometimes, it’s just not the right day for everyone and one test doesn’t determine our smartness.”

HUMANS OF BELLAIRE – Andrew Abdelmlak

Karis and Lydia drove to UT Austin for the ILPC conference with fellow editors Ari Castañeda and Jason Deng on April 21. TPP won a Silver Star award for the online site and a Bronze Star for the print magazine.

‘Two sides of the brain’

HUMANS OF BELLAIRE – Eric Li

Wei and her mother practice the route she would take to school. Taken on Aug. 28, 2023, the day before Wei attended classes.

From China to Bellaire, senior adjusts to changes

Rimawi describes her years at Bellaire as not a typical high school experience due to having online school her freshman year. She said she didnt get to experience the general high school environment until 10th grade.

HUMANS OF BELLAIRE – Sarah Rimawi

Club members walk beside their art car through Allen Parkway.

Art Car Club showcases its rolling artwork on wheels at the Orange Show parade

Senior Saachi Gupta was one of the many Bollywood Club dancers. Their performance consisted of a mixture of traditional and contemporary dances such as: Kathak and Bharatanatyam.

Cultures collide at the Bellaire International Student Association Fest

Out of 441 responders, 211 AP Precalculus students feel prepared for the AP exam. On the other hand, 230 believe they are not ready. The exam will take place on May 13 at 12 p.m.

Uncalculated uncertainties

NHS co-advisor Jennifer Kuhleman recognizes NHS scholarship semi-finalists seniors Katelyn Ta, Aaditya Krishna and Akshay Kapur (left to right). All three of the seniors demonstrated the four pillars of NHS during their time at Bellaire.

National Honor Society welcomes new inductees

Burgjohann was awarded First Year Teacher of the Year, having moved from her home in Rhode Island to the state of Texas just two weeks before the start of the 2023 academic school year.

The road from Rhode Island

Humans of Bellaire

HUMANS OF BELLAIRE – Helena Wang

HUMANS OF BELLAIRE – Jermy Scarpetta

HUMANS OF BELLAIRE – Emily Mao

HUMANS OF BELLAIRE – Lydia Elias

Turney pitches the ball during a softball game. Turney said that softball has helped her get closer with friends and coaches and build new relationships.

HUMANS OF BELLAIRE – Ella Turney

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Anonymous • Nov 21, 2023 at 10:32 am

It’s not really helping me understand how much.

josh • May 9, 2023 at 9:58 am

Kassie • May 6, 2022 at 12:29 pm

Im using this for an English report. This is great because on of my sources needed to be from another student. Homework drives me insane. Im glad this is very updated too!!

Kaylee Swaim • Jan 25, 2023 at 9:21 pm

I am also using this for an English report. I have to do an argumentative essay about banning homework in schools and this helps sooo much!

Izzy McAvaney • Mar 15, 2023 at 6:43 pm

I am ALSO using this for an English report on cutting down school days, homework drives me insane!!

E. Elliott • Apr 25, 2022 at 6:42 pm

I’m from Louisiana and am actually using this for an English Essay thanks for the information it was very informative.

Nabila Wilson • Jan 10, 2022 at 6:56 pm

Interesting with the polls! I didn’t realize about 14 valedictorians, that’s crazy.

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What's the best state for you », students spend more time on homework but teachers say it's worth it.

Time spent on homework has increased in recent years, but educators say that's because the assignments have also changed.

Students Spending More Time on Homework

Make sure you understand your test answers, both right and wrong, in order to identify weaknesses and improve your overall score.

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High school students get assigned up to 17.5 hours of homework per week, according to a survey of 1,000 teachers.

Although students nowadays are spending significantly more time on homework assignments – sometimes up to 17.5 hours each week – the type and quality of the assignments have changed to better capture critical thinking skills and higher levels of learning, according to a recent survey of teachers conducted by the University of Phoenix College of Education.

The survey of 1,000 K-12 teachers found, among other things, that high school teachers on average assign about 3.5 hours of homework each week. For high school students who typically have five classes with different teachers, that could mean as much as 17.5 hours each week. By comparison, the survey found middle school teachers assign about 3.2 hours of homework each week and kindergarten through fifth grade teachers assign about 2.9 hours each week.

[ READ : Standardized Testing Debate Should Focus on Local School Districts, Report Says ]

By comparison, a 2011 study from the National Center for Education Statistics found high school students reported spending an average of 6.8 hours of homework per week, while a 1994 report from the National Center for Education Statistics – reviewing trends in data from the National Assessment of Educational Progress – found 39 percent of 17-year-olds said they did at least one hour of homework each day.

"What has changed is not necessarily the magic number of how many hours they’re doing per night, but it’s the quality of the homework," says Ashley Norris, assistant dean of the university's college of education. Part of that shift in recent years, she says, may come from more schools implementing the Common Core State Standards, which are intended to put more of an emphasis on critical thinking and problem-solving skills.

"You see a change from teachers … giving, really, busy work … to where they’re actually creating long-term projects that students have to manage outside of the classroom, or reading, where they read and come back into the classroom and share their findings," Norris says. "It's not just about rote memorization, because we know that doesn't stick."

For younger students, having more meaningful homework assignments can help build time-management skills, as well as enhance parent-child interaction, Norris says. But the bigger connection for high school students, she says, is doing assignments outside of the classroom that get them interested in a career path.

[ MORE : How Virtual Games Can Help Struggling Students Learn ]

Moving forward, as more schools dive into more time-consuming – but Norris says more meaningful – assignments, there may be a greater shift in the number of schools utilizing the "flipped classroom" method, in which students watch a lesson or lecture at home online, and bring their questions to the classroom to work with their peers while the teacher is present to help facilitate any problems that arise.

"This is already happening in the classrooms. And I think that idea, this whole idea where homework is this applied learning that goes outside the boundaries of a classroom – what can we use that actual class time for?" Norris says "To come back and collaborate on learning, learn from each other, maybe critique our own [work] and share those experiences."

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Tags: K-12 education , education , Common Core , teachers

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Spending Too Much Time on Homework Linked to Lower Test Scores

A new study suggests the benefits to homework peak at an hour a day. After that, test scores decline.

Samantha Larson

Polls show that American public high school teachers assign their students an average of 3.5 hours of homework a day . According to a recent study from the University of Oviedo in Spain, that’s far too much.

While doing some homework does indeed lead to higher test performance, the researchers found the benefits to hitting the books peak at about an hour a day. In surveying the homework habits of 7,725 adolescents, this study suggests that for students who average more than 100 minutes a day on homework, test scores start to decline. The relationship between spending time on homework and scoring well on a test is not linear, but curved.

This study builds upon previous research that suggests spending too much time on homework leads to higher stress, health problems and even social alienation. Which, paradoxically, means the most studious of students are in fact engaging in behavior that is counterproductive to doing well in school.

Because the adolescents surveyed in the new study were only tested once, the researchers point out that their results only indicate the correlation between test scores and homework, not necessarily causation. Co-author Javier Suarez-Alvarez thinks the most important findings have less to do with the amount of homework than with how that homework is done.

From Education Week :

Students who did homework more frequently – i.e., every day – tended to do better on the test than those who did it less frequently, the researchers found. And even more important was how much help students received on their homework – those who did it on their own preformed better than those who had parental involvement. (The study controlled for factors such as gender and socioeconomic status.)

“Once individual effort and autonomous working is considered, the time spent [on homework] becomes irrelevant,” Suarez-Alvarez says. After they get their daily hour of homework in, maybe students should just throw the rest of it to the dog.

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Samantha Larson | | READ MORE

Samantha Larson is a freelance writer who particularly likes to cover science, the environment, and adventure. For more of her work, visit SamanthaLarson.com

11 Surprising Homework Statistics, Facts & Data

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

46% of parents think their child’s math homework is too easy.
25% of parents think their child’s math homework is not too easy.
29% of parents offered no opinion.

Here are the figures for language arts homework:

44% of parents think their child’s language arts homework is too easy.
28% of parents think their child’s language arts homework is not too easy.
28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California.

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

What age were the children in the study?
What was the homework they were assigned?
What tools were available to them?
What were the cultural attitudes to homework and how did they impact the study?
Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Animism Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 10 Magical Thinking Examples
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Social-Emotional Learning (Definition, Examples, Pros & Cons)
Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ What is Educational Psychology?

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The way U.S. teens spend their time is changing, but differences between boys and girls persist

Teens today are spending their time differently than they did a decade ago. They’re devoting more time to sleep and homework, and less time to paid work and socializing. But what has not changed are the differences between teen boys and girls in time spent on leisure, grooming, homework, housework and errands, according to a new Pew Research Center analysis of Bureau of Labor Statistics data.

More sleep and homework, less socializing and paid work for teens today

Overall, teens (ages 15 to 17) spend an hour a day, on average, doing homework during the school year, up from 44 minutes a day about a decade ago and 30 minutes in the mid-1990s.

Teens are also getting more shut-eye than they did in the past. They are clocking an average of over nine and a half hours of sleep a night, an increase of 22 minutes compared with teens a decade ago and almost an hour more than those in the mid-1990s. Sleep patterns fluctuate quite a bit – on weekends, teens average about 11 hours, while on weekdays they typically get just over nine hours a night. (While these findings are derived from time diaries in which respondents record the amount of time they slept on the prior night, results from other types of surveys suggest teens are getting fewer hours of sleep .)

Teens now enjoy more than five and a half hours of leisure a day (5 hours, 44 minutes). The biggest chunk of teens’ daily leisure time is spent on screens: 3 hours and 4 minutes on average. This figure, which can include time spent gaming, surfing the web, watching videos and watching TV, has held steady over the past decade. On weekends, screen time increases to almost four hours a day (3 hours, 53 minutes), and on weekdays teens are spending 2 hours and 44 minutes on screens.

Time spent playing sports has held steady at around 45 minutes, as has the time teens spend in other types of leisure such as shopping for clothes, listening to music and reading for pleasure.

Time spent by teens in other leisure activities has declined. Over the past decade, the time spent socializing – including attending parties, extracurriculars, sporting or other entertainment events as well as spending time with others in person or on the phone – has dropped by 16 minutes, to 1 hour and 13 minutes a day.

Teens also are spending less time on paid work during the school year than their predecessors: 26 minutes a day, on average, compared with 49 minutes about a decade ago and 57 minutes in the mid-1990s. Much of this decline reflects the fact that teens are less likely to work today than in the past; among employed teens, the amount of time spent working is not much different now than it was around 2005.

While the way teens overall spend their time has changed in a number of ways, persistent gender differences in time use remain. Teen boys are spending an average of about six hours a day in leisure time, compared with roughly five hours a day for girls – driven largely by the fact that boys are spending about an hour (58 minutes) more a day than girls engaged in screen time. Boys also spend more time playing sports: 59 minutes vs. 33 minutes for girls.

Boys and girls differ in how they spend their time

On the flip side, girls spend 10 more minutes a day, on average, shopping for items such as clothes or going to the mall (15 minutes vs. 5 minutes).

Teen girls also spend more time than boys on grooming activities, such as bathing, getting dressed, getting haircuts, and other activities related to their hygiene and appearance. Girls spend an average of about an hour a day on these types of tasks (1 hour, 3 minutes); boys spend 40 minutes on them.

Girls also devote 21 more minutes a day to homework than boys do – 71 minutes vs. 50 minutes, on average, during the school year. This pattern has held steady over the past decade, as the amount of time spent on homework has risen equally for boys and girls.

When it comes to the amount of time spent on housework, the differences between boys and girls reflect gender dynamics that are also evident among adults . Teenage girls spend 38 minutes a day, on average, helping around the house during the school year, compared with 24 minutes a day for boys. The bulk of this gap is driven by the fact that girls spend more than twice as much time cleaning up and preparing food as boys do (29 minutes vs. 12 minutes). There are not significant differences in the amount of time boys and girls spend on home maintenance and lawn care.

Girls also spend more time running errands, such as shopping for groceries (21 minutes vs. 11 minutes for boys).

In addition to these differences in how they spend their time, the way boys and girls feel about their day also differs in some key ways. A new survey by Pew Research Center of teens ages 13 to 17 finds that 36% of girls say they feel tense or nervous about their day every or almost every day; 23% of boys say the same. At the same time, girls are more likely than boys to say they get excited daily or almost daily by something they study in school (33% vs. 21%). And while similar shares of boys and girls say they feel a lot of pressure to get good grades, be involved in extracurricular activities or fit in socially, girls are more likely than boys to say they face a lot of pressure to look good (35% vs. 23%).

This analysis is based primarily on time diary data from the American Time Use Survey (ATUS), which has been sponsored by the Bureau of Labor Statistics and annually conducted by the U.S. Census Bureau since 2003. The ATUS produces a nationally representative sample of respondents, drawn from the Current Population Survey.

Most of the analyses are based on respondents in the 2003-2006 and the 2014-2017 ATUS samples (referred to in the text as “2005” and “2015”). Data regarding time use in the mid-1990s is based on 1992-1994 data from the American Heritage Time Use Survey (AHTUS). For all time points, multiple years of data were combined in order to increase sample size. Because time use among teens can vary so much between the summer and the school year, only data for September through June are used for these analyses. Although focused on the school year, the data also reflect time use during school holidays, such as spring break.

These time diaries track in detail how Americans spend their time, focusing on each respondent’s primary activity (i.e., the main thing they were doing) sequentially for the prior day, including the start and end times for each activity.

All data were accessed via the ATUS-X website made available through IPUMS .

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5 Ways to Spend Less Time in Meetings Each Week Want to get more done — and be happier at work? Spend less time in meetings. Here are five ways to do that.

By Tivi Jones Edited by Chelsea Brown May 14, 2024

Key Takeaways

Modern executives spend over 20 hours weekly in meetings, and 65% say the meetings keep them from doing their work.
These five strategies will help you streamline communication processes, enhance meeting effectiveness and minimize time spent in meetings, allowing you to focus more on business growth and productivity.

Opinions expressed by Entrepreneur contributors are their own.

As entrepreneurs, we know effective communication is essential for running teams, managing clients and growing our businesses. But what happens when the core vehicle we use for communication starts making our work less effective and enjoyable?

According to Harvard Business Review , modern executives spend over 20 hours weekly in meetings, and 65% say the meetings keep them from doing their work.

For an entrepreneur, ineffective and unproductive meetings are at best a distraction — and at worst — detrimental to business growth. In fact, according to a study from the University of North Carolina at Charlotte, your satisfaction in your enterprise is also negatively impacted, because the effectiveness of meetings directly correlates to satisfaction at work. Luckily, there are some solutions to getting your time (and satisfaction) back. Here are five strategies I've adopted to reduce my time spent in meetings each week.

Related: Data Doesn't Lie: Shorter Meetings Can Make You 3X More Productive

1. Implement calendar rules

Calendar rules are a set of standards for managing your calendar. They help you, your team and your clients understand when you are available for meetings. Additionally, they're tools to help you avoid being "always on" for everyone else's schedule. The simplest calendar rules indicate your work hours, when you're available for meetings and when you'll be working on other things.

A few years ago, while I was struggling with my work-life balance , my Operations Manager and I created calendar rules for me as the CEO of our company. We wrote out the individual rules, adding things like "no more than three meetings per day" and "only have externally facing meetings on Tuesdays and Thursdays." Then, we created a mock-up of my typical weekly calendar that we could share while programming it automatically using our preferred calendar software.

For example, one of my calendar rules is I don't have meetings after 4:30 pm, so I updated my calendar software to automatically decline meetings sent to me during off hours.

2. Have a progressive scale for evaluating your communications vehicle

Not all communications updates need to be meetings. We have options for connecting with our teams and clients. Limit the time you spend in meetings by implementing a progressive scale for determining the best way to communicate certain information. Start with nothing as the baseline, then ascend in commitment level from there.

For example, if some form of communication is required, consider asynchronous communication (direct message or email) then a phone call. From there, you can progress to a video call or in-person meeting. Adapt your communications vehicle needs to what you're sharing to optimize your time and the team's productivity.

Related: Win Back Your Time With These 4 Alternatives to Boring Meetings

3. Shorten your default meeting times

Not every meeting should be an hour. In fact, according to Parkinson's Law, work will expand to fit the time allotted … if you make an hour — or 12.5% of the average workday — the default to discuss items. Automatically shorten all your meetings . If your default is one hour, make the default 30 to 45 minutes instead. However, if your default is 30 minutes, consider shortening regular meetings to 15-20 minutes.

If you need extra help implementing this rule, I use Google Calendar for our company to automate this process on my calendar. There's a setting called "speedy meetings" you can turn on to shorten the default length of your meeting times.

4. Adopt a more productive meeting template

A big beef entrepreneurs have with meetings is their ineffectiveness. Some of this ineffectiveness is because meetings aren't properly planned for or led. I get around this by always having an assigned meeting facilitator, running each meeting from an agenda , and having clear meeting outputs and next steps.

The strategic framework process we use for this is called an IPO meeting structure; this includes input, process and output. The input section allows for our team to pre-plan and compile any necessary files for the meeting ahead of time. With this strategy, we don't waste time looking for important items during the actual meeting. The process section is the agenda or topics for discussion. We typically outline this section and take notes in a shared document on each section of the "process" agenda. The output section is developed during each meeting and includes each party's next steps and assignments.

5. Use technology to streamline communication

Planning and intentionality are the best tools for limiting the time we spend in meetings each week. Thankfully, with technology, we can scale that planning and intentionality to work for us even when we aren't actively thinking about maintaining our ideal work schedule. A few tools I use in my business are:

Slack (or another intra-office communications system): What I like about Slack is I can quickly check and respond to inquiries from my team without needing meetings. Additionally, Slack offers a company-wide searchable record of project history. One thing to remember with Slack, as with any communications system, is that it can be a distraction if you let it. I encourage you to create some standard operating procedures for how you use the system.

Instead of always being on with Slack throughout the day and allowing yourself to be interrupted and distracted, set a rule that you only check Slack three to five times daily. In case of emergencies or time-sensitive items, tell your team to call you.

Voice or video notes: Occasionally subtleties get lost when you send messages via text. To avoid this, I recommend using voice or video notes for your team; particularly if you send specific instructions or feedback. The benefit of a video or phone call is you can easily relay information with your voice and/or by sharing your screen, but this isn't limited to appointments only. Sending asynchronous voice or video messages still allows you to give specific instructions without scheduling a meeting. Software like Slack, Loom or even text messages allow you to do this.

Shared project notes: When I started building my agency's virtual team several years ago, we implemented a practice of using a shared meeting notes document per client to capture and track our project history.

These shared meeting notes have evolved to be an efficient way for team members who can't attend meetings to catch up on what happened. This also works for generating automatic meeting recaps for clients. These recaps allow clients to easily track project updates and have a clear record of their next steps and outputs for the project, which inevitably makes our next meeting with them more productive.

Related: How Companies Are Using Web Services to Make Meetings Efficient

As an entrepreneur, you owe it to yourself to adopt modern tools to prevent ineffective meetings from derailing your progress. Whether it's adopting calendar rules to inform when and what you're working on, using a progressive scale for evaluating communications vehicles, shortening your default meeting times, using a more productive meeting template or using technology for improved communications, each of these is a tool you can use to spend less time in meetings and more time building your empire.

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5 ways to ensure you spend time on the right tasks at work

Managing your work time effectively is just the starting point . Once you've found extra space in your calendar, you must focus on things that deliver the biggest bang for your buck. Five business leaders told us how to ensure you spend time on the right activities.

1. Focus on the big rocks

Nigel Richardson, SVP & CIO Europe at PepsiCo, told ZDNET it's important for professionals to manage their energy. If you're tired from working on too many things, you won't improve the business.

Richardson said you must ensure your energy is directed to what he calls big rocks: "What are the few things that will make the difference?"

Also: Overwhelmed? 6 ways to stop small stresses at work from becoming big problems

As well as being important to you, these big rocks need to align with the aims of the broader organization.

"I share with my team the five most important things I'm working on," he said. "And I then have a very rigorous process to document things weekly and monthly. I do a check to say, 'OK, did I spend the right time on those things?'"

Richardson said people who don't focus on big rocks could be distracted by smaller, non-value-adding activities.

"Manage your energy, be clear on the focus areas, and share it with all the people who matter, so that everyone else knows the targets and can be very disciplined in the execution."

2. Categorize your tasks

Toby Alcock, CTO at Logicalis, said it can be easy to think that ticking off a completed task on your list means you can move on to something else. However, it's important to work with more haste and less speed.

"The tyranny or urgency is always the biggest trap for any leader," he said. "It's common to think that getting the most important thing done means you get some strategic time back."

Alcock said professionals who climb the career ladder will find their diaries full of a complex mix of strategic activities and day-to-day requirements. Categorizing those tasks is crucial.

"My role is strategic," he said. "I must look to the horizon and know what's coming next. But like anyone else, I can get bogged down in urgent requests. Having something simple, like color-coding my diary, is something I've found powerful."

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Alcock also told ZDNET that networking with connections, peers, and colleagues will help you understand important activities.

"Operating in an ivory tower means you're guaranteed to fail," he said. "We've got 7,500 staff around the globe. I want to spend time with them seeing what they're doing for our customers because they're coming up with great ideas. So, I think networking and being intentional about strategic time is critical to focusing on the right activities."

3. Take a data-driven approach

Tim Lancelot, head of sales enablement at software specialist MHR, said it's easy to feel swamped by tasks in a modern professional environment. One way to avoid sinking is to ensure you know how smaller issues fit into broader business concerns.

"Start with the whole and move to the part," he said. "Make sure you get the 30,000-foot view before you get stuck into the finer details. From there, get to a point where you can measure. Be data-driven in your decision-making."

Lancelot said facts and figures that prove the criticality of a business problem will help you make smart decisions rapidly and effectively.

"Don't get overwhelmed by the number of problems you face," he said. "Use the data to objectively say, 'Well, by some measurement, this is the biggest problem to fix.' That approach means you're spending your time and resources as effectively as possible."

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Lancelot told ZDNET this methodical stance helps you spend time on the right activities.

"Don't try to solve 10 problems at once," he said. "Try to solve at least one problem to an acceptable level and move on to the next one. You might come around the loop and solve that problem to a deeper level later."

4. Concentrate on long-term goals

Jessie Sobel, VP of strategic growth initiatives at Freshpet, said the best way to ensure you spend the time on the right activities is to choose a few priorities.

Sobel's role at Freshpet is to identify new business opportunities. She focuses on prioritizing the initiatives she believes will help the company grow.

"The majority of my role is focused on looking at some long-term initiatives but also implementing and executing them. The number of initiatives we execute is limited based on priorities," she said.

Also: 5 ways to delegate work more effectively

Yet even someone like Sobel with tightly defined core roles and responsibilities has to deal with other peripheral issues: "We have day-to-day needs for the business, but that's just the mix of everyday working life."

Sobel told ZDNET she tries to keep her eyes on the main prize as much as possible, including Freshpet's recently launched Custom Meals proposition, which creates personalized orders using Ordergroove's API technology.

"In this project, that's not necessarily just about market opportunity," she said. "It's about managing some of the capabilities we build on our digital platforms. It's also about knowing where to build out some of our resources in the organization, too."

5. Follow your passion

Richard Wazacz, CEO at foreign exchange specialist Travelex, told ZDNET that being passionate about an activity makes it easier to focus on areas that will give you experience, mastery, and credibility.

As a chief executive of a fast-growing business, Wazacz uses his entrepreneurial aptitude to ensure his time is spent on value-adding activities.

Also: 5 ways to build a great network, according to business leaders

"I always go back to the question, 'What are the biggest problems my customers and colleagues face? What part can I play in unlocking them?'" he said.

"Sometimes that approach is about making sure I hire the right people. Sometimes it's about creating the right environment. Sometimes it's about rolling my sleeves up, looking at the data, and seeing if I can generate a hypothesis for the problem."

Spending time on the right activities involves a blend, said Wazacz: "There's no magic answer, such as allocating a percentage to different things."

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Open access
Published: 13 May 2024

The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation

Bai Li ORCID: orcid.org/0000-0003-2706-9799 1 ,
Selene Valerino-Perea 2 ,
Weiwen Zhou 3 ,
Yihong Xie 4 ,
Keith Syrett 5 ,
Remco Peters 1 ,
Zouyan He 4 ,
Yunfeng Zou 4 ,
Frank de Vocht 6 , 7 &
Charlie Foster 1

International Journal of Behavioral Nutrition and Physical Activity volume 21 , Article number: 53 ( 2024 ) Cite this article

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Regulatory actions are increasingly used to tackle issues such as excessive alcohol or sugar intake, but such actions to reduce sedentary behaviour remain scarce. World Health Organization (WHO) guidelines on sedentary behaviour call for system-wide policies. The Chinese government introduced the world’s first nation-wide multi-setting regulation on multiple types of sedentary behaviour in children and adolescents in July 2021. This regulation restricts when (and for how long) online gaming businesses can provide access to pupils; the amount of homework teachers can assign to pupils according to their year groups; and when tutoring businesses can provide lessons to pupils. We evaluated the effect of this regulation on sedentary behaviour safeguarding pupils.

With a natural experiment evaluation design, we used representative surveillance data from 9- to 18-year-old pupils before and after the introduction of the regulation, for longitudinal ( n = 7,054, matched individuals, primary analysis) and repeated cross-sectional ( n = 99,947, exploratory analysis) analyses. We analysed pre-post differences for self-reported sedentary behaviour outcomes (total sedentary behaviour time, screen viewing time, electronic device use time, homework time, and out-of-campus learning time) using multilevel models, and explored differences by sex, education stage, residency, and baseline weight status.

Longitudinal analyses indicated that pupils had reduced their mean total daily sedentary behaviour time by 13.8% (95% confidence interval [CI]: -15.9 to -11.7%, approximately 46 min) and were 1.20 times as likely to meet international daily screen time recommendations (95% CI: 1.01 to 1.32) one month after the introduction of the regulation compared to the reference group (before its introduction). They were on average 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) than the reference group and reduced their daily total screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%, approximately 10 min). The positive effects were more pronounced among high-risk groups (secondary school and urban pupils who generally spend more time in sedentary behaviour) than in low-risk groups (primary school and rural pupils who generally spend less time in sedentary behaviour). The exploratory analyses showed comparable findings.

Conclusions

This regulatory intervention has been effective in reducing total and specific types of sedentary behaviour among Chinese children and adolescents, with the potential to reduce health inequalities. International researchers and policy makers may explore the feasibility and acceptability of implementing regulatory interventions on sedentary behaviour elsewhere.

The growing prevalence of sedentary behaviour in school-aged children and adolescents bears significant social, economic and health burdens in China and globally [ 1 ]–[ 3 ]. Sedentary behaviour refers to any waking behaviour characterised by an energy expenditure equal or lower than 1.5 metabolic equivalents (METs) while sitting, reclining, or lying [ 3 ]. Evidence from systematic reviews, meta-analyses and longitudinal studies have shown that excessive sedentary behaviour, in particular recreational screen-based sedentary behaviour, affect multiple dimensions of children and adolescents’ wellbeing, spanning across mental health [ 4 ], cognitive functions/developmental health/academic performance [ 5 ], [ 6 ], quality of life [ 7 ], and physical health [ 8 ]. In China, over 60% of school pupils use part of their sleep time to play mobile phones/digital games and watch TV programmes, and 27% use their sleep time to do homework or other learning activities [ 9 ]. Screen-based, sedentary entertainment has become the leading cause for going to bed late, which is linked to detrimental consequences for children’s physical and mental health [ 10 ]. Notably, academic-related activities such as post-school homework and off campus tutoring also contribute to the increasing amounts of sedentary behaviour. According to the Organisation for Economic Co-operation and Development (OECD) report, China is the leading country in time spent on homework by adolescents (14 h/week on average) [ 11 ].

The COVID-19 pandemic exacerbated this global challenge, with children and adolescents reported to have been the most affected group [ 12 ]. Schools are a frequently targeted setting for interventions to reduce sedentary behaviour [ 13 ]. However, school-based interventions have had limited success when delivered under real-world conditions or at scale [ 14 ]. School-based interventions alone have also been unsuccessful in mitigating the trend of increasing sedentary behaviour that is driven by a complex system of interdependent factors across multiple sectors [ 13 ]. Even for parents and carers who intend to restrict screen-based sedentary behaviour and for children who wish to reduce screen-based sedentary behaviour, social factors including peer pressure often form barriers to changing behaviour [ 15 ]. In multiple public health fields such as tobacco control and healthy eating promotion, there has been a notable shift away from downstream (e.g., health education) towards an upstream intervention approach (e.g., sugar taxation). However, regulatory actions for sedentary behaviour are scarce [ 16 ]. World Health Organization (WHO) 2020 guidelines on sedentary behaviour encourage sustainable and scalable approaches for limiting sedentary behaviour and call for more system-wide policies to improve this global challenge [ 8 ]. Up-stream interventions can act on sedentary behaviour more holistically and have the potential to maximise reach and health impact [ 13 ]. In response to this pressing issue, and to widespread demands from many parents/carers, the Chinese government introduced nationwide regulations in 2021 to restrict (i) the amount of homework that teachers can assign, (ii) when (and for how long) online gaming businesses can provide access to young people, and (iii) when tutoring businesses can provide lessons [ 17 ], [ 18 ]. Consultations with WHO officials and reviewers of international health policy interventions confirmed that this is currently the only government-led, multi-setting regulatory intervention on multiple types of sedentary behaviour among school-aged children and adolescents. A detailed description of this programme is available in the Additional File 1 .

We evaluated the impact of this regulatory intervention on sedentary behaviour in Chinese school-aged children and adolescents. We also investigated whether and how intervention effects differed by sex, education stage, geographical area, and baseline weight status.

Study design

The introduction of the nationwide regulation provided a unique opportunity for a natural experiment evaluation where the pre-regulation comparator group data (Wave 1) was compared to the post-regulation group data (Wave 2). Multiple components of the intervention (see Additional File 1 ) were introduced in phases from July 2021 with all components being fully in place by September 2021 [ 17 ], [ 18 ]. This paper follows the STROBE reporting guidance [ 19 ], [ 20 ].

Data source, study population and sampling

We obtained regionally representative data on 99,947 pupils who are resident in the Chinese province of Guangxi as part of Guangxi Centre for Disease Control and Prevention’s (CDC) routine surveillance. The data, available from participants in grade 4 (aged between 9 and 10 years) and higher, were collected using a multi-stage random sampling design (Fig. 1 ) through school visits by trained health professionals following standardised protocols (see Supplementary Fig. 1 , Additional File 1 ). In Wave 1 (data collected from September to November 2020), pupils were randomly selected from schools in 31 urban/rural counties from 14 cities in Guangxi. At least eight schools, including primary, secondary, high schools, and ‘vocational high schools’, were selected from urban counties. Five schools were selected from rural counties. Approximately 80 students were randomly selected from each grade at the schools selected. The same schools were invited to participate in Wave 2 (data collected from September to November 2021), and new schools were invited to replace Wave 1 schools that no longer participated. Children with available data at both Wave 1 and Wave 2 represented approximately 10% of the sample ( n = 7,587). Paper-based questionnaires were administrated to students by trained personnel or teachers. The questionnaires were designed and validated by China National Health Commission, and have been utilised in routine surveillance throughout the country.

Flow diagram of participants included in the ENERGISE study

We used data from the age groups 7–18 years for most analyses. For specific analyses of homework and out-of-campus tutoring, we excluded high school pupils (16–18 years) because the homework and out-of-campus tutoring regulations apply to primary (7–12 years) and middle (13–15 years) school pupils only. Furthermore, participants without socio-demographic data or those who reported medical history of disease, or a physical disability were excluded. This gave us a total sample of 7,054 eligible school-aged children and adolescents with matching data (longitudinal sample).

Outcomes and subgroups

Guangxi CDC used purposively designed questions for surveillance purposes to assess sedentary behaviour outcomes (Table 1 ).

The primary outcomes of interest included: (1) total sedentary behaviour time, (2) homework time, (3) out-of-campus learning (private tutoring) time, and (4) electronic device use time (Table 1 ). We considered electronic device use time, including mobile phones, handheld game consoles, and tablets, the most suitable estimator of online game time (estimand) in the surveillance programme since these are the main devices used for online gaming in China [ 23 ]. Secondary outcomes were: (1) total screen-viewing time, (2) internet-use time, (3) likelihood of meeting international screen-viewing time recommendations, and (4) likelihood of meeting the regulation on homework time (Table 1 ).

We calculated total sedentary behaviour time as the sum of total screen-viewing time (secondary outcome), homework time, and out-of-campus learning time (Table 1 ). Total screen-viewing time represents the sum of electronic device use time per day, TV/video game use time per day, and computer use time per day (Table 1 ). Total screen-viewing time was considered as an alternative estimator of online game time (estimand) since TV/videogame console use time and computer time could also capture the small proportion of children who use these devices for online gaming (Table 1 ). The international screen-viewing time recommendations were based on the American Academy of Paediatrics guidelines [ 21 ]. We did not include internet use time (secondary outcome) in total screen-viewing time, and total sedentary behaviour time, because this measure likely overlaps with other variables.

We defined subgroups by demographic characteristics, including the child’s sex (at birth: girls or boys), date of birth, education stage [primary school or secondary school [including middle school, high school, and ‘occupational schools’]), children’s residency (urban versus rural) and children’s baseline weight status (non-overweight versus overweight/obesity). Each sampling site selected for the survey was classified by the surveillance personnel as urban/rural and as lower-, medium-, or higher-economic level based on the area’s gross domestic product (GDP) per capita. The area’s GDP per capita was measured by the Chinese Centre for Disease Control and Prevention (CDC). Trained personnel also measured height, and weight using calibrated stadiometers and scales. Children’s weight/height were measured with light clothing and no shoes. Measurements during both waves were undertaken when students lived a normal life (no lockdowns, school were opened normally). We classified weight status (normal weight vs. overweight/obesity) according to the Chinese national reference charts [ 24 ].

Statistical analyses

We treated sedentary behaviour values that exceeded 24-hours per day as missing. We did not exclude extreme values for body mass index from the analyses 25 . Additional information, justifications, and results of implausible and missing values can be found in the Supplementary Table 1 , Additional File 1 .

The assumptions for normality and heteroscedasticity were assessed visually by inspecting residuals. We assessed multicollinearity via variance inflation factors. The outcome variables for linear regression outcomes were transformed using square roots to meet assumptions. We reported descriptive demographic characteristics (age, sex, area of residence, socioeconomic status), weight status, and outcome variables using means (or medians for non-normally distributed data) and proportions [ 26 ]

We ran multilevel models with random effects nested at the school and child levels to compare the outcomes in Wave 1 against Wave 2. We developed separate models for each sedentary behaviour outcome variable. We treated the introduction of the nationwide regulation as the independent binary variable (0 for Wave 1 and 1 for Wave 2). We ran linear models for continuous outcomes, logistic models for binary outcomes, and ordered logistic models for ordinal outcomes in a complete case analysis estimating population average treatment effects [ 27 ]. For the main analysis, in which participants had measurements in both Waves (longitudinal sample), only those with non-missing data at both time points were included.

We estimated marginal effects for each sedentary behaviour outcome. With a self-developed directed acyclic graph (DAG) we identified age (continuous), sex (male/female), area of residence (urban/rural), and socioeconomic status (high/medium/low) as confounders (see Supplementary Figs. 2–4, Additional File 1 ).

We evaluated subgroup effects defined by child’s sex at birth (boys versus girls), child’s stage of education (primary school versus secondary school [including middle school, high school, and ‘occupational schools’]), children’s residency (rural versus urban), and children’s baseline weight status (non-overweight versus overweight/obesity). We also repeated the covariate-adjusted model with interaction terms (between Wave and sex; Wave and child stage of education; Wave and residency; and Wave and weight status). We adjusted for multiple testing using Bonferroni correction ( p 0.05 divided by the number of performed tests for an outcome). The resulting cut-off point of p < 0.005 was used to determine the presence of any interaction effects.

We also conducted exploratory analyses (including subgroup analyses) by evaluating the same models with a representative, cross-sectional sample of 99,947 pupils. This cross-sectional sample included different schools and children at Wave 1 and Wave 2. We therefore used propensity score (PS) weighting to account for sample imbalances in the socio-demographic characteristics. Propensity scores were calculated by conducting a logistic regression, which calculated the likelihood of each individual to be in Wave 2 (dependent variable). Individual’s age, sex, area of residence and the GDP per area were treated as independent variables. Subsequently, inverse probability of treatment weighting was applied to balance the demographic characteristics in the sample in Wave 1 (unexposed to the regulatory intervention) and Wave 2 (exposed to the regulatory intervention). The sample weight for individuals in Wave 1 were calculated using the Eq. 1/ (1-propensity score). The sample weight for individuals in Wave 2 were calculated using the Eq. 1/propensity score [ 28 ].

We only ran linear models for continuous outcomes since it was not possible to run PS-weighted multilevel models with this sample size in Stata. We conducted all statistical analyses in Stata version 16.0.

Participant sample

In our primary, longitudinal analyses, we analysed data from 7,054 children and adolescents. The mean age was 12.3 years (SD, 2.4) and 3,477 (49.3%) were girls (Table 2 ). More detailed information on characteristics of subgroups in the longitudinal sample are presented in the Supplementary Tables 2–5, Additional File 2 .

Primary outcomes

Children and adolescents reported a reduction in their daily mean total sedentary behaviour time by 13.8% (95% CI: -15.9 to -11.7), or 46 min, on average between Waves 1 and 2. Participants were also less likely to report having increased their time spent on homework (adjusted odd ratio/AOR: 0.39; 95% CI: 0.35–0.43) and in out-of-campus learning (AOR: 0.53; 95% CI: 0.47 to 0.59) in Wave 2 in comparison to Wave 1, respectively (Tables 3 and 4 ). We did not find any changes in electronic device use time.

Secondary outcomes

Participants reported reducing their mean daily screen-viewing time by 6.4% (95% CI: -9.6 to -3.3%), or 10 min, on average (Tables 3 and 4 ). Participants were also 20% as likely to meet international screen time recommendations (AOR: 1.20; 95% CI: 1.09 to 1.32) and were 2.79 times as likely to meet the regulatory requirement on homework time (95% CI: 2.47 to 3.14) compared to the reference group (before the introduction of the regulation).

Subgroup analyses

Most screen- and study-related sedentary behaviour outcomes differed by education stage ( p < 0.005) (see Supplementary Tables 6–13, Additional File 2 ), with the reductions being larger in secondary school pupils than in primary school pupils (Tables 3 and 4 , and Table 5 ). Only secondary school pupils reduced their total screen-viewing time (-8.4%; 95% CI: -12.4 to -4.3) and were also 1.41 times as likely to meet screen-viewing recommendations (AOR: 1.41; 95% CI: 1.23 to 1.61) at Wave 2 compared to Wave 1.

Conversely, at Wave 2, primary school pupils reported a lower likelihood of spending more time doing homework (AOR: 0.30; 95%: 0.26 to 0.34) than secondary school pupils (AOR: 0.58; 95% CI: 0.50 to 0.67) compared to their counterparts at Wave 1. At Wave 2, primary school pupils also had a higher likelihood of reporting meeting homework time recommendations (AOR: 3.61; 95% CI: 3.09 to 4.22) than secondary school pupils (middle- and high school) (AOR: 2.11; 95% CI: 1.74 to 2.56) compared to their counterparts at Wave 1 (Table 5 ). There was also a residence interaction effect ( p < 0.001) in total sedentary behaviour time, with participants in urban areas reporting larger reductions (-15.3%; 95% CI: -17.8 to -12.7) than those in rural areas (-11.2%; 95% CI: -15.0 to -7.4). There was no evidence of modifying effects by children’s sex or baseline weight status (Tables 4 and 5 ).

Findings from the exploratory repeated cross-sectional analyses were similar to the findings of the main longitudinal analyses including total sedentary behaviour time, electronic device use time, total screen-viewing time and internet use time (see Supplementary Tables 14–23, Additional File 2 ).

Principal findings

Our study evaluated the impact of the world’s first regulatory, multi-setting intervention on multiple types of sedentary behaviour among school-aged children and adolescents in China. We found that children and adolescents reduced their total sedentary behaviour time, screen-viewing time, homework time and out-of-campus learning time following its implementation. The positive intervention effects on total screen-viewing time (-8.4 vs. -2.3%), and the likelihood of meeting recommendations on screen-viewing time (1.41 vs. 1.02 AOR) were more pronounced in secondary school pupils compared with primary school pupils. Intervention effects on total sedentary behaviour time (-15.3 vs. -11.2%) were more pronounced among pupils living in the urban area (compared to pupils living in the rural area). These subgroup differences imply that the regulatory intervention benefit more the groups known to have a higher rate of sedentary behaviour [ 29 ].

Interestingly, the observed reduction in electronic device use itself did not reach statistical significance following implementation of regulation. This could be viewed as a positive outcome if this is correctly inferred and not the result of reporting bias or measurement error. International data indicated that average sedentary and total screen time have increased among children due to the COVID-19 pandemic [ 12 ]. However, such interesting finding might be explained by the absence of lockdowns in Guangxi during both surveillance waves when most school-aged students outside China were affected by pandemic mitigation measures such as online learning.

Strengths and weaknesses

Our study has several notable strengths. This is the first study to evaluate the impact of multi-setting nationwide regulations on multiple types of sedentary behaviour in a large and regionally representative sample of children and adolescents. Still, to gain a more comprehensive view of the regulatory intervention on sedentary behaviour across China, similar evaluation research should be conducted in other regions of China. Furthermore, access to a rich longitudinal dataset allowed for more robust claims of causality. The available data also allowed us to measure the effect of the intervention on multiple sedentary behaviours including recreational screen-time and academic-related behaviours. Lastly, the large data set allowed us to explore whether the effect of the regulatory intervention varied across important subgroups, suggesting areas for further research and development.

Some limitations need to be taken into consideration when interpreting our findings. First, a common limitation in non-controlled/non-randomised intervention studies is residual confounding. We aimed to limit this by adjusting our analysis for confounders known to impact the variables of interest, but it is impossible to know whether important confounding may still have been present. With maturation bias, it is possible that secular trends are the cause for any observed effects. However, this seems unlikely in our study as older children may spend more time doing homework [ 23 ] and engage more in screen-viewing activities [ 30 ]. In this study, we observed reductions in these outcomes. The use of self-reported outcomes (social desirability bias) was a limitation and might have led to the intervention effects being over-estimated [ 13 ]. However, since our data were collected as part of a routine surveillance programme, pupils were unaware of the evaluation. This might mitigate reporting bias. In addition, the data were collected in Guangxi which might not representative of the whole population in China. Another limitation is using electronic device use time as a proxy measure of online gaming time. It is possible that electronic devices can be used for other purposes. However, mobile phones, handheld game consoles and tablets are the main devices used for online gaming. In this study, electronic device use time provided a practical means of assessing the broad effects of regulatory measures on screen time behaviours, including online gaming, in a large (province level) surveillance programme. In the future, instruments specifically designed to capture online gaming behaviour should be used in surveillance and research work.

Comparisons with other studies

Neither China nor other countries globally have previously implemented and evaluated multi-setting regulatory interventions on multiple types of sedentary behaviour, which makes comparative discussions challenging. In general, results of health behaviour research over the past decades have shown that interventions that address structural and environmental determinants of multiple behaviours to be more effective in comparison with individual-focussed interventions [ 31 ]. Furthermore, the continuous and universal elements of regulatory interventions may be particularly important explanations for the observed reductions in sedentary behaviour. Standalone school and other institution-led interventions may struggle with financial and logistic costs which threaten long-term implementation [ 13 ]. In contrast, the universality element of regulatory intervention can reduce or remove peer pressures and potential stigmatisation among children and teachers that are often associated with more selective/targeted interventions [ 24 ]. Our findings support WHO guidelines for physical activity and sedentary behaviour that encourage sustainable and scalable approaches for limiting sedentary behaviour and call for more system-wide policies to improve this global challenge[ 8 ].

Implications for future policy and research

Our study has important implications for future research and practice both nationally and internationally. Within China, future research should focus on optimising the implementation of the regulatory intervention through implementation research and assess long-term effects of the regulation on both behavioral and health outcomes. Internationally, our findings also provide a promising policy avenue for other countries and communities outside of China to explore the opportunities and barriers to implement such programmes on sedentary behaviour. This exploratory process could start with assessing how key stakeholders (including school-aged children, parents/carers, schoolteachers, health professionals, and policy makers) within different country contexts perceive regulatory actions as an intervention approach for improving health and wellbeing in young people, and how they can be tailored to fit their own contexts. Within public health domains, including healthy eating promotion, tobacco and alcohol control, regulatory intervention approaches (e.g., smoking bans and sugar taxation) have been adopted. However, regulatory actions for sedentary behaviour are scarce [ 19 ]. Within the education sector, some countries recently banned mobile phone use in schools for academic purpose [ 25 ]. While this implies potential feasibility and desirability of such interventions internationally, there is little research on the demand for, and acceptability of, multi-faceted sedentary behaviour regulatory interventions for the purpose of improving health and wellbeing. It will be particularly important to identify and understand any differences in perceptions and feasibility both within (e.g., public versus policy makers) and across countries of differing socio-cultural-political environments.

This natural experiment evaluation indicates that a multi-setting, regulatory intervention on sedentary behaviour has been effective in reducing total sedentary behaviour, and multiple types of sedentary behaviour among Chinese school-aged children and adolescents. Contextually appropriate, regulatory interventions on sedentary behaviour could be explored and considered by researchers and policy makers in other countries.

Data availability

Access to anonymised data used in this study can be requested through the corresponding author BL, subject to approval by the Guangxi CDC. WZ and SVP have full access to all the data in the study and takes responsibility for the integrity of the data and the accuracy of the data analysis.

Abbreviations

Centre for disease control and prevention

Directed acyclic graph

Gross domestic product

Metabolic equivalents

Organisation for Economic Co-operation and Development

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Acknowledgements

We would like to acknowledge Dr Peter Green and Dr Ruth Salway for providing feedback on the initial data analysis plan, and Dr Hugo Pedder and Lauren Scott who provided feedback on the statistical analyses.

This work was funded by the Wellcome Trust through the Global Public Health Research Strand, Elizabeth Blackwell Institute for Health Research. The funder of our study had no role in the design and conduct of the study; collection, management, analysis, and interpretation of the data; preparation, review, or approval of the manuscript; and decision to submit the manuscript for publication.

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Bai Li, Remco Peters & Charlie Foster

Public Health Wales, Cardiff, UK

Selene Valerino-Perea

Department of Nutrition and School Health, Guangxi Center for Disease Control and Prevention, Nanning, Guangxi, China

Weiwen Zhou

School of Public Health, Guangxi Medical University, Nanning, Guangxi, China

Yihong Xie, Zouyan He & Yunfeng Zou

Centre for Health, Law, and Society, School of Law, University of Bristol, Bristol, UK

Keith Syrett

Population Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK

Frank de Vocht

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BL conceived the study idea and obtained the funding with support from WZ, CF, KS, YX, YZ, ZH and RP. BL, CF, FdV and KS designed the study. WZ led data collection and provided access to the data. YX, SVP and ZH cleaned the data. SVP analysed the data with guidance from BL, FdV and CF. BL, SVP and RP drafted the paper which was revised by other authors. All authors read and approved the final manuscript for submission.

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Correspondence to Bai Li .

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Ethics approvals were granted by the School for Policy Studies Research Ethics Committee at the University of Bristol (reference number SPSREC/20–21/168) and the Research Ethics Committee at Guangxi Medical University (reference number 0136). Written informed consent was obtained from each participant, and a parent or guardian for participants aged < 20 years.

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Li, B., Valerino-Perea, S., Zhou, W. et al. The impact of the world’s first regulatory, multi-setting intervention on sedentary behaviour among children and adolescents (ENERGISE): a natural experiment evaluation. Int J Behav Nutr Phys Act 21 , 53 (2024). https://doi.org/10.1186/s12966-024-01591-w

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Budgeting for the Haters

How to think about budgeting — without all the shame and blame.

By Ron Lieber

Financial Boot Camp for 20-Somethings: Day 3 of 5

It’s time to get your money in order.

Here are all of the things we are not going to do today:

1) Tell you exactly what you shouldn’t spend money on.

2) Spend any time adding up how much a latte a day or a weekly avocado toast might cost.

3) Shame you for not working a side hustle.

Here’s what we will do: Try to persuade you to think just as hard about what a budget represents as you do about any numbers that are on it.

The first principle of budgeting remains the same. Spend less than you make if you possibly can. If it’s an emergency that requires spending more, no shame, no blame — but ask for advice from your most money-wise friend or family member if you get deep into debt.

The second principle, however, is … well, we’re just declaring it the second principle here: A budget is a statement of values. Think about the annual federal budget exercise. The President makes a proposal , and most of the things in it often stand little chance of actually happening.

Federal budgets are a political exercise. But they are also a positioning one: “These are my priorities. Here’s how I want things to be different next year. Here’s what I hope to do more and less of.”

Your budget is positioned the same way, and one exercise can help you see how. If you spend most of your money through a debit or credit card, log into your accounts and seek out all your purchases from the last 12 months or from 2023. Most major financial institutions can categorize the purchases for you with the touch of a button. Some of these tools are not great, but they are good enough for this purpose. (Or, you can pretty quickly manually add up what you spent in 10 categories where you laid out the most money.)

Now, take a look at those 10 figures and rank them by the total dollars you spent. Then, subtract the spending that was mandatory, for basic food and shelter and other things that were necessary.

Look at what’s left. (I get that it may not be a lot if you’re just starting out, but the sooner this practice becomes a habit, the better.) How does it make you feel? Is your spending a reflection of the things you care about the most? How much pleasure did you get out of your spending? If the ranking and the numbers feel good, then your budget reflects your values.

And if not? You aren’t a sinner in need of financial repentance. You just need to spend less on the things that don’t matter and more on the things that bring you the most joy.

When I was in my 20s, I had no choice but to make sense of this quickly. Right away, I realized that drinking in bars and more expensive clothes were not adding much to my life.

I also made a game of seeing how many meals I could get someone else to pay for through work, even as I counted pennies to afford expensive restaurants every so often. Back in 1994, I spent my own money (when I had it) at the late, great East Coast Grill in Cambridge, Mass., where its big flavors of the hot sun changed the way I ate and cooked.

In my 50s, my analysis changed. During the pandemic, I realized that I didn’t miss pricier restaurants all that much. Once they came back online, I found that I was competing with robots for reservations. Who needs the hassle?

What I did miss, however, was live music. With my older daughter, I made a list of the best concert venues in the United States that I hadn’t been to yet, and we resolved to get to them all. So far, we’ve conquered Red Rocks in Colorado . Still to come: the Hollywood Bowl, First Avenue in Minneapolis and the Greek Theatres in both Los Angeles and Berkeley, Calif. As I was writing this, the algorithmic gods delivered Neal Francis unto one of my feeds. I’m not sure I’ve ever gone so fast from “ Let’s check this out ” to “ I’m buying tickets for a show right now .”

Your thing may be fashion, or hiking, or home décor or music gear. I don’t care, and you shouldn’t judge me, either. Your values are not mine, and as long as yours are not doing direct damage to me or others, I don’t get to criticize the things that you value most as evidenced by your spending.

So once you know what’s important to you, how do you keep track of the money that you do have to work with?

You may not need an app for this. The old-school approach — a forcing mechanism, really — is to pay cash for everything. You begin each pay period or month with a set of envelopes for each category and the right amount of money in each one. When it’s gone, it’s gone.

If you do want a digital assist, start with some questions about what is most important to you in a tool. Some apps are better at things like debt management or tracking your net worth than they are at keeping an eye on your spending.

Some readers may remember Mint, a budgeting tool that took the world by storm about 15 years ago. It’s gone now — Intuit acquired it and eventually killed it off — but I recently did a guide to some of the alternatives.

Most good apps cost at least some money. If you don’t want to pay for budgeting help, you could try out any apps that offer a free trial; see what features and categories appeal to you; and then attempt to recreate them in your own spreadsheet or some of the free spreadsheet-based budget templates that are floating around online.

And if this all seems like too much? Maybe pick the three categories where you spend the most and track only those figures every couple of days against whatever goal you have set. Or pick just one, since you have to start somewhere.

As you can tell, we’re aggressively neutral on form, forms, format, formatting, all of it. But we’re pretty fierce about the necessity of some kind of practice.

Do something and see if it’s habit forming. There’s a pretty good chance that paying more attention than you were a month or a year ago will leave you feeling better than you did then.

Action items

Ask your friends how they track their spending. And if they don’t, ask them why, while emphasizing that you’re coming from a place of genuine curiosity and not judgment.

Think hard — without looking at any of your own spending — about the three things that brought you the most joy in the last year that cost at least some money.

Then think about the things that felt wasteful or didn’t deliver the hit of happiness you expected. Is it easy enough to avoid those products or services in the future, or spend less on them?

Have a question about money?

Ask us here .

Did you miss Day 1? Catch up here. Day 2 is here , Day 3 is here , Day 4 is here and Day 5 is here .

Ron Lieber has been the Your Money columnist since 2008 and has written five books, most recently “The Price You Pay for College.” More about Ron Lieber

A Guide to Making Better Financial Moves

Making sense of your finances can be complicated. the tips below can help..

Inheriting money after the death of a loved one while also grieving can be an emotional minefield, particularly for younger adults. Experts share ways to handle it wisely .

Either by choice or because they are priced out of the market, many people plan to never stop renting. Building wealth without home equity requires a different mind-set.

You may feel richer as you pay your mortgage down and home values go up. As a result, some homeowners end up with a lot of home equity but low retirement savings. Here’s the problem with that situation.

Can your investment portfolio reflect your values? If you want it to, it is becoming easier with each passing year .

The way advisers handle your retirement money is about to change: More investment professionals will be required to act in their customers’ best interest when providing advice about their retirement money.

The I.R.S. estimates that 940,000 people who didn’t file their tax returns in 2020 are due back money. The deadline for filing to get it is May 17.

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How to Spend Less Time on Homework (But Still Get the Most Out of It)
How to Spend Less Time on Homework and More Time on Outdoor Activities
What is the Best Time to do Homework? Morning, Night, or After School?
Spend Less Time on Homework: Tips to be more efficient
Infographic: Time spent on homework
How To Overcome Homework Challenges

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Chapter 28: Asking for Less Homework

COMMENTS

8 Easy Ways to Finish Homework Faster
Evaluate and improve your SAT score. 3. Gather all your gear. Collect EVERYTHING you will need for the homework you are working on (like your laptop for writing assignments and pencils for problem sets). Getting up for supplies takes you off course and makes it that much harder to get back to your homework. 4.
How to Spend Less Time on Homework (But Still Get the Most Out of It)
We've got some helpful tips on how to work more efficiently on your nightly assignments. Here's how to spend less time on homework (but still get the most out of it)! 1. Prioritize your responsibilities. Decide which tasks are time sensitive or need to be completed by a given date, and work on those first. It's always a good idea to ...
More than two hours of homework may be counterproductive, research
• 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 ...
How to Deal With Tons of Homework: 11 Tips for Success
Make a plan to go through your work bit by bit, saving the easiest tasks for last. 3. Work in a comfortable but distraction-free place. If you have a ton of homework to get through, giving it your whole attention will help you get through it as fast as possible.
What's the Right Amount of Homework?
The National PTA and the National Education Association support the " 10-minute homework guideline "—a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.
Is it time to get rid of homework? Mental health experts weigh in
For older students, Kang says, homework benefits plateau at about two hours per night. "Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's ...
How to Do Homework: 15 Expert Tips and Tricks
Here's how it works: first, set a timer for 25 minutes. This is going to be your work time. During this 25 minutes, all you can do is work on whatever homework assignment you have in front of you. No email, no text messaging, no phone calls—just homework. When that timer goes off, you get to take a 5 minute break.
How to spend less time on homework
This post samples vital tips to help you do homework, and most importantly, spending less time at it. Therefore, read on to learn more. · Start early. Students who wait until the last hours before assignment deadlines are always bound to run into headwinds. You will either do shoddy work or end up submitting it late.
Tips on how to spend less time on home assignments
Final Words. In order to spend less time on homework assignments, one is to consider using the tips, as mentioned above, which aim is to reduce the consumed time on tasks. For instance, setting the timer will ensure a student to put away the phone and cut down on texting while studying. Aside from that, focusing on one task for a defined amount ...
Exercise for Homework Time Management
Watching TV. Playing games/surfing web. Spending time with family. Homework. Next, jot down an estimated time for each one. Record the amount of time that you think you devote to each of these activities per day or week. Read More. 4 Tips for Completing Your Homework On Time. By Kelly Roell.
Key Lessons: What Research Says About the Value of Homework
Too much homework may diminish its effectiveness. While research on the optimum amount of time students should spend on homework is limited, there are indications that for high school students, 1½ to 2½ hours per night is optimum. Middle school students appear to benefit from smaller amounts (less than 1 hour per night).
How Much Time Should Be Spent on Homework?
We know that homework is important as one of several influential factors in school success. However, other variables, including student ability, achievement, motivation and teaching quality influence the time students spend with homework tasks. Many students and their parents have told us they experience less difficulty being motivated and ...
How To Spend Less Time On Your Homework: Top Tricks
How to Spend Less Time On Homework. One of the easiest ways that you can spend less time on your assignments is to start them early. For example, if you have an assignment due at the end of the week, and you get it on Monday, work on it a little each day until it is complete. And if you have an assignment that is due the next day, start it at ...
Are You Down With or Done With Homework?
Many earlier laws limiting homework were abolished, and the longterm trend toward less homework came to an end. ... Parents in particular have been saying that the amount of time children spend in school, especially with afterschool programs, combined with the amount of homework given — as early as kindergarten — is leaving students with ...
Students spend three times longer on homework than average, survey
A survey of approximately 200 Bellaire High School students revealed that some students spend over three times this number. The demographics of this survey included 34 freshmen, 43 sophomores, 54 juniors and 54 seniors on average. When asked how many hours students spent on homework in a day on average, answers ranged from zero to more than ...
Infographic: How Does Homework Actually Affect Students?
But students who have large amounts of homework have less time to spend with their families and friends. This can leave them feeling isolated and without a support system. For older students, balancing homework and part-time work makes it harder to balance school and other tasks. Without time to socialize and relax, students can become ...
Students Spend More Time on Homework but Teachers Say It's Worth It
High school students get assigned up to 17.5 hours of homework per week, according to a survey of 1,000 teachers. Although students nowadays are spending significantly more time on homework ...
Giving less homework may actually produce better results
Assigning less homework will likely mean that your students will have the opportunity to get more sleep, which means they'll be more awake and engaged in class the next day. 3. Free time makes them well-rounded. Many students, especially high schoolers, associate school with a room they're trapped in for a good portion of their lives, and ...
Spending Too Much Time on Homework Linked to Lower Test Scores
In surveying the homework habits of 7,725 adolescents, this study suggests that for students who average more than 100 minutes a day on homework, test scores start to decline. The relationship ...
11 Surprising Homework Statistics, Facts & Data (2024)
This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year. 4. Parents Spend 6.7 Hours Per Week on their Children's Homework. A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week ...
How teens spend their time is changing, but boys and girls still differ
Teen boys are spending an average of about six hours a day in leisure time, compared with roughly five hours a day for girls - driven largely by the fact that boys are spending about an hour (58 minutes) more a day than girls engaged in screen time. Boys also spend more time playing sports: 59 minutes vs. 33 minutes for girls.
How much time is realistically spent on homework? : r/college
In my opinion it's better to have a consistent amount of time of dedicated studying each day than to do 8-9 hour binges. I understand your concern! The amount of time spent on homework varies for each person in college. Some spend 8+ hours a day, while others feel accomplished with 2-3 hours.
How can I spend less time on my homework? I'm averaging 8 ...
Full time college needs to be treated like a 50-60 hour work week. Full time college needs to be treated like the asshole boss that rides your ass over every micro detail. Either work about 25 hours a week and attempt no more than 8-10 college credits or go to school full time and find a job that only takes up about 8-10 hours of your time a week.
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If you need extra help implementing this rule, I use Google Calendar for our company to automate this process on my calendar. There's a setting called "speedy meetings" you can turn on to shorten ...
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4. Concentrate on long-term goals. Jessie Sobel, VP of strategic growth initiatives at Freshpet, said the best way to ensure you spend the time on the right activities is to choose a few ...
The impact of the world's first regulatory, multi-setting intervention
The primary outcomes of interest included: (1) total sedentary behaviour time, (2) homework time, (3) out-of-campus learning (private tutoring) time, and (4) electronic device use time (Table 1).We considered electronic device use time, including mobile phones, handheld game consoles, and tablets, the most suitable estimator of online game time (estimand) in the surveillance programme since ...
Your Money: Budgeting for the Haters
It's time to get your money in order. Here are all of the things we are not going to do today: 1) Tell you exactly what you shouldn't spend money on. 2) Spend any time adding up how much a ...

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