is there homework in norway

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How useful or necessary is homework?

This topic is one of several addressed in an updated Norwegian Education Act that is currently out for comments. Several researchers are sceptical about the benefits of homework.

We are used to homework being part of a school’s learning programme, but homework is not mandated by the state and is only one of several options that schools have.

The Education Act currently includes no clear authorization that provides for assigning homework. It is therefore up to individual municipalities, schools and teachers whether they want to use homework as part of the educational scheme.

The Norwegian Ministry of Education believes that the new Education Act should specify that an individual school can require students to do assignments and homework outside of school hours.

University and college sector researchers and teachers in the field of pedagogy met to discuss and submit their comment response to the proposed new Education Act.

They stated, “We wonder what knowledge basis the Ministry is referring to with this statement. A decision authorizing homework would be a serious setback for the development of homework-free/homework-aware schools and especially for researching the topic.”

More about their input is included later in this article.

Changed opinion about homework usefulness

Opinions about homework in school vary widely, and more study is needed on the effect that homework has on learning. A research project at NTNU on homework-free schools has captured interesting results.

Photo: Elin Iversen/ NTNU SHOW MORE

Per Egil Mjaavatn (pictured) is a researcher and associate professor affiliated with NTNU. He previously supported homework as a positive tool for the learning outcomes of children and youth. During the course of the research project, he changed his mind.

Mjaavatn wrote the final report as part of the group at NTNU that evaluated a homework-free project in Trondheim.

Need more knowledge

The city council in Trondheim wanted to try out a homework-free project in some of the city’s elementary schools in order to gain experience with a different way of working in schools. NTNU’s Department of Education and Lifelong Learning was asked to evaluate the experiment.

The purpose of the project was to improve the knowledge base about attitudes towards and experiences with homework in primary school – and about the effects of homework.

Although the homework-free project had to be scaled back and eventually discontinued due to the COVID pandemic, the researchers made several interesting discoveries.

In the 2019/2020 school year, Flatåsen and Stabbursmoen schools were homework-free with two extra school hours a week, while Byåsen and Romulslia schools were homework-free with no change in the timetable. All four schools were in Trondheim municipality. Four control schools that gave traditional homework assignments as well as homework help at school were also involved in the trial project. Pupils in 5 th through 7th grade participated.

Homework-free option reduced family conflicts

Ninety per cent of the children in the schools with no homework experienced having more time to spend with family and friends. They also found that the level of conflict at home was less, as did more than half of the parents.

“Fewer conflicts around homework, no need to fuss and follow up on whether homework was done. Better atmosphere in the home” (parent of child in homework-free school with an extended school day).

“Good for the family, but little control over my child’s development” (parent of child in a homework-free school with an extended school day).

“There was less arguing about homework and when it had to be done. But I also think that the school hours should be extended if the no-homework policy continues next year” (parent of child in a homework-free school).

Does homework promote or inhibit motivation?

Excerpt from homework notebook. Photo: Idun Haugan/NTNU SHOW MORE

A lot of students are tired of homework. A whopping 83.8 per cent of the pupils who took part in the trial project responded that they get bored with school because of the homework.

Fewer than half the teachers believed that homework helps make pupils more interested in their schoolwork. The majority of parents (79 per cent) and teachers (89 per cent) believed that giving pupils homework is primarily dictated by tradition in Norwegian schools.

Some parents reported in their comments that pupils became more motivated about school and performed better during the homework-free period. Other parents said the opposite: the lack of homework made pupil motivation and performance worse.

Parents with an immigrant background were more positive about homework than the parent average.

Girls missed homework

Only 28 per cent of the pupils in the homework-free schools believed that homework is necessary for them to learn everything that is expected of them. Twenty per cent responded that they missed homework, and especially the girls at the homework-free schools missed having homework.

In the control schools with traditional homework, 70 per cent of the pupils would prefer not to have homework, yet 74.5 per cent of these pupils agreed with the statement that homework is necessary for learning.

Mathematics seems to be in a special position: a clear majority in all three informant groups believed that mathematics homework is necessary to get enough problem-solving practice.

Parents and teachers prefer different solutions

More than half of the parents would like to have an arrangement with an extended school day and no homework. Such a solution would satisfy both their desire for no homework and less homework stress at home.

A clear majority of the teachers preferred an ordinary school day with homework.

“Homework-free was great. I’d rather be at school longer than have problems with homework at home” (pupil at a homework-free school with an extended school day).

Does homework contribute to increased inequality?

One task of schools is to reduce social differences in society. A clear majority of parents (75 per cent) believed that homework leads to greater differences between children of parents with different educational backgrounds.

The teachers disagreed with the parents in this regard. Only 39 per cent of the teachers believed that homework contributes to increased differences between children with different socio-economic backgrounds.

Homework should be a repetition of familiar material. Nevertheless, 95 per cent of the pupils answered that they got help at home to do their homework in Norwegian and mathematics.

“In other words, students aren’t able to do a lot of the homework that’s being assigned on their own, which seems demotivating. The pupils who had homework were less interested in these subjects than the pupils who didn’t have homework,” says Mjaavatn.

Seventy-five per cent of parents said they had to help their children with homework.

“Parents have different levels of preparation for helping their children with homework, and this can result in different learning conditions for children,” says Mjaavatn.

A majority of parents believed that homework also leads to greater differences between students’ academic levels.

Here too, the parent responses differed from those of the teachers. Only a third of the teachers shared the parents’ opinion.

How much time should children spend on homework?

Parents expect more homework with increasing age. The parents’ responses differed significantly here, with fathers wanting more time per week for homework than mothers.

Teachers’ homework expectations were slightly higher than those of parents in terms of what they perceive to be an appropriate amount of time spent on homework in a normal school week. On average, the teachers suggested 3.27 hours per week for 5th graders and 3.55 hours for 7th graders.

Responses scattered

The researchers write in their report that they do not have impact measures that can show whether the homework-free project had an effect on the pupils’ effort and learning.

“But we’ve gained an understanding of the opinions held by pupils, parents and teachers on this issue. The answers vary widely, and we’ve concluded that the question of whether homework promotes learning and motivation depends on whom you ask.”

The research group consisted of Professor Per Frostad, Associate Professor Jan Arvid Haugan, Professor Vegard Johansen and Associate Professor Per Egil Mjaavatn

The full evaluative report is available in Norwegian: Report no. 3 Final report 10.03.21

Wrong kind of homework causes problems

“The main problem with homework is that far too little thought is given to what the homework should be and what its purpose is. Pupils are often assigned homework that they don’t have the prerequisite skills for, and then the payoff tends to be meagre. That’s often the cause of problems at home,” according to Thomas Dahl, a professor in NTNU’s Programme for Teacher Education, in a previous Gemini article.

“Homework is not an important topic in most teacher education programmes, either. Education students receive little instruction in how to use homework in an effective way,” says Dahl.

• You might like to read (in Norwegian): Feil type lekser skaper problemer

New Education Act

Now, back to the new Norwegian Education Act, which is out for consultation. Just over 30 pedagogical researchers and teachers in the university and college sector have gathered to craft a response relating to homework in particular.

“The answer to the question of whether homework is useful and necessary depends on who is to do it and for what purpose. Whose perspectives are taken into account when issues relating to homework are formulated? Homework is a complex phenomenon that involves a lot of different actors,” says Elisabeth Rønningen (pictured) at NTNU.

Here are excerpts from the researchers’ and teachers’ consultation response:

How teachers justify their views on homework

A qualitative study that examined how and why teachers give homework in elementary school showed that teachers justify homework by saying that:

• homework provides more learning.
• pupils should make the learning their own.
• homework helps students develop good work habits.
• homework is a good way to collaborate with children’s homes.
• schools depend on parent participation to meet all the competency targets.
• homework gives students time and peace to reflect on, repeat and automate their basic skills.

Thin knowledge base

The problem is that the knowledge base for these justifications is very thin, write the researchers in their consultation response. For example, research shows no clear connection between homework and learning.

Australian school researcher John Hattie refers to 161 studies which conclude that homework has little or no effect on learning, least of all in primary school.

The literature review on homework research from the Norwegian Directorate of Education and Training (UDIR, 2021) includes no reference to studies that can document a strong connection between homework and pupils’ learning. The review states that Norway showed no significant correlation between the time pupils spend on homework and their results in mathematics, according to the PISA survey.

Homework can lead to poor work habits

Nor does the research show any clear connection between homework and the development of good work habits in pupils. Harris Cooper et al. shows in his research summary that homework can lead to developing bad work habits just as well as good ones in pupils.

Homework can lead to rushing assignments, doing tasks with little commitment and care, copying from the internet or getting others to do the tasks for them.

Reference: Cooper, H., Robinson, J., & Patall, E. (2006). Does Homework Improve Academic Achievement? A Synthesis of Research , 1987–2003. Review of Educational Research.

Stress and conflict-filled family relationships

In the comment response from the pedagogical researchers and teachers, a knowledge base is therefore called for that clearly shows a connection between homework and the development of good work habits if it is to be used as an argument for the Education Act to authorize schools to be able to require pupils to do school work after school hours.

The practice of giving homework assignments can be counterproductive. Holte’s research from 2016 showed that homework can contribute to destroying positive and close relationships between parents and children, because homework can lead to increased stress levels and conflict-filled relationships at home.

Reference: Homework in Primary school: Could it be made more child-friendly?

In their comment response, the researchers and teachers propose that the wording of the new law be changed to:

The school cannot require pupils to do assignments outside of school hours (homework).

A formulation like this sets a clear boundary against a teaching practice for which no good knowledge base exists and which can have very negative consequences both at an individual and societal level. This formulation is most in line with the knowledge base we have today, the researchers write.

Read the full consultation response by pedagogical researchers and teachers (in Norwegian).

Should all learning happen at school or is homework important, too? Photo: Elin Iversen/NTNU SHOW MORE

Watch a video that summarizes the  article :

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• Jan 18, 2023

What is school like in Norway?

Updated: Aug 7

I started writing this post during the last week of the 8 week summer holiday in Norway just before it was time to return to school. But as with a busy family, life got in the way and other blog posts seemed more pressing to write, so I am posting it now at the start of the calendar year instead.

The start of the academic year in August last year was a bit of a transition for my children as Brendan started "ungdomskole" and Millie began her final year of "barneskole". It was also the first time they had ever been at separate schools.

Schooling in Scandinavia is often hailed as being some of the best in the world and there is no doubt that it's pretty good and certainly very different to how schools run in my native England.

I had to do a lot of research and ask a lot of questions when we first moved the children into a Norwegian school and my kids' teachers still patiently answer my barrage of seemingly basic questions about school culture and daily school life.

And so I thought you might be interested to hear a little about Norwegian schooling either for practical reasons or simply out of curiosity.

Children start school at 6 years old

In many parts of Europe school starts at an earlier age and in England it's perfectly normal for kids to start at 4 years old in what is called "reception" class. In fact Millie started at her first pre-school in England at 2 years 9 months, but believe me she was ready!!

In Norway grade one starts at 6 years old and children attend school full time until they are 16 years old. They start school in the August of the calendar year that they turn 6 and all state schools are free to attend.

The school year runs from August to June

The start of the school year is in the middle of August and runs through until the following June. The school year is 190 school days.

School holidays take place in October (1 week), Christmas (2 weeks), February (1 week) and Easter (1 week). Having said that there are lots of single holidays marking special days and May is a month that seems to be one day off after another!

The Norwegian version of kindergarten, barnehage is either state run or private, but either way parents have to pay for it. Children are eligible from 1 year old and up to the June before they attend Grade 1 of barneskole. It's usual for parents to enroll their children into barnehage at a very young age and I found I was questioned closely and frequently about why my youngest was not at barnehage from 1 year old.

Barnehage are generally very outdoorsy, with lots of outdoor space for the kids to run about.

Children start barneskole at the age of 6 in grade 1 and leave at the age of 13 when they have finished grade 7.

Schooling at this age is very general but I am always impressed with the variety of subjects the schools are able to fit it such as music, woodwork and science. A lot of time is spent outside and there are often weekly trips into the forest and to learn about nature and the world around us.

With both barneskole and barnehage the kids are expected to be outside for every single break or recess regardless of the weather. The only exception is if the weather gets below -15C. And so appropriate outdoor clothing is essential and gets daily use in the autumn, winter and spring.

If you want to learn how we cope with winter in Norway you need to click here

Ungdomskole

This is the final stage of the compulsory part of schooling for children in Norway. They attend ungdomskole from the age of 13 until 16 years old. Ungdomskole tends to be more grown up and specialist in they way they approach the kids. They are given a lot more freedom and expected to take more responsibility for themselves. Grades are given right from the start of ungdomskole

A few other facts about Norwegian schools

No shoes inside

That famous Nordic rule also applies to school! Can you imagine 150 kids straight in from the snow in their outdoor shoes?? Need I say more! Outdoor clothes are deposited in the locker rooms to dry and kids put on indoor shoes when they are inside the school building. This keeps the place dry and clean and only adds to that feeling of cosiness that Scandinavia is well known for.

All kids get PCs

The one thing that always impresses me is that ALL children at school in state schools in Norway get a PC to use. They are lent this for the whole time they are at that particular school and can even use it at home and during the holidays. Parents have to sign an agreement that it will be taken care of and that if it's damaged they'll pay a small repair fee, but otherwise it's free to use.

Short school days

Normal school days start at abot 8.30am and finish at about 2pm. For the older kids at ungdomskole it's a litte later, but all schools finish early on a Wednesday. Although there is homework set for the children to do, there is also an acceptabnce that they have activities and a life outside school.

Most schools are secular

Despite Norway officially being a Christian country, schools are secular. There are very occasional visits to church (which they can opt in or out of) but there are no hymns sung and prayers said during school hours. In religious education the children learn about all the world's major religions in equal amounts.

Year 6 camp trip and it's free for everyone

Last year, my eldest Brendan was invited on the class "leirskole" (camp school) trip and one of the questions I asked was how much it would cost. I was quite surprised to learn it was free. All children in grade 6 in state schools in Norway are invited on a camp trip with their class. It is organised by the individual schools and must be for at least 2 nights and more than about 2 hours from the school. I can't testify to other schools but certainly the location that Brendan's school chose was incredible. It was up in the mountains and was as far from camping as I could imagine. The children were accommodated in modern wooden cabins and activities included hiking and survival skills.

But the question of cost nagged at me so I did a little research. In 2018 the Norwegian government changed the law to include a grade 6 camp trip as free for all children. Previous to this there had been lots of children unable to go because their families couldn't afford it and it was felt that this was a long way from the inclusivity that Norway prides itself on. It's even possible to borrow equipment for the trip like outdoor clothing.

Time for matpakke

I've seen a lot of articles and posts on Facebook about school lunches around the world and they often include Norwegian school lunches as something that the school provides. Well they don't! There is no such thing as a school-provided lunch here. Parents make the kids lunches and they take a "matpakke" (lunch box) to school, often with a few slices of bread and a topping like cheese or ham, or some kaviar (that strangely sweet fish paste that one finds here). Candy, chocolate, fizzy drinks and cordials are absolutely NOT allowed in school and if kids repeatedly take those for lunch the teachers have no qualms about letting you know it's against the school guidelines.

One thing I especially like about lunchtimes in Norwegian schools is that the kids eat in the classroom with their teachers. It's very organised, relaxed and instills manners at mealtimes that are so essential when they grow up.

There is a high ratio of teachers to pupils

The average ratio of teachers to pupils is particularly high in Norway with one teacher to every 16 pupils. Larger classes can be broken down into smaller ones, but usually they see two teachers assigned to one class.

School plays such an enormous part of our children's' lives that it's crucial to get as clued up as possible and I hope I've answered a few questions you might have had about school life in Norway. How does school in your country or region differ from Norwegian schools?

If you would rather listen to the podcast episode you can find it here

Would you like to discuss this and other Nordic living topics more? Then join us in the Living a Nordic Life Facebook group. We are 6000 strong and growing with members from all over the world who share a love of Nordic living.

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THIS ARTICLE/PRESS RELEASE IS PAID FOR AND PRESENTED BY NTNU Norwegian University of Science and Technology - read more

Is homework useful or necessary?

An updated norwegian education act is currently being considered. several researchers are sceptical about the benefits of homework..

We are used to homework being part of a school’s learning programme, but homework is not mandated by the state and is only one of several options that schools have.

The Education Act currently includes no clear authorisation for assigning homework. It is therefore up to individual municipalities, schools and teachers whether they want to use homework as part of the educational scheme.

The Norwegian Ministry of Education believes that the new Education Act should specify that an individual school can require students to do assignments and homework outside of school hours.

Researchers and teachers in the field of pedagogy in the university and college sector met to discuss and submit their response to the proposed new Education Act:

“We wonder what knowledge the Ministry has based its statement on. A decision authorising homework would be a serious setback for the development of homework-free/homework-aware schools and especially for researching the topic.”

More about their input is included later in this article.

Changed opinion about homework usefulness

Opinions about homework in school vary widely, and more research is needed on the effect that homework has on learning. A research project at NTNU on homework-free schools has captured interesting results.

Per Egil Mjaavatn is a researcher and associate professor affiliated with NTNU. He previously supported homework as a positive tool for the learning outcomes of children and adolescents. During the course of the research project, he changed his mind.

Need more knowledge

The city council in Trondheim wanted to try out a homework-free project in some of the city’s elementary schools in order to gain experience with a different way of working in schools. NTNU’s Department of Education and Lifelong Learning was asked to evaluate the experiment.

The purpose of the project was to improve the knowledge base about attitudes towards, and experiences with homework in primary school – and about the effects of homework.

Although the homework-free project had to be scaled back and eventually discontinued due to the COVID pandemic, the researchers made several interesting discoveries.

In the 2019/2020 school year, Flatåsen and Stabbursmoen schools were homework-free with two extra school hours a week, while Byåsen and Romulslia schools were homework-free with no change in the timetable.

All four schools were in Trondheim municipality. Four control schools that gave traditional homework assignments as well as homework help at school were also involved in the trial project. Pupils in 5th through 7th grade participated.

Homework-free option reduced family conflicts

90 per cent of the children in schools with no homework experienced having more time to spend with family and friends. They also found that the level of conflict at home was less, as did more than half of the parents.

The parent of a child in a homework-free school with an extended school day said: “Fewer conflicts around homework, no need to fuss and follow up on whether homework was done. Better atmosphere in the home."

Another parent said: “Good for the family, but little control over my child’s development."

The parent of a child in a homework-free school with no timetable changes said: “There was less arguing about homework and when it had to be done. But I also think that the school hours should be extended if the no-homework policy continues next year."

Does homework promote or inhibit motivation?

A lot of students are tired of homework. A whopping 83.8 per cent of the pupils who took part in the trial project responded that they get bored with school because of homework.

Fewer than half the teachers believed that homework helps make pupils more interested in their schoolwork. The majority of parents (79 per cent) and teachers (89 per cent) believed that giving pupils homework is primarily dictated by tradition in Norwegian schools.

Some parents reported in their comments that pupils became more motivated about school and performed better during the homework-free period. Other parents said the opposite: the lack of homework made pupil motivation and performance worse.

Parents with an immigrant background were more positive about homework than the general parent average.

Girls missed homework

Only 28 per cent of the pupils in the homework-free schools believed that homework is necessary for them to learn everything that is expected of them. 20 per cent responded that they missed homework, and especially the girls at the homework-free schools missed having homework.

In the control schools with traditional homework, 70 per cent of the pupils would prefer not to have homework, yet 74.5 per cent of these pupils agreed with the statement that homework is necessary for learning.

Mathematics seems to be in a special position: a clear majority in all three informant groups believed that mathematics homework is necessary to get enough problem-solving practice.

Parents and teachers prefer different solutions

More than half of the parents would like to have an arrangement of an extended school day and no homework. Such a solution would satisfy both their desire for no homework and less homework stress at home.

A clear majority of the teachers preferred an ordinary school day with homework.

A pupil at a homework-free school with an extended school day said: "Not having homework was great. I'd rather be at school longer than have problems with homework at home."

Does homework contribute to increased inequality?

One task of schools is to reduce social differences in society. A clear majority of parents (75 per cent) believed that homework leads to greater differences between children of parents with different educational backgrounds.

The teachers disagreed with the parents in this regard. Only 39 per cent of the teachers believed that homework contributes to increased differences between children with different socio-economic backgrounds.

Homework should be a repetition of familiar material. Nevertheless, 95 per cent of the pupils answered that they got help at home to do their homework in Norwegian and mathematics.

“In other words, students aren’t able to do a lot of the homework that’s being assigned on their own, which seems demotivating. The pupils who had homework were less interested in these subjects than the pupils who didn’t have homework,” Mjaavatn says.

75 per cent of parents said they had to help their children with homework.

“Parents have different levels of preparation for helping their children with homework, and this can result in different learning conditions for children,” Mjaavatn says.

A majority of parents believed that homework also leads to greater differences between students’ academic levels.

Here too, the parent responses differed from those of the teachers. Only a third of the teachers shared the parents’ opinion.

How much time should children spend on homework?

Parents expect more homework with increasing age. The parents’ responses differed significantly here, with fathers wanting more time per week for homework than mothers.

Teachers’ homework expectations were slightly higher than those of parents in terms of what they perceive to be an appropriate amount of time spent on homework in a normal school week.

On average, the teachers suggested 3.27 hours per week for 5th graders and 3.55 hours for 7th graders.

Responses scattered

The researchers write in their report that they do not have measures of the impact that can show whether the homework-free project had an effect on the pupils’ effort and learning.

“But we’ve gained an understanding of the opinions held by pupils, parents and teachers on this issue. The answers vary widely, and we’ve concluded that the question of whether homework promotes learning and motivation depends on whom you ask.”

New Education Act

Now, back to the new Norwegian Education Act, which is out for review. Just over 30 pedagogical researchers and teachers in the university and college sector have gathered to craft a response relating to homework in particular.

“The answer to the question of whether homework is useful and necessary depends on who is given it and for what purpose. Whose perspectives are taken into account when issues relating to homework are formulated? Homework is a complex phenomenon that involves a lot of different players,” Elisabeth Rønningen at NTNU says. She is one of the authors of the text.

How teachers justify their views on homework

A qualitative study that examined how and why teachers give homework in elementary school showed that teachers justify homework by saying that:

• homework provides more learning.
• pupils should make the learning their own.
• homework helps students develop good work habits.
• homework is a good way to collaborate with children’s homes.
• schools depend on parent participation to meet all the competency targets.
• homework gives students time and peace to reflect on, repeat and automate their basic skills.

Thin knowledge base

The problem is that the knowledge base for these justifications is very thin, the researchers write in their response. For example, research shows no clear connection between homework and learning.

Australian school researcher John Hattie refers to 161 studies which conclude that homework has little or no effect on learning, least of all in primary school.

The literature review on homework research from the Norwegian Directorate of Education and Training (2021) includes no reference to studies that can document a strong connection between homework and pupils’ learning.

The review states that Norway showed no significant correlation between the time pupils spend on homework and their results in mathematics, according to the PISA survey.

Homework can lead to poor work habits

Nor does the research show any clear connection between homework and the development of good work habits in pupils. In Harris Cooper and colleagues' research summary, they found that homework can lead to developing bad work habits just as well as good ones.

Homework can lead to rushing assignments, doing tasks with little commitment and care, copying from the internet or getting others to do the tasks for them.

Stress and conflict-filled family relationships

In the experts' response, they argue that there needs to be a clear connection between homework and the development of good work habits if it is to be used as an argument for the Education Act to authorise schools to be able to require pupils to do school work after school hours.

The practice of giving homework assignments can be counterproductive . Holte’s research from 2016 showed that homework can contribute to destroying close and positive relationships between parents and children, because homework can lead to increased stress levels and conflict-filled relationships at home.

In their response, the researchers and teachers propose that the wording of the new law be changed to:

The school cannot require pupils to do assignments outside of school hours (homework).

A formulation like this sets a clear boundary against a teaching practice for which no good evidence exists and which can have very negative consequences both at an individual and societal level. This formulation is most in line with what we know today, they write

Read the full consultation response here (link in Norwegian).

Harris Cooper et al. 'Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003', Review of Educational Research , 2006. Abstract.

K.L. Holte. Homework in Primary School: Could It Be Made More Child-Friendly? Studia paedagogica: Childhood , 2017.

This article/press release is paid for and presented by NTNU

This content is created by NTNU's communication staff, who use this platform to communicate science and share results from research with the public. NTNU is one of more than 80 owners of ScienceNorway.no. Read more here .

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How to Talk About Homework and Assignments in Norwegian

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• Norwegian (En)

Norwegian, a North Germanic language spoken predominantly in Norway, is a language that has a rich history and a vibrant cultural significance. For those learning Norwegian, discussing daily routines, including schoolwork and assignments, is a fundamental aspect of becoming conversationally proficient. Whether you are a student, a parent, or someone keen to integrate into Norwegian society, knowing how to talk about homework and assignments in Norwegian is essential. This article will guide you through the key phrases, vocabulary, and cultural nuances involved in discussing schoolwork in Norwegian.

Table of Contents

1. Understanding the Norwegian Education System

Before diving into the language specifics, it’s important to have a basic understanding of the Norwegian education system. This will give context to the vocabulary and phrases you’ll be learning.

Levels of Education

The Norwegian education system is divided into several levels:

• Barneskole (Primary School): Ages 6-13
• Ungdomsskole (Lower Secondary School): Ages 13-16
• Videregående skole (Upper Secondary School): Ages 16-19
• Høyere utdanning (Higher Education): University or college level

Each of these stages has its own expectations and types of assignments, so understanding where a student is in their education will help tailor the vocabulary accordingly.

The Role of Homework

In Norway, homework (called lekser ) is an important part of the learning process, though the approach to it can vary significantly from one school to another. Norwegian schools tend to emphasize a balance between academic work and personal development, so while homework is important, it is also balanced with other activities.

2. Key Vocabulary for Homework and Assignments

To effectively talk about homework in Norwegian, you need to familiarize yourself with some basic vocabulary. Here are some essential words and phrases:

• Lekser (Homework): The general term for homework.
• Oppgave (Assignment/Task): A specific task or project.
• Innlevering (Submission): Refers to the submission of assignments.
• Frist (Deadline): The deadline for submitting homework or assignments.
• Lærer (Teacher): The person assigning the homework.
• Fag (Subject): The subject of the homework (e.g., matematikk for math, norsk for Norwegian).
• Lærebok (Textbook): The textbook used in class.
• Klassekamerat (Classmate): Fellow student or peer.
• Øve (To practice): Often used in the context of practicing for an exam or test.
• Prøve (Test): Refers to a test or quiz.
• Prosjekt (Project): A longer-term assignment or project.
• Forberedelser (Preparations): Preparatory work or study.

Examples in Sentences

• Jeg har mye lekser i kveld. I have a lot of homework tonight.
• Oppgaven skal leveres innen fristen. The assignment must be submitted by the deadline.
• Jeg må øve til prøven i morgen. I need to study for the test tomorrow.
• Vi har et stort prosjekt i naturfag. We have a big project in science.
• Har du gjort leksene i matematikk? Have you done the math homework?

3. How to Discuss Homework with Teachers

Interacting with teachers about homework can be a common occurrence, whether it’s to ask for help, clarify an assignment, or discuss a grade. Here’s how you can navigate these conversations in Norwegian.

Asking for Clarification

When you’re unsure about an assignment, it’s important to know how to ask for clarification.

• Kan du forklare oppgaven på nytt? Can you explain the assignment again?
• Jeg forstår ikke hva vi skal gjøre. Kan du hjelpe meg? I don’t understand what we are supposed to do. Can you help me?
• Hva mener du med dette spørsmålet? What do you mean by this question?

Requesting Extensions

Sometimes, deadlines need to be extended. Knowing how to politely ask for more time is crucial.

• Kan jeg få en forlengelse på innleveringsfristen? Can I get an extension on the submission deadline?
• Jeg har ikke rukket å gjøre ferdig leksene. Er det mulig å levere dem senere? I haven’t managed to finish the homework. Is it possible to submit it later?

Providing Explanations

There might be occasions when you need to explain why homework is not completed on time.

• Jeg har vært syk, og derfor har jeg ikke gjort leksene. I have been sick, and therefore I haven’t done the homework.
• Jeg hadde problemer med internett hjemme, så jeg kunne ikke levere oppgaven i tide. I had internet problems at home, so I couldn’t submit the assignment on time.

4. Talking About Homework with Classmates

Discussing homework with classmates is a common practice. Whether you’re asking for help, organizing study groups, or simply chatting about assignments, these phrases will come in handy.

Asking for Help

Sometimes you might need to ask a classmate for help with homework.

• Kan du hjelpe meg med leksene i engelsk? Can you help me with the English homework?
• Hvordan løste du denne oppgaven? How did you solve this problem?
• Vil du jobbe sammen på dette prosjektet? Do you want to work together on this project?

Organizing Study Sessions

Group study sessions are a great way to tackle difficult assignments.

• Skal vi lese sammen til prøven? Shall we study together for the test?
• Vi kan møtes etter skolen for å gjøre lekser sammen. We can meet after school to do homework together.
• Hvilken tid passer best for deg? What time works best for you?

Discussing Difficulties

If you’re struggling with an assignment, it’s good to discuss it with peers.

• Jeg synes denne oppgaven er veldig vanskelig. Hva med deg? I find this assignment really difficult. What about you?
• Har du forstått hva vi skal gjøre i denne oppgaven? Have you understood what we’re supposed to do in this assignment?

5. Cultural Considerations

When talking about homework and assignments in Norwegian, it’s important to be aware of the cultural context.

Importance of Self-Directed Learning

Norwegian schools emphasize self-directed learning, meaning that students are often expected to take responsibility for their own homework and study schedules. Phrases like “Jeg må prioritere lekser i dag” ( I need to prioritize homework today ) are common, reflecting the culture of self-management.

Balance Between School and Free Time

In Norway, there is a strong cultural value placed on balancing schoolwork with free time. Phrases such as “Jeg har allerede gjort leksene, så nå kan jeg gå på trening” ( I have already done my homework, so now I can go to training ) highlight the importance of managing time efficiently to enjoy both academic and leisure activities.

Open Communication

Teachers in Norway are generally approachable and encourage open communication. This openness is reflected in the language used when discussing assignments. For instance, it’s common for students to feel comfortable saying, “Jeg trenger litt mer tid på denne oppgaven” ( I need a bit more time on this assignment ), fostering a supportive educational environment.

6. Resources and Tools for Homework Help

To successfully manage homework in Norwegian, it’s helpful to know what resources are available.

Online Dictionaries and Translation Tools

• Ordnett.no: A comprehensive online dictionary for Norwegian.
• Google Translate: Useful for quick translations, though it’s always good to double-check for accuracy.

Homework Help Websites

• NDLA (Nasjonal Digital Læringsarena): A free resource with a wealth of information for various subjects in Norwegian.
• Matematikk.org: A great resource for students needing help with math.

Norwegian Language Classes

For those struggling with the language aspect of their homework, enrolling in a Norwegian language class can be extremely beneficial. Learning Norwegian formally can help you better understand and complete your assignments.

If you’re interested in improving your Norwegian skills, consider enrolling in our classes at NLS Norwegian Language School in Oslo. We offer a variety of group Norwegian classes tailored to different levels of proficiency. You can find more information and register here .

7. Practical Exercises

Here are some practical exercises to help you practice talking about homework and assignments in Norwegian:

Exercise 1: Writing Sentences

Write five sentences in Norwegian about your current homework or assignments. Use the vocabulary and phrases you’ve learned.

• Jeg har en innlevering i historie som må leveres på fredag. I have a history submission that needs to be turned in by Friday.

Exercise 2: Role-Playing

With a partner, role-play a conversation between a student and a teacher where the student asks for an extension on their assignment. Focus on using polite and appropriate language.

Exercise 3: Group Study Discussion

Form a study group and have a discussion entirely in Norwegian about an upcoming project. Practice using phrases for organizing the work and helping each other with difficult tasks.

8. Conclusion

Talking about homework and assignments in Norwegian is an essential skill for students and parents alike. By learning the relevant vocabulary, understanding cultural norms, and practicing real-life scenarios, you’ll be well-equipped to navigate the educational landscape in Norway. Whether you’re discussing homework with teachers, classmates, or your child, being able to communicate effectively in Norwegian will greatly enhance your experience.

If you’re looking to further improve your Norwegian, consider enrolling in our group classes at NLS Norwegian Language School in Oslo. Our courses are designed to help you become confident in your language skills, so you can easily talk about homework, assignments, and much more. Register now and start your journey to fluency here .

Lykke til med leksene! (Good luck with your homework!)

Norwegian A1-A2

Course Overview The Norwegian A1-A2 course is an online program focused on teaching essential Norwegian grammar and vocabulary. It includes a variety of materials and topics, with opportunities to interact with a Norwegian teacher entirely online. Curriculum Highlights The course covers key areas such as grammar and vocabulary and topics such as family, daily life, education, work, traditions, and leisure activities. Who Should Enroll? This course is perfect for beginners or those at the A1 or A2 levels who want to improve their Norwegian skills. What You Get Access to the full Norwegian A1-A2 course. A monthly 1-hour online conversation with a teacher. Many written and oral assignments. Comprehensive information on Norwegian grammar, Norwegian vocabulary and how to use them, important sentence structures, etc. Tips on additional resources to further enhance your Norwegian learning.

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Last updated Jul 30th, 2024

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High School in Norway

Norway is a Scandinavian country made up of mountains, glaciers, and deep coastal fjords. Known for fishing, hiking, and skiing, Norway offers visitors many activities in a beautiful, historic landscape. Want to learn more about this amazing country first hand? You can with our high school study abroad programs!

Program Dates

Costs & discounts, eligibility, academic info, orientation, application process.

Our high school exchange program in Norway will enable you to immerse yourself in Norwegian culture while living with an Norwegian host family and sharing in their daily life. You will be attending a local public High school (Videregående skole 11th or 12th grade) depending on your age for the specified program period, and the availability at the local school.

You will have the opportunity to learn about Norwegian culture by actively participating in family, school and community life; and to help improve their written and oral Norwegian skills. High school abroad in Norway is a once in a lifetime experience!

Not interested in studying in Norway? How about Spain! Learn more here .

About Norway

Have you ever imagined being able to see for yourself the dramatic beauty of the Norwegian fjords and glaciers, ski or snowboard on the slopes of Scandinavian mountains, or photograph breathtaking landscapes with sunlight at midnight ? All of this is can be possible in Norway, the Scandinavian country that stretches furthest to the north, reaching the Arctic Circle. In some areas in Norway, you can see beautiful fjords and in other areas, you can enjoy breathtaking landscape and the highest mountain you will ever see. If you are very lucky, you can experience the northern lights. Norway offers great skiing areas as well.

The days are short in the winter and the sun may only rise for a few hours. In the summer the days are long and in some areas you can go for days with continuous light! Research your arrival season so that you have appropriate clothing and can be prepared for these adjustments.

Program Dates & Deadlines

Apply early and get a discount! Submit your application 45 days before the deadline to receive an Early Bird Discount.

These are the approximate start dates. Exact start dates will be provided closer to your arrival.

Academic Semester: Mid-January – Mid June

Final Deadline for Completed Applications: September 15th

Academic Semester: Mid-August – Mid-January

Academic Year:  Mid-August – Mid-June

Final Deadline for Completed Applications: April 1st

Program Costs

Discounts & Scholarships

Early Bird Discount – $250 discount if you apply 45 days prior to the application deadline

Host Family Discount – Discount of up to $1000 for families that hosted an inbound student

Area Representative Discount – Discount of up to $500 for children of ISE Area Representatives

ISE Ambassador Scholarship – Designed for students who would like to engage deeply with their host community and reflect on their experience via blog/video contributions. 

What's Included In The Program

• Arrival Orientation
• Comprehensive medical insurance
• Support and supervision by local representative
• Host family accommodation including 2 meals a day during the week, and 3 meals a day on the weekends.
• School tuition and fees
• Progress reports sent directly to parents
• 24/7 emergency support
• ISE Tote bag, luggage tag & lanyard

Additional Expenses You Might Incur

• Personal Expenses – cell phone bills, personal spending money, travel expenses
• Transportation to airport at conclusion of program
• Extra School Fees – Uniform, class trips, extra curricular activities
• Applicants must be between 15-17, however, if they are applying for August semester or year programs, they must turn 16 before the end of the calendar year
• If applying for January semester or year programs, applicants must turn 17 before the end of the calendar year

In Norway, school typically starts at 8am. Most students walk or ride their bikes to school if they live close enough or alternatively they take the bus. If the distance is more than 6 km from the house to the school, most of the schools will give the students a free bus card. It is normal in Norway to spend around 1 hour from home to school. Lunch is normally eaten at school, at around 11am. You can bring your own lunch or you can buy food in the cafeteria.

School finishes around 3 pm. Students are expected to do 1-2 hours of homework every night. In the Norwegian school, it is required to have your own computer, so it is important that you bring a laptop to Norway. All schoolbooks are free in Norwegian schools, except notebooks, pencils and that sort of things.  You don´t need a school uniform. It is also necessary for you to bring a cell phone that can use a Norwegian sim card. If you do not have a phone like this, you have to get a new phone before departure or latest 2 weeks after arrival in Norway. 

Upon arrival in Norway, there will be a 2 day, 2 night arrival orientation in Oslo or Copenhagen. During this orientation, you will learn about the culture, language as well go on a guided city tour.

• Explore our programs, options and countries to find your best match. 
• You can submit the interest form here: Travel & Study Abroad Interest Form
• Schedule a meeting with one of our Travel & Study Abroad experts.
• Submit your application and a $200 application fee. This non-refundable fee will be applied to your overall program costs.
• Upon acceptance, you will be required to pay a deposit of 50% of the total program costs, up to $1500. The final payment is due several weeks before your departure. 

Parent FAQs

How can my child's mental health impact their program.

Moving away from your support network and into a new and unfamiliar environment can be difficult even for the most well-adjusted students. Students with pre-existing mental health conditions may find this adjustment particularly challenging, which could worsen any issues they were previously facing. 

We conduct a thorough screening of all applicants to ensure they are in the right mindset to participate. While the majority of students are eligible to participate, we may not be able to accept students who have recently struggled with mental illness and/or are reliant on medication to treat mental illness in order to protect the student’s well-being. 

Pre-existing mental health conditions include, but are not limited to:

• Severe anxiety
• Eating Disorders
• Obsessive-Compulsive Disorder

Will studying abroad help my child mature?

For students prepared to take on the challenge, absolutely. It is, however, important to consider a student’s level of maturity prior to the program because it directly impacts their success. 

Ideally, our programs will push students beyond their comfort zone and into what is referred to as their stretch zone . It’s in the stretch zone that learning, growth, and development - along with challenges and risk - occur. 

If a student is not ready and/or willing to move beyond their comfort zone, plunging into a new and unfamiliar environment could actually have an adverse effect and place them in what is referred to as the panic zone .  Parents should make an honest assessment of their child’s maturity level and understand that study abroad will not fundamentally change their child’s personality or behavior when considering the program.

What kind of support will my child receive while studying abroad?

While abroad, your child will be fully supported. First, they will receive a personal Program Manager to assist with everything from the initial request to your child’s departure. Then, they will be supported abroad by a dedicated Local Coordinator who will frequently check in on the student and provide monthly progress reports . Your child will have the contact information of their Local Coordinator and can contact them at any time. There is also a 24/7 emergency line managed out of ISE headquarters.

Can our child come home to visit during their program? Can we visit them?

No. Visits of any kind are not allowed during our programs . If you plan to visit your child, you should plan to do so after the program has ended.  

High School Program FAQs

Why participate in the high school program.

There are many benefits to attending high school abroad, including but not limited to:

• Developing new language skills
• Developing problem-solving skills
• Identifying interests to better select your college major
• Inspiring insightful college admissions essays
• Improving academic scores upon your return home
• Developing cross-cultural collaboration skills

If I must take a required class, can you guarantee I can take it abroad?

We can’t offer any guarantees that certain classes will be offered at your host school . We can provide you with general curriculum information, but often students are not able to sign up for specific classes until after they arrive in the host country. In certain instances, virtual high school options for required classes might be a useful option.

Can I take the SATs while abroad?

You will not be able to take the SATs while abroad. We highly recommend that you take the SATs prior to or after the program.

Will I receive a transcript? Will my credits from studying abroad transfer back home?

Upon successful completion of the program, everyone is guaranteed a Certificate of Attendance. Transcripts (i.e. grades) have to be earned. To earn the grades, you will have to excel in your classes abroad, in the language of your destination country. All of our high schools abroad are accredited institutions, therefore their grades are transferable to the United States. Please visit  Scholaro for more information on translating and evaluating grades from abroad. As part of the preparation process, you have to check with your guidance counselor which classes/credits you will need to graduate or to advance to your next year of high school. Some classes, such as US History might not be offered abroad, and therefore you will have to find a way to earn those credits either before your study abroad year or after. One option to consider is a virtual high school.

If I already graduated, can I still study abroad?

Yes! Contact us for more details.

Are there additional costs I should budget for?

Yes. Additional expenses to consider include (estimates):

• Stationary and school supplies: $100
• School excursions and trips: $50
• Cell phone service: $20-$50/month
• Personal expenses (shopping, movies, nights out, etc.): $300/month
• Bus pass/transportation: $10-$20/week

General FAQs

Why should i study abroad.

ISE’s Travel & Study Abroad Program will take your academic, career, and life opportunities to new levels! College admissions and employers love compelling personal growth stories, and Travel & Study Abroad will supply you with those stories.  

Some of the many benefits of participating in our programs include:

Academic & Career Benefits

• Stand out during the college admissions process
• Develop new language skills in an immersive environment
• Develop problem-solving skills
• Identify interests to better select academic & career paths
• Establish cross-cultural skills
• Improve academic scores

Personal Benefits

• Improve personal organization and time management skills
• Develop a sense of adaptability, independence, and self-reliance
• Boost self-confidence
• Learn about new lifestyles
• Experience new cuisines
• Make lifelong friends
• Gain life experience

Why study abroad with International Student Exchange?

Since 1982, our nonprofit organization has remained committed to educating future leaders and making a positive, long-lasting impact in communities.

To make cross-cultural experiences accessible to more people, we offer the best pricing available to our participants ...and we do so without compromising the quality of the experience or level of support offered . 

We assign each participant a personal Program Manager, so you’ll receive assistance throughout your entire program experience by someone you know by name. We also provide 24/7 support from our dedicated Student Services Team.

Lastly, the trusted international organizations we partner with have been trained and certified over the course of many years working to provide study abroad programs

Does studying abroad in high school help with college admissions?

“ The summer abroad experience does lend itself to some very important essays that students write. ” Deputy director of admissions for the University of Texas 

“ A lot of schools, including ours, are looking for a diverse perspective, and international experiences lend themselves to that. ” - Admissions Advisor, University of California

“ Anything that makes your application stand out is a good thing. ” - Admissions officer, University of Chicago

“ Not only does studying outside the United States help build necessary language fluency for all college-bound students, it shows those headed to elite institutions will go outside their comfort zone and expand to meet the challenge. Nothing speaks to the ethics of those institutions quite like a commitment to that kind of excellence and personal achievement. ” - Admissions Advisor, New York University

What makes someone a good exchange student?

First and foremost, program candidates should be mature, open-minded, and adaptable . Wondering if our Travel & Study Abroad Program is right for you? Check out our article Should You Study Abroad? 8 Signs You’d Make a Great Exchange Student to find out!

When can I study abroad?

During the Academic Year (Visit Our High School Programs Page for Specific Dates)

• Short Term Option (1-2 months)
• Trimester and Semester Options
• Full Year Options

During the Summer (Visit Our Summer Program Page for Specific Dates)

• Program options from 1-8 weeks

Post-High School Gap Year (Visit Our Gap Year Page for Specific Dates)

• 12-month program option

Where will I live when studying abroad?

For the majority of our programs, you’ll be living with a host family. 

A few of our programs offer boarding schools. In those cases, you will be living with other students in a dormitory.

Can I choose my host family?

We offer placements in big cities, medium-sized suburbs, and small towns. For select programs, you can choose the specific location you’d like to stay in for an added fee.  

Is airfare included in the program price?

We don’t include airfare in our pricing because we know that allowing people to shop around for the most competitive rates and convenient airport locations is best . Not to mention you might have frequent flyer miles that you could use towards the purchase of a ticket, why take that opportunity away?

You may see other programs that include flights, but it should be noted that often these flights will cost more than what participants could find on their own and/or depart from less convenient locations.

Will someone meet me at the airport?

Yes, pick up and drop-off at the airport is included in all of our programs.

Is insurance included in the program price?

Yes, a travel medical insurance policy is included in the program price for all participants.

Am I required to speak another language?

To attend a high school you must be sufficiently proficient in the native language of the country you would like to visit , but you don’t have to be fluent. Your language skills will improve quickly once you are culturally immersed! 

Don’t speak another language? Don’t worry - we offer several programs in English-speaking countries.

How do I apply to study abroad?

We try to make the application process as simple as possible. Here are the steps you should follow if you’d like to apply:

• Explore our programs, options, and countries to find your best match.
• Complete our interest form and, if applicable, let us know who referred you to us.
• Upon acceptance, you will be required to pay a deposit of 50% of the total program cost, up to $1500. The final payment is due several weeks before your departure.

Are there any payment plans available?

All program fees must be received before departure, usually 6-8 weeks before.    The usual payment schedule is: $200 student application fee, $1500 deposit before your application is forwarded to our partner in the country of choice and a remainder 6-8 weeks before departure.    Personalized installment plans are also available, where a minimum payment is set at $500.    We understand that financing a study abroad program might be challenging for some, therefore we want you to know that we are here to help as much as we can. Please visit our  Scholarship  and  Fundraising  pages for additional financing hints.

Can I travel alone or with friends when I have free time?

Minors are not permitted to travel alone or with other minors. You may travel with your host family, local representative, or with a school. Students above 18 years old, must coordinate with their host family and local representative before making any travel plans.

How can I make purchases with my spending money abroad?

Making the best decision on how to prepare for a trip to another country where different currency is used takes a bit of planning. Besides US dollar banknotes, that you can exchange anywhere in the world, most debit and credit cards are also accepted worldwide. Before leaving the US you should speak to your bank to make sure that you won’t be charged exorbitant international fees. Many banks in the US offer cards with no international or ATM fees. Also, consider inquiring about prepaid cards. Another option might be traveler’s checks that are an alternative to cash and cards. It is not very common that you will be able to open a local bank account to which you could transfer money to. However, since we live in an ever-changing world, you should never disregard this option; we encourage you to inquire about it upon your arrival. Our local representative will always be happy to assist you. Remember, never keep all of your cards and cash in one place.

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Primary and lower secondary school in Norway

Right to a place in a Norwegian primary or lower secondary school

Primary and lower secondary education in Norway is compulsory. If you are staying in Norway for more than three months, and have children of primary and lower secondary education age, contact the municipality in which you are to live to enrol the child in school. The parents must actively enrol the child in the school.

All state-run primary and lower secondary education in Norway is free of charge, and is financed by the municipalities. There are also a number of private primary and lower secondary schools. Contact the municipality in which you live, or are moving to, for more information about the schools there. The alternative to primary and lower secondary education is private home tuition (hjemmeundervisning).

Primary and lower secondary education is ten years, and pupils normally start school in the year of their sixth birthday. This period of education is divided into two main stages. The first seven years (Years 1-7) are called the primary level (barnetrinnet), and the three subsequent years (Years 8-10) are called the lower secondary level (ungdomstrinnet). The school must provide, for example, all necessary teaching materials and equipment. Pupils take their own lunch. 

​​​​​​​Special needs education

Pupils who do not or cannot satisfactorily benefit from the ordinary teaching are entitled to special needs education (spesialundervisning). It is the school/school owner that decides whether or not the pupil is entitled to special needs education. If the pupil or parents are not satisfied with the decision, they may submit an appeal to the County Governor (Statsforvalteren).

Special language teaching

All pupils whose mother tongue is not Norwegian or Sami are entitled to special tuition in the Norwegian language until their proficiency in Norwegian is sufficient for them to take part in the ordinary teaching. If necessary, they are also entitled to mother tongue instruction and/or subject teaching in two languages.

If there are at least three pupils with a Kven-Finnish background at primary and lower secondary schools in Troms and Finnmark, these pupils are entitled to tuition in Finnish. In the Sami district, all pupils of primary and lower secondary education age are entitled to be taught in Sami and in the Sami language.  Outside the Sami district, if at least ten pupils in a municipality request teaching in Sami and in the Sami language, they are entitled to this, as long as there are at least six pupils left in the group.

Homework help scheme and daycare facilities for schoolchildren

All pupils at primary and lower secondary level are entitled to free homework help. It is the municipality that must offer this. Participation in the homework help scheme is voluntary. Municipalities must also offer schoolchildren in Years 1-4 daycare facilities (skolefritidsordning, SFO) before and after the school day. The same applies to children with special needs in Years 1-7. The daycare scheme is also voluntary. To find out more about these schemes, contact the municipality or the individual school.

Route to school and school transport

Pupils are entitled to free school transport if the route to school is of a certain distance, if it is dangerous, or if the pupil has a disability or injury.

Holidays and school-free days

The school owner decides when there are holidays and school-free days. All Norwegian public holidays are school-free days. The municipality may also allow individual pupils leave from school for up to two weeks if this is justifiable.

Primary and lower secondary education on Svalbard

On Svalbard, it is the local authority, Longyearbyen Lokalstyre, that is responsible for teaching in Longyearbyen.

Please fill in our contact form if you have any questions or if you have encountered an obstacle in another Nordic country.

NB! If you have questions regarding the processing of a specific case or application, or other personal matters, please contact the relevant authority directly.

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Education in Norway - statistics & facts

Primary and upper secondary education, higher education, key insights.

Detailed statistics

Educational attainment of the population in Norway 2023

Educational attainment of the population in Norway 2022, by gender

Leading universities in Norway 2023, by number of students

Editor’s Picks Current statistics on this topic

Education Level & Skills

Educational Institutions & Market

Number of students in higher education in Norway 2010-2023

Further recommended statistics

• Premium Statistic Educational attainment of the population in Norway 2023
• Premium Statistic Educational attainment of the population in Norway 2022, by gender
• Basic Statistic Number of pupils in primary school in Norway 2010-2023
• Basic Statistic Number of students in higher education in Norway 2010-2023
• Basic Statistic Leading universities in Norway 2023, by number of students

Highest education completed among the population in Norway in 2023

Distribution of highest education completed among the population in Norway in 2022, by gender

Number of pupils in primary school in Norway 2010-2023

Number of pupils in primary school in Norway from 2010 to 2023

Number of students in higher education in Norway from 2010 to 2023

Leading universities in Norway in 2023, by number of registered students

Elementary & upper secondary school

• Basic Statistic Number of private primary schools in Norway 2013-2023
• Basic Statistic Number of pupils in private primary schools in Norway 2013-2023
• Basic Statistic Number of teachers in upper secondary school in Norway 2015-2022

Number of private primary schools in Norway 2013-2023

Number of private primary schools in Norway from 2013 to 2023

Number of pupils in private primary schools in Norway 2013-2023

Number of pupils in private primary schools in Norway from 2013 to 2023

Number of teachers in upper secondary school in Norway 2015-2022

Number of teachers in upper secondary school in Norway from 2015 to 2022

• Basic Statistic Number of students in higher education in Norway 2013-2023, by gender
• Basic Statistic Number of students in higher education in Norway 2023, by field of study
• Basic Statistic Share of higher education students from Norway studying abroad 2013-2023, by gender
• Basic Statistic Higher education students from Norway studying abroad 2023, by destination
• Premium Statistic Number of people with a doctorate degree in Norway 2014-2022, by gender
• Premium Statistic Number of doctorate degrees in Norway 2023, by field of study

Number of students in higher education in Norway 2013-2023, by gender

Number of students in higher education in Norway from 2013 to 2023, by gender

Number of students in higher education in Norway 2023, by field of study

Number of students in higher education in Norway in 2023, by field of study

Share of higher education students from Norway studying abroad 2013-2023, by gender

Share of higher education students from Norway studying abroad from 2013 to 2023, by gender

Higher education students from Norway studying abroad 2023, by destination

Number of higher education students from Norway studying abroad in 2023, by destination

Number of people with a doctorate degree in Norway 2014-2022, by gender

Number of people with a doctorate (PhD) degree in Norway from 2014 to 2022, by gender

Number of doctorate degrees in Norway 2023, by field of study

Number of doctorate degrees in Norway in 2023, by field of study

• Basic Statistic Share of upper secondary students who have been bullied in Norway 2016-2024
• Basic Statistic Academic environment satisfaction among higher education students in Norway 2013-2023
• Basic Statistic Social environment satisfaction among higher education students in Norway 2013-2023
• Basic Statistic Study program satisfaction among higher education students in Norway 2013-2023

Share of upper secondary students who have been bullied in Norway 2016-2024

Share of upper secondary students who have been bullied at least two or three times a month in Norway from 2016 to 2024

Academic environment satisfaction among higher education students in Norway 2013-2023

Academic environment satisfaction among higher education students in Norway from 2013 to 2023

Social environment satisfaction among higher education students in Norway 2013-2023

Social environment satisfaction among higher education students in Norway from 2013 to 2023

Study program satisfaction among higher education students in Norway 2013-2023

Satisfaction with study program among higher education students in Norway from 2013 to 2023

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March 25, 2024, by Rupert Knight

• Is it possible to abolish primary homework? A view from Norway

In this post, Rachel Lehner-Mear revisits the place of primary homework with an international eye.

I recently came across a report documenting the introduction of a ‘no homework policy’ in one Norwegian municipality. This is not the first time the idea of a homework ban has been discussed in Norway. In 2015, a coalition of politicians on Oslo city council proposed ending homework due to fears it exacerbates inequalities. The councillors instead promised what they called ‘school exercises’ which would provide the practice dimension of homework, but would be completed under teacher guidance in schools.

Calls to rid children’s lives of homework are not unusual. Earlier this year, for example, the President of Ireland told RTE’s children’s news programme that:

… time in the school is an educational experience and it should get finished at the school and people should be able to use their time for other creative things.

The Irish Mirror newspaper followed this up with a poll of its readers, finding that 98%, or 57,440 readers, agreed with the idea of a homework ban. However, examples of where such aspirations have been actioned into a formal ‘no homework policy’ are rare. This makes the story of the Norwegian municipality which has achieved this, particularly striking.

So, this got me thinking: why don’t we abolish homework , given that research highlights its limited academic impact at primary level? In this blog post I reflect on what happened in the Norwegian case, the additional changes needed to make a ‘no homework policy’ work, and what this tells us about whether we could alter primary homework’s dominance in English schools.

The UK homework context

Some years ago, I wrote a post for this blog , reflecting on the fact that although homework is not a statutory requirement and there is no consistent view of what it should be like, it has become a common educational tool in UK primary schools. This can be seen, for example, in Medwell and Wray’s 2019 study of teacher homework practices. I suggested that, since both its purpose and academic value are in doubt, teachers might reconsider what they set for homework to ensure it is at least an enjoyable activity.

Several years on, homework’s position in the UK education system remains entrenched. Its framing as a fundamental activity, the expectations of both parents and teachers, and an accountability system which encourages school-to-school competition, all position homework as an undeniable, ubiquitous practice. Yet in 2017, an Ofsted Parents Panel report suggested that more than a third of parents (36%) believe primary homework is unhelpful, with parents of pupils with SEND finding it particularly problematic.

Homework’s proponents often point to Programme for International Student Assessment reports in which pupils from homework-heavy education systems in Singapore and the Chinese provinces consistently outperform those from other nations (for latest PISA results see here) . But the homework-PISA results association can be readily critiqued, since Finland and South Korea, which set no homework for primary children, also regularly appear near the top of the PISA league tables. Equally, Indonesia, a culture in which additional home learning is considered highly desirable, features amongst the lowest performing countries. Moreover, a multitude of research studies and meta-analyses cast doubt on homework’s effectiveness – at best , primary homework might have marginal benefits. ( A 2014 interview with the researcher John Hattie provides an overview of some of the research).

I won’t rehearse these debates further here. Instead, recognising the contention around homework, I play devil’s advocate and propose that perhaps it’s time we simply abolished homework altogether …

Are we ready to change how we use homework?

Although homework prevails in the UK context, it is not unusual to hear both teachers and academics bemoan its use, distrusting its value and pointing out its inherent problems. Common charges against homework include that it reproduces inequalities, since not all families are equally equipped to support children’s home learning (highlighted by some families’ low engagement with homeschooling during the Covid pandemic). Or, that homework’s benefits are outweighed by the tensions caused in the parent-child relationship. Or, that homework has a negative impact on family time, hobbies, and social interaction. Furthermore, for teachers themselves, homework is often experienced as yet another burden amongst myriad pressures on their time. Many educators also question homework’s academic benefits. The Confident Teacher , a teacher-turned-educational writer, has blogged about why he thinks homework doesn’t work , which sums up several of these teacher complaints. Even the Education Endowment Foundation (EEF) toolkit , intended to guide schools’ decision-making, advocates its adoption for being ‘low cost’ rather than for robust evidence of its effectiveness. Frankly, if homework doesn’t offer substantial long-term gains, teachers can be forgiven for questioning whether it is worthwhile.

Teacher-to-teacher conversations like these hint that there might be an appetite for changing, or even abolishing homework. Given that government guidance regarding primary homework was withdrawn in 2012 (making Head Teachers the homework decisionmakers) and the current Ofsted Inspection Handbook no longer promotes it, the door appears open for radical change. So, could we just abolish homework?

What can we learn from past calls to go ‘no homework’?

With this question in mind, I consider the cases of Italy and Norway, to gain insight from their attempts to eliminate homework.

In Italy , despite schools having autonomy for homework policy, it frequently enters the national debate, with politicians regularly advocating homework abolition. In December 2018, for example, Il Giornale newspaper reported the Education Minister’s demand for less holiday homework, to ensure families would have a happy Christmas. Added to these political calls, this 2015 study by Kremer-Sadlik and Fatigante found there is parent-teacher tension in Italy over homework: teachers view parental homework involvement as problematic; parents perceive teachers as unwilling to illuminate homework’s purpose. Yet despite teachers and parents finding homework difficult, and the political elite pursuing systemic change, homework remains embedded in Italian schooling. The Italian case suggests a discourse of change, or general dissatisfaction from either teachers or policymakers, is insufficient to shift the dial on homework.

In any case, UK politicians tend to take a different stance. In 2018, the actor Rob Delaney gained substantial media traction following this tweet:

Why do they give 7 year olds so much homework in the UK & how do I stop this. I want my kid frolicking & drawing & playing football. Who knows more about stopping this madness & can help me?

Whilst a twitter storm ensued, with high-profile personalities weighing in (Piers Morgan in favour of homework; Gary Lineker, against), the then Education Minister’s reaction was to put a statement on the gov.uk website reiterating support for the practice: ‘Homework is a staple of school life, and of home life,’ he wrote. In the UK then, political impetus for homework’s use prevails, despite publicly-aired counterarguments, a lack of supporting legislation, and possible teacher dissatisfaction.

What does a ‘no homework policy’ look like? The case of Moss, in Norway

This brings me to the published report I mentioned at the start of this piece, which describes how a Norwegian municipality has recently introduced a ‘no homework policy’.

In 2022, Kjersti Holte, a homework researcher, was invited to conduct an Action Research study in the Norwegian municipality of Moss, where local politicians had announced a policy to phase homework entirely from all 16 local schools by 2025 (later amended to an immediate ban). Holte’s focus was how to support school leaders in implementing the policy change, rather than on how the new policy would work. Nevertheless, her report provides a case study from which we might learn whether it is possible to realise fundamental change to established homework practices, and if it is, what needs to be considered to achieve this.

The Moss project defined eight ‘no homework principles’, paraphrased here:-

No homework to be assigned for after school hours.

School to hold primary responsibility for student achievement, with parental responsibility absolved., if a problem exists with student progress or motivation, adjustments to be made within school., parents to support their child’s learning in other ways e.g. ensuring sufficient sleep, good nutrition, participation in extra-curricular activities etc…, teachers to value both the student’s role in the family, home, and local community, and their participation in leisure activities., student knowledge and skills to be reviewed by teachers., teachers to give in-school opportunity to prepare for assessments., parents to be kept informed of their child’s academic and social development..

A review of these principles suggests important shifts in the way three key dimensions are being understood: ‘ childhood ’, ‘ the parental role ’ and ‘ education ’. Principles 1, 4 and 5 for example, afford children entitlement to leisure activities, and indicate a respect for their out-of-school life. This projects a particular view of ‘ childhood’ , with homelife both separated from, and given equal weighting to, school life.

Similarly, principles 2, 3, 4 and 8 make particular assumptions about ‘ the parental role ’ in children’s development, according parents responsibility for physical and mental wellbeing and rejecting their accountability for educational achievement. Indeed, parents are given a right to knowledge about their child’s progress, rather than a responsibility for it . This parental positioning contrasts the educational responsibilisation discourse prevalent in the UK, on which primary homework practices currently rest.

Finally, the principles situate ‘ education ’ firmly within schools, reinforcing sole teacher responsibility for academic progress (principles 2, 3, 6, 7). Thus, this no homework policy not only assumes a reframing of the teacher-parent, school-home relationship, but is also underpinned by a particular view of education – what it is, where it occurs and who is accountable for it.

What else is needed to go ‘no homework’?

As Holte and colleagues worked with school leaders to support the move to homework abolition, they discovered that the political ‘top down’ decision-making which introduced the new policy, caused difficulties. Some school leaders resisted the change, for example, while teacher unions objected because the policy originated with politicians and not educators. Holte’s report alerts us that buy-in from Head Teachers and teachers is essential for homework practices to change.

Whilst this positions school leaders as critical, the Norwegian experience also suggests it would be difficult for individual schools to ‘go it alone’. Comments recounted to Holte reveal that even when Heads were sceptical about the policy, they were willing to adopt it because all other schools in the area were also making the change . This speaks to homework’s assumed role in demonstrating ‘school quality’. To abolish an activity perceived by local communities as an indicator of a ‘good’ school is risky for a lone Head. Therefore, systems level change seems necessary to overhaul processes which have become universal. Both leadership support and widescale systemic change are necessary to alter a practice like homework which is deeply embedded in contemporary educational culture.

The Moss project also highlights the complementary measures required for schools to feel confident in dropping homework, some of which are connected to what happens in other parts of the teaching-learning system. Leaders spoke about the need to ensure the quality of in-school teaching, hinting that this demanded significant confidence in their staff. They also noted the need for teacher-parent relationships to realign, and spoke of their anxiety about what was considered a significant policy change. In other words, according to Head Teachers in Moss, abolishing homework is the ‘easy’ part. What happens next is more challenging.

The minor problem, in this case is to stop giving assignments. According to the leaders, the most significant challenges are ensuring high-quality teaching, finding new ways to engage parents, and engaging all the teachers in developing [their] practices. (Holte, 2023, p.16)

Indeed, what the Norwegian experiment reveals is not that homework cannot be eliminated, but that in abolishing such a well-established practice, other adaptations might simultaneously be required.

Furthermore, Holte’s report highlights that, ‘ while the evidence of the problems with homework is clear, more evidence is needed on the effects of the no-homework policy for many [teachers and Heads] to be convinced ’ (p.17).

Unfortunately, this conclusion produces a classic chicken-and-egg scenario. Whilst educators, talking in staffrooms, may be cognisant of problems with primary homework and its likely ineffectiveness, their confidence to ‘abolish’ it might only be secured by, first, explicitly demonstrating the success of operating without homework – a story which, ironically, can only be told once homework has been eliminated.

This makes future educational outcomes in places like Moss of critical importance. If pupils’ achievements in Moss hold up over the next few years, this might offer reassurance to teachers elsewhere that fundamental change to homework is possible – including, perhaps, its complete abolition.

What next in English schools?

The Norwegian case reviewed here suggests that moving away from homework, to any substantial degree, is complicated. To do so successfully, probably requires careful consideration of a number of interconnecting factors. For teachers who want to think about adapting homework, the following questions are intended to support internal school conversations about how this might be achieved. These prompts can be used to reflect broadly about how homework fits into the English education system, or applied at a more micro level to think about its use in an individual educational setting:

What principles underpin the way homework is currently used? What underlying principles could be used to create a different kind of homework policy or practice?

What small adaptations could be made to other connected practices which would support a reduction in homework, what role do / should parents play in their child’s education how else might parental engagement be encouraged, other than through homework, what do parents and the wider local community think about homework what does this mean for practice how could changes be communicated to parents, what existing indicators of school strength are there which do not rely on homework as a supporting practice do these indicators offer confidence that homework could be reduced or changed, how might local schools discuss or share a common homework approach.

Holte, K. (2023). Supporting School-leaders in Leadership for Social Justice Using a No-homework Policy After a Top-down Decision. Journal of Leadership in Education 54 , report no. 1/2023. Institute of Education for the Republic of Slovenia. https://doi.org/10.59132/vviz/2023/54/4-21

Kremer-Sadlik, T., & Fatigante, M. (2015). Investing in Children’s Future: Cross-cultural perspectives and ideologies on parental involvement in education. Childhood , 22(1), 67-84. https://doi.org/10.1177/0907568213513307

Medwell, J., & Wray, D. (2019). Primary Homework in England: The beliefs and practices of teachers in primary schools. Education 3-13 , 47(2), 191-204. https://doi.org/10.1080/03004279.2017.1421999

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Is there no homework in Norway?

Which countries have no homework, how long is school in norway, is it illegal to not go to school in norway, what is school like in norway, how useful or necessary is homework.

What grade is a 16 year old in Norway?

What school has no homework, is school lunch free in norway, does norway have grades, how long is summer break in norway, do norwegian schools have uniforms, do they speak english in norway schools, what country is banning homework, who created homework, is homework a good or bad thing, is education in norway cheap, is norway cheap for students, what time is school in norway, is it illegal to not do homework uk, why is homework banned in california, why is homework not banned, which country is best for living, which country has hardest education system.

Visiting Scandinavia

Come see the beauty

What are the school hours in Norway?

There are no school hours in Norway.The day starts at 8:15 a.m. and ends at 13:10 or 13:55 p.m.

What time do schools finish in Norway?

How long is school in norway, what time does high school end in norway, what is the school system like in norway, does norway give homework, what are norwegian high schools like, what country has the longest time in school.

According to data from the Organization for Economic Cooperation and Development, young kids in Chile spend more time in school than any other country.

Which country has longest school hours?

What grade are 16 year olds in norway.

Adults are entitled to both primary and secondary education.Elementary school, lower secondary school and upper secondary school make up the Norwegian school system.

In which country there is no exam?

One exam at the end of students’ senior year in high school is the only standardized test in the country.There is no competition between students, schools or regions.Finland’s schools are funded by the public.

How long is a school day in Norway?

Which country has the hardest schooling.

Which country has the most difficult education system?One of the hardest education systems in the world are South Korea, Japan, and Singapore.

How long is Japan’s school days?

Kids have to be at school by 8:45 amThey have to be in school for six and a half hours every day from Monday to Friday.Many kids go to juku in the evening to do extra studying, as well as attending after-school clubs.

What country is #1 in math?

The U.S. was followed in the rankings by Taiwan, Singapore, the Republic of Korea, Vietnam, Hong Kong and Iran.

Which country has the hardest education?

What country has shortest school days.

The school day in the country starts at 9 a.m. and students spend about five hours a day in the classroom.Finns have little to no homework.

Swedens National Anthem (Half)

“Du gamla, du fria” (You old, you free) with the text of Richard Dybeck used as Sweden’s national anthem and played at major events and at festivals, but unlike many countries, this song has never been officially accepted, but the use of the national anthem rests on traditions.

Norways National Anthem

”Ja, vi elsker dette landet” (“Yes, we love this country”) really ”Sang for Norge” (“Song for Norway”), is Norway’s national anthem. The text is written by Bjørnstjerne Bjørnson1859 and the melody was composed in 1864 by his cousin Rikard Nordraak.

Denmarks National Anthem

”Der er et yndigt land” (“There is a lovely country”) is Denmark’s national song. The text was written in 1819 by Adam Gottlob Oehlenschläger, and the melody most commonly used is by Hans Ernst Krøyer.

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How long is the school year in Norway?

The school year in Norway runs from August to June and consists of 190 school days. There are several school holidays throughout the year, including a one-week break in October, a two-week break over Christmas, a one-week break in February, and a one-week break during Easter.

What time does school finish in Norway?

Schools in Norway typically start around 8 or 9 am and end at around 3 pm. The exact end time may vary depending on breaks during the day. There is a 10-minute break between each period, as well as a longer lunch break around noon.

What age is middle school in Norway?

In Norway, middle school is part of the compulsory education system and covers grades 5-7, which corresponds to ages 10-13.

How do school years work in Norway?

In Norway, the school system is divided into two main parts: primary school (grades 1-7) and lower secondary school (grades 8-10). Children start primary school in the calendar year when they turn 6 and typically complete lower secondary school in the year they turn 16.

How many school hours does Norway have?

School hours in Norway are relatively short. Children typically go to school starting at 8:15 a.m. and finish at 1:10 or 1:55 p.m. There are three different breaks during the day, including a lunch break and two recesses.

How long is the summer break in Norway?

The summer break in Norway usually lasts from June 24 to August 12. During this time, many families take vacations, and the construction industry often shuts down for the last three weeks of July. The exact dates of the summer break may vary.

Which country has 5 hours of school?

Finland is known for its high-quality education system, where students typically spend only about five hours a day in the classroom. The school day starts between 9 and 9:45 a.m. and focuses on effective teaching methods and individualized learning.

Are schools free in Norway?

Public primary and lower secondary education in Norway is free of charge and financed by the municipalities. There are also private primary and lower secondary schools available, although they may have tuition fees.

Is education in Norway free?

Norwegian citizens do not have to pay tuition at public universities in Norway. Additionally, students who are citizens of the EU/EEA or Switzerland can study for free at public universities in Norway. However, there may be tuition fees for international students from other countries.

What country has 5 hours of school?

Finland is often cited as having a school day that lasts only about five hours. The focus in Finnish education is on effective teaching methods and individualized learning, which allows for shorter days without compromising educational quality.

Are schools in Norway homework-free?

The topic of homework in Norwegian schools is a subject of debate. While some schools have implemented homework-free periods, the majority of parents and teachers believe that giving pupils homework is primarily dictated by tradition. During homework-free periods, some parents reported that their children became more motivated and performed better in school.

Why is education free in Norway?

Education in Norway is primarily funded by the government and is seen as a fundamental right for all citizens. The belief is that providing free education allows everyone to have equal opportunities for learning and personal development.

What country has the shortest school day?

Germany is known for having one of the shortest average school day lengths among countries worldwide. Students in Germany typically spend about 4 hours and 30 minutes at school each day, allowing them to have more time for extracurricular activities and personal pursuits.

Is there homework in Norway?

The topic of homework in Norwegian schools is a subject of debate, and some schools have implemented homework-free periods. However, many schools still assign homework to students, although the majority of parents and teachers believe that the practice is primarily dictated by tradition.

Why is Norway education expensive?

While primary and lower secondary education in Norway is free of charge, the cost of living in Norway is generally higher compared to many other countries. This higher cost of living contributes to the perception that education in Norway is expensive. Additionally, there may be additional costs associated with private schools or higher education.

Is education in Norway good?

Education in Norway is highly regarded and known for its quality. Norwegian schools prioritize individualized learning, effective teaching methods, and a student-centered approach. The country consistently ranks high in global education rankings.

What country has the shortest school breaks?

South Korea is often cited as having one of the shortest school breaks among countries worldwide. The school year in South Korea typically runs for about 220 to 230 days, and the summer vacation is relatively short, usually around 30 days.

Can foreigners go to school in Norway?

Foreigners can study in Norway, but they may need to apply for a study permit if they come from a country outside of the EU/EEA/Switzerland.

What country has only 4 days of school?

Wodzisław Śląski, a city in southern Poland, recently implemented a system where students have only four days of traditional school classes per week.

What is the toughest education system in the world?

South Korea is often considered to have one of the toughest education systems in the world. The system is known for its rigor and high academic standards, and Korean students consistently perform well in global academic assessments.

What is the main religion in Norway?

Christianity is the dominant religion in Norway, with the Evangelical Lutheran Church being the largest Christian denomination. Approximately 68% of Norwegians are members of the Evangelical Lutheran Church.

Is Norway very expensive?

Norway is known for being an expensive country to live in. The cost of living, including housing, food, and transportation, is generally higher than in many other countries. However, it is still possible to enjoy an affordable trip to Norway with proper planning and budgeting.

Do they speak English in Norway?

English is widely spoken in Norway, and many Norwegians are fluent in English. Tourist information is often available in multiple languages, including English.

What are the disadvantages of studying in Norway?

Studying in Norway may come with certain challenges or disadvantages. Norway is an expensive country to live in, and finding employment without knowledge of the local language can be difficult. However, the quality of education and the opportunities available in Norway often outweigh these challenges for many students.

How long is winter in Norway?

Winter in Norway typically lasts from mid-December to April. During this time, Oslo and other parts of the country experience cold temperatures and snow-covered landscapes. Winter activities, such as skiing, are popular among the Norwegian population.

What are Norwegian schools like?

Norwegian schools are divided into primary school (grades 1-7) and lower secondary school (grades 8-10). In primary education, grades are typically not given, and a more individualized approach to learning is emphasized. Grades are introduced in mandatory subjects during lower secondary school, and students can choose between general studies or a vocational track in upper secondary education (high school).

The school year in Norway consists of 190 school days and runs from August to June. There are several school holidays throughout the year, including breaks in October, Christmas, February, and Easter.

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"Ruthless" boccia player David Smith keeps bold promise after missing date with Lara Croft

Picture by Joe Toth/OIS

There are many people boccia player David Smith thanks on his journey to Paralympic stardom: His on-court assistant Sarah Nolan, his coach Glynn Tromans, his physio team… and Lara Croft .

The three-time Paralympic champion may never have competed on his sport’s biggest stage if it were not for Hollywood’s famous “tomb raider” or rather, missing out on a chance to see Angelina Jolie on a film set with the other students of his new school.

“I was quite shy and retiring, a young Eastleigh boy, not really into much, but just kind of there,” Smith said. “They were taking some students to see the Lara Croft: Tomb Raider filming production, and I turned it down because I was the new student and I wanted to get used to my surroundings, so I politely declined. But all my friends then came back and told me what an idiot I was for not going and how good-looking Angelina Jolie was. And I, I promptly decided from thereafter that I would say 'yes' to everything .”

And so, he did. Over his next years at Treloar School and College for Disabled Young Children, Smith said ‘yes’ to field trips, theatre productions, music shows, wheelchair football and hockey, among a slew of other activities.

What changed his life most, however, was saying ‘yes’ to boccia. The sport has taken Smith to five Paralympic Games and made him one of the most recognisable faces – in part, thanks to his signature colourful mohawks – of the Paralympic Movement.

Olympics.com spoke to the British athlete about overcoming shyness, using boccia to get out of doing homework, mohawk mishaps at the hairdressers, and why his sport is the most “ruthless” one at the Paris 2024 Paralympic Games .

• Paris 2024 Paralympics: Preview, full schedule, and how to watch live action
• Paris 2024 Paralympics: From The Silver Bullet and Norway's Dancing Queen to Brazil's undefeated blind football squad - Top stars at the Games

View this post on Instagram A post shared by European Paralympic Committee (@europaralympic)

Breaking out of his shell at “Hogwarts for disabled kids”

David Smith is not hard to spot at a boccia tournament. A bright mohawk, screaming, punching the air – all of these are part of the athlete’s on-court persona. His speaking style is similar – confident, bold, and unapologetically himself.

This was not always the case, however. A shy boy growing up, it was only after Smith enrolled in Treloar’s at age 11 that he started to gain self-confidence.

Set up on a hill in an old mansion, the school Smith described as a “cross between Hogwarts and St. Trinian’s for disabled kids” not only offered the usual curriculum, but also a batch of extracurricular activities, such as sports, theatre and music clubs. There were also regular field trips , including to the set of the 2001 Lara Croft film in Pinewood Studios.

Committed to his pledge to say ‘yes’ to everything, Smith dove into any activity on offer. He represented his house in wheelchair hockey , wheelchair football and Scalextric model car racing . He was also a regular in school plays .

In one production, Smith and other students put their wheelchairs in a row to imitate a train and then drove between the audience seats, at speed, in a choreographed manner. In another, they tested out a new, touch-free technology called Soundbeam , which uses infrared sounds to make music, similar to bats.

After a surprise discovery of some old choir bells in the loft of Treloar’s, Smith and his bandmates teamed up with local schoolchildren who learned to play the bells and then accompanied the Soundbeam performance. Smith was in the percussion section, tasked with hitting an anvil with a hammer to set the beat.

“Within about a year, I was confident, outspoken, inquisitive, opinionated,” Smith said of his on-stage experiences at Treloar’s. “The shyness disappeared, never to return .”

View this post on Instagram A post shared by David Smith OBE (@smithy2389)

Boccia was another activity on offer at Treloar's and Smith was eager to sign up. It was not the sport itself that attracted him at first, however, but the side perks it entailed. Namely, an escape from evening prep.

“On a Monday night, boccia was on, and because it's sport, that was the one thing that I could get away with, to get out of homework ,” Smith explained. “Sport trumped everything at Treloar’s. I knew boccia from my previous school. I didn't particularly enjoy it, but it was better than homework. So it was like, OK, I'm going to do this.”

Smith soon realised that there were multiple travel opportunities in boccia as well. Every March, the school team would set off for the regional championships and in June there would be the national championships.

Treloar’s boccia squad was determined to see their school triumph at every tournament. Winning was the modus operandi at their alma mater. Its students went on to become parliament members , lawyers in the country’s biggest law firms, and Paralympic medallists , like sprinter Ben Rushgrove .

Losing while representing Treloar’s was not an option – and Smith was quick to adopt this winning mentality.

“Because Treloar’s were good at everything, there was quite a bit of pressure to actually make sure that you were winning or medalling. You didn't want to be the one person on the bus not to have a medal ,” Smith said. “That's where the competitiveness came from, I guess. And I got quite good, quite early on, picking up the bling.”

David Smith made his Paralympic debut at Beijing 2008 where he helped the British team to a gold medal in the BC1-BC2 mixed tournament.

From "picking up the bling" to finding the key to independence

Once Smith’s competitive drive kicked in, escaping homework was no longer his main reason for playing boccia.

“It was the competition,” he said of what ultimately drew him into the sport. “Once you start winning stuff, it is quite an ego boost and it becomes an addictive thing. I don’t have particularly addictive traits but winning is the one thing that keeps me hanging on. There was always another competition and there was always something to go to.”

Regional championships, nationals… the medals kept piling up. At 14, Smith became the youngest ever British boccia champion . A call-up to the national team brought him to the 2007 world championships , where he won individual and team gold medals. A year later, he made his Paralympic debut.

Up until Beijing 2008, boccia was still a hobby for Smith. He enjoyed the sport but did not envision it as a career for himself. Competing at the Paralympics changed that.

“At that point, I was firmly set on becoming an engineer and I wanted to go to university,” Smith said. “But I went to the Beijing Paralympic Games before my studies started in Swansea and it was there that I realised, wow, this is quite serious .

“The size of the crowds, all the other sports as well,” he continued. “That's the best bit, to be honest. Doing it on your own in a dark and dreary sports centre isn't necessarily my idea of fun. But having people watch you is a lot more interesting.”

While Smith did go on to study engineering – aerospace engineering , to be precise – he also devoted more time to improving himself as an athlete.

His approach to boccia became more professional. And in learning how to become a better player, Smith, who was diagnosed with cerebral palsy at age one, discovered ways to improve his overall well-being as well.

“As I got better at this sport, I started appreciating it more, seeing what I could and couldn't do from it. My skill set increased. The things I could do with the balls increased. Problems I could solve increased to a point where not only was it benefiting my mental ability, but also my physical and health ability away from the sport,” Smith said. “That totally transformed me not only as a boccia player, but as a human, and being able to live independently .”

Smith now lives in Swansea, almost 300km from his immediate family, shares a mortgage with his partner, manages his care and runs a nutrition coaching business .

“It's been a multitude of factors, but boccia's definitely had a big impact on it,” Smith said of the sport’s role in helping him gain independence.

Putting on the "war paint": David Smith’s colourful Paralympic appearances

Boccia not only gave Smith more independence, but also brought out his aggressive side.

While the precision sport may look tame compared to the higher-adrenaline sports, Smith cautions not to be fooled by appearances.

“It's the most competitive sport, by far,” Smith said. “One bad shot can cost you the tournament. Some sports you get byes and you lose one game and then you can come back in and have another go at it and blah, blah, blah. In boccia, not a chance. You miss one shot – you lose the end. You could potentially lose the match. You lose the match – you get knocked out and you're done. Your tournament's over before it began. It's that cutthroat . That's why it's ruthless.”

Smith relishes this pressure as he waits for the call up to the field of play during tournaments.

“Twenty minutes before the game, in the call room, I go quite quiet and focussed. And then it's like a pressure cooker,” he said. “You can just feel the energy building, building, building, building, building. And then out of the call room, I take a couple of deep breaths when I'm outside. In the crowd, I can hear the cheering. I suck it all in. Suck in the atmosphere. And then let the energy explode on court .”

David Smith has a tradition of dying his mohawk different colours for every Paralympic Games. At Rio 2016, it was blue to reflect the blue in the Brazilian flag.

Smith does not wait to roll the first ball to show his opponents he is ready for a fight. His colourful mohawk sends that signal before the match even starts.

A different colour every time, the mohawk has become Smith’s trademark at the Paralympic Games, and an effective intimidation tactic.

“I've always worn a mohawk when I'm in competition just to show my competitors that I'm ready for the action, ready for the fight . It's a bit like the traditional war paint ,” Smith said. “It's a little bit of, ‘I'm here, I'm ready to play, come and give me your best shot'.”

While Smith always sports a mohawk in tournaments, he only dyes it for the Paralympics to keep the novelty factor. At Beijing 2008 it was red, but then faded out to orange. At London 2012, it was pure red, while at Rio 2016 he switched to blue.

“I didn't like the fact it went orange, so I changed it in London, made it a bit more red, better hairdresser,” Smith said of his dye selection. “And then went to Rio and went blue because there's a bit of blue in the Brazilian flag , so I figured if I knock out all the Brazilian players then the Brazilian crowd might support me instead .”

The red-blue mix Smith sported at Tokyo 2020 was the most elaborate of all his tints thus far – but as it turned out, by accident.

“I wanted to do a blue-fading-into-red mohawk, but when I was in the hairdressers and they were dying my hair, I didn't realise that they bleached the whole of my head , not just the top part, at which point it was too late to go back,” Smith said. “So it ended up being blue sides and a red top, rather than just a simple blue into red fade.”

Although Smith's mohawk is a good intimidation tactic, it has another purpose as well – to bring luck.

Smith won five Paralympic medals while sporting the colourful hair: gold in the mixed team BC1-2 at Beijing 2008, silver in the mixed individual BC1 and bronze in mixed team BC1-2 at London 2012, his first individual gold at Rio 2016, and another individual gold at Tokyo 2020.

“It was a joke that Nigel [Murray] pulled on me, in Beijing. He said it was team tradition that we all dye our hair before the Paralympics to play, and I believed him being a 19-year-old,” Smith said.

"We ended up winning in Beijing, and then that became a tradition. And it just transpired that I happened to be winning medals at the same time, so I didn't look like a tit for wearing that. If I was ranked bottom and had a mohawk, I'd look a bit of a fool. But luckily, I'm winning at the same time so I can pull it off .”

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David Smith’s fighter mentality on and off the boccia court

With a fresh red-and-blue mohawk to bring him luck at Paris 2024, Smith now has his sights set on getting his fourth Paralympic gold medal.

From a shy boy who started playing boccia in school to a five-time Paralympic medallist, Smith has undergone a vast transformation through the sport as boccia’s “ruthless” nature rubbed off on him well beyond the court. There are certainly no more Lara Croft sightings that Smith is “politely declining”.

“I'm pretty aggressive everywhere,” Smith said with a laugh. “ I'm aggressive with life , so my driving style is pretty similar to how I play boccia, so say all the people on the M4 [motorway] that get undertaken by me.

“I take life the same way as I take boccia. There's no other way for me. There's no point messing around or waiting for opportunities to come your way. You got to create the chances yourself. Don't give anything away, but also don't let chances pass you by. And boccia is all about taking chances. Being hard to beat, keeping the score down. But also, when someone gives you an opening, punish them as hard as you can. And I treat life the same way really. Life is full of opportunities and if you don't grab them, then you're doing yourself and everyone around you a disservice.”

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