few students forgot to do their homework

Why Students Don’t Do Their Homework–And What You Can Do About It

What contributes to homework resistance?  How can we better support students in not only completing, but learning from assigned homework?

What To Do When Students Don’t Do Their Homework

by Dr. Jennifer Davis Bowman

‘ That was homework?’

‘That’s due today ?’

‘But… it was the weekend.’

We hear a lot of stuff when students don’t do their homework.  Our cup runneth over with FBI-proof, puppy-dog eyes, procrastinated-filled homework excuses.  What we don’t hear, is the research on how to excuse-proof our classrooms for homework.  It seems, we are in the dark about engaging students in the homework process.  Specifically, what contributes to homework resistance?  How can we better support students in not only completing, but learning (gasp) from assigned homework?

To answer these questions, I examined a number of research articles.  I focused on interviews/surveys with classrooms that struggled with homework completion (to identify triggers).  Also, I used data from classrooms with high homework achievement (to identify habits from the homework pros).   Here are 6 research-backed reasons for why students resist homework- plus tips to help overcome them.

6 Reasons Students Don’t Do Their Homework–And What You Can Do About It

Fact #1 The homework takes too long to complete.

In a study of over 7000 students (average age of 13), questionnaires revealed that when more than 60 minutes of homework is provided, students resisted.  In addition, based on standardized tests, more than 60 minutes of homework, did not significantly impact test scores.

Teaching Tip:  Ask students to record how long it takes to complete homework assignments for one week.  Use the record to negotiate a daily homework completion goal time.  As an acceptable time frame is established, this allows the student to focus more on the task.

Fact #2 The value is misunderstood

Students erroneously believe that homework only has academic value.  In a study of 25 teachers, interviews showed that teachers’ use of homework extended beyond the traditional practice of academic content.  For example, 75% of these teachers report homework as an affective tool (to measure learning motivation, confidence, and ability to take responsibility).

Teaching Tip:  Communicate with students the multiple purposes for homework.  Reveal how homework has both short-term (impact on course grade) and long-term benefits (enhance life skills).  Identify specific long-term homework benefits that students may be unaware of such as organization, time management and goal setting.

Fact #3 The assignment is a one-size fits all.

In a study of 112 undergraduate chemistry students, the learners report interest in different types of homework.  For example 62% of students are satisfied with online assignments (this format provided immediate feedback and allowed multiple attempts), whereas, 41% are satisfied with traditional paper assignments (this format had no computer printing issues and it is a style most familiar).

Teaching Tip:  Assess student learning style with the use of learning inventories.  Differentiate homework to account for student interest and learning preference.  Educator, Carol Tomlinson provides examples of low-prep differentiation assignments that include negotiated criteria, ‘Let’s Make a Deal’ projects, and choices of texts.  As teacher Cathy Vatterott emphasizes in The Five Hallmarks of of Good Homework , consider placing the differentiation responsibility on the learner.  For instance, ask students to ‘create your own method to practice the key terms’.

Fact #4 Feedback is not provided.

Acknowledging homework attempts matter. A survey of 1000 students shows that learners want recognition for attempting and completing homework (versus just getting the homework correct).

Also, students desire praise for their homework effort.  In a study of 180 undergraduate students, almost half of the learners agreed that teacher recognition of ‘doing a good job’ was important to them.

Teaching Tip:  Expand homework evaluation to include points for completing the assignment.  In addition, include homework feedback into lesson plans.  One example is to identify class time to identify homework patterns with the class (student struggles and successes).  Another example, is to give students opportunities to compare their homework answers with a peer (students can correct or change answers while obtaining feedback).

Fact #5 The homework is not built into classroom assessments. 

Students want their homework to prepare them for assessments.  When surveyed, 85% of students report they would complete more homework if the material was used on tests and quizzes.

Teaching Tip:  Allow students to select 1 homework question each unit that they wish to see on the test.  Place student selections in a bowl/lottery and pick a 2-3 of their responses to include in each assessment.

Fact #6 Students don’t have a plan.

It’s unsurprising that making provisions for homework, increases the likelihood that homework is completed.  In interviews with ninth graders, 43% of the students that completed all of their homework indicated that they had a plan.  Their homework plan consisted of the time needed to execute the work, meet deadlines, and follow daily completion routines.  Amazingly, the students with a plan complete homework in spite of their dislike for the assignment.

Teaching Tip:  Help students develop a plan.  For example, you may show examples and non-examples, offer templates for home-work to-do lists, or challenge students to identify phone Apps that help track homework planning procedures.

• Bempechat, J., Li, J., Neier, S. B., Gillis, C. A., & Holloway, S. D. (2011).  The homework experience:  Perceptions of low-income youth.  Journal of Advanced Academics , 22(2).
• Kuklansky, Shosberger, & EsHach (2016). Science teachers’ voice on homework beliefs, attitudes, and behaviors.  International Journal of Science and Mathematics Education , 14(1).
• Letterman, D. (2013).  Students’ perception of homework assignments and what influences their ideas.  Journal of College Teaching and Learning , 10(2).
• Malik, K., Martinez, N., Romero, J., Schubel, S., & , P. A. (2014).  Mixed method study of online and written organic chemistry homework.  Journal of Chemistry Education , 91(11).
• Science Daily (2015).  How Much Math, Science Homework is too Much?
• Vandenbussche, J., Griffiths, W., & Scherrer, C. (2014).  Students’ perception of homework policies in lower and intermediate level mathematic courses.  Mathematics and Computer Education , 48(12).

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Nearly one-in-five teens can’t always finish their homework because of the digital divide

Some 15% of U.S. households with school-age children do not have a high-speed internet connection at home, according to a new Pew Research Center analysis of 2015 U.S. Census Bureau data. New survey findings from the Center also show that some teens are more likely to face digital hurdles when trying to complete their homework.

School-age children in lower-income households are especially likely to lack broadband access. Roughly one-third of households with children ages 6 to 17 and whose annual income falls below $30,000 a year do not have a high-speed internet connection at home, compared with just 6% of such households earning $75,000 or more a year. These broadband disparities are particularly pronounced for black and Hispanic households with school-age children – especially those with low household incomes. (The overall share of households with school-age children lacking a high-speed internet connection in 2015 is comparable to what the Center found in an analysis of 2013 Census data.)

This aspect of the digital divide – often referred to as the “homework gap” – can be an academic burden for teens who lack access to digital technologies at home. Black teens, as well as those from lower-income households, are especially likely to face these school-related challenges as a result, according to the new Center survey of 743 U.S. teens ages 13 to 17 conducted March 7–April 10, 2018.

At its most extreme, the homework gap can mean that teens have trouble even finishing their homework. Overall, 17% of teens say they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection.

This is even more common among black teens. One-quarter of black teens say they are at least sometimes unable to complete their homework due to a lack of digital access, including 13% who say this happens to them often. Just 4% of white teens and 6% of Hispanic teens say this often happens to them. (There were not enough Asian respondents in this survey sample to be broken out into a separate analysis.)

Teens also differ by income level when it comes to completing assignments: 24% of teens whose annual family income is less than $30,000 say the lack of a dependable computer or internet connection often or sometimes prohibits them from finishing their homework, but that share drops to 9% among teens who live in households earning $75,000 or more a year.

Other times, teens who lack reliable internet service at home say they seek out other locations to complete their schoolwork: 12% of teens say they at least sometimes use public Wi-Fi to complete assignments because they do not have an internet connection at home. Again, this problem is more prevalent for black or less affluent teens. Roughly one-in-five black teens (21%) report having to at least sometimes use public Wi-Fi for this reason, including 10% who say they often do so. And teens whose family income is below $30,000 a year are far more likely than those whose annual household income is $30,000 or higher to say that they do this (21% vs. 9%).

Lastly, 35% of teens say they often or sometimes have to do their homework on their cellphone. Although it is not uncommon for young people in all circumstances to complete assignments in this way, it is especially prevalent among lower-income teens. Indeed, 45% of teens who live in households earning less than $30,000 a year say they at least sometimes rely on their cellphone to finish their homework.

These findings reflect a broader discussion about the digital divide’s impact on America’s youth. Numerous policymakers and advocates have expressed concern that students with less access to certain technologies may fall behind their more digitally connected peers. There is some evidence that teens who have access to a home computer are more likely to graduate from high school when compared with those who don’t.

The Center’s survey of teens does show stark differences in teens’ computer access based on their household income. A quarter of teens whose family income is less than $30,000 a year do not have access to a home computer, compared with 4% of those whose annual family income is $75,000 or more.

Note: See full topline results and methodology here (PDF). 

• Age & Generations
• Digital Divide
• Economic Inequality
• Education & Learning Online
• Teens & Tech
• Teens & Youth

Monica Anderson is a director of research at Pew Research Center .

Andrew Perrin is a former research analyst focusing on internet and technology at Pew Research Center .

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The Case Against Grading Homework

When homework is meaningful and contributes to their learning, students are more likely to complete it.

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As a middle school teacher, I sometimes spot students huddled up in the school hallway before class frantically copying homework. A teacher can stop to intervene, as I have done dozens of times, but we all know that they’ll just find a new place to copy the work away from the observant eyes of the adults at school. This is clearly academic dishonesty, and it’s easy to point the finger at the students. But what is the root cause of this dishonest behavior?

The student who is copying their homework either didn’t have time to complete it, forgot to do it, or doesn’t care to do it. They are copying the work so they can earn, most likely, a completion grade on the assignment. Students know the drill—if it looks like they did the assignment, then that’s good enough for a completion check mark in the grade book.

Is the student concerned that it’s imperative to review and practice this material in order to do well on the subsequent assessments in class? Is the student concerned that they will be found out during a rich conversation about the exercises in class? Probably not, or else the student would not resort to simply copying the work.

What are we doing as teachers to make homework worthwhile for the students beyond the typical completion grade?

3 Ways to Motivate Students to Do Ungraded Homework

1. Make assignments meaningful. Teachers and students alike know that practice is necessary to perform well. It would be hard to argue with an athletic coach that going to practice is not necessary, and instead, it’s fine to just show up to the game and wing it.

”Practice > scrimmage > game” is a helpful metaphor that the educators at Adlai Stevenson High School in Lincolnshire, Illinois, use to describe their school’s homework/assessment grading structure. Like team practice, homework is assigned for the purpose of practicing and reviewing—and to further the metaphor, practices are not graded, of course. Scrimmages can be compared to quizzes or other lower-stakes assessments. Lastly, the game is the culminating summative assessment such as a project or test.

Using this metaphor borrowed from athletics, it’s clear that students must practice and review to perform their best for the big game.

Beyond sharing this metaphor with your students, sometimes it takes explicit explanation from the teacher for the students to see this connection. “Tonight you are assigned 15 various conjugation exercises to help you prepare for your mock job interview project. Both partners will need to be proficient with simple past tense to conduct the interview.” If a student wants to engage appropriately in their upcoming French interview project, they will be motivated to review their ​​passé simple conjugations.

2. Feedback doesn’t have to be a grade. A sixth-grade student once told me that she completed all her math homework, but she never knew if she did it right. If I were in her math class, I would be unmotivated to do any of my homework.

Beyond providing an answer key so that students can self-check that they are on the right track with their work, teachers can also engage in meaningful feedback on homework. This might look like students randomly posting problems and their work on the board, students discussing problems in small groups, or providing time in class for students to ask about any questions they were unsure about. (Read more about how to create a mistake-friendly classroom here .)

I find that when I follow homework with a rich discussion the next day, students are more likely to complete their assignments. They know they cannot fully participate in the discussion unless they have their work with them at that moment. When homework is followed with feedback, students can close the loop on how they are performing with a concept, without having to be assigned a grade.

3. Students are still held accountable even if homework isn’t graded. Cathy Vatterott, author of Rethinking Homework , writes for the Association of Middle Level Education , “Teachers who don’t grade homework still monitor completion of assignments and communicate with parents about missing work. They just don’t count it as part of the student’s grade.” Teachers can keep a record of homework completion to inform conversations with parents and caregivers.

A teacher might share this information with a parent: “Emma struggled with simplifying fractions on her recent quiz. She was assigned two practice assignments on this topic last week, but she only brought one to class. It is important that she keep up with the daily practice to improve with this concept.”

There are several ways to keep a record of student work without assigning a grade. Laila I. McCloud, director of the MEd in Higher Education Program at Grand Valley State University, writes in the article “ Keeping Receipts: Thoughts on Ungrading from a Black Woman Professor ,” “I keep receipts in the following ways: having students engage in peer review of their work, providing detailed feedback, and using course engagement reflections.”

Instructional coach Tyler Rablin suggests a team-style game to get students engaged with the previous night’s homework or allow the students to use their homework (with feedback) as an aid on a future assessment. “Accountability doesn’t just have to mean an added consequence, but it can be a much more authentic and natural consequence (both positive or negative) for the homework.”

There will always be pushback from teachers, administrators, and parents who claim that students will not complete the assignment if it’s not graded. To counter this argument, there will always be students who won’t do the assignment whether it’s graded or not. When homework isn’t graded, a student’s average in the class reflects only what they know and can do in class—a more equitable reflection of a student’s progress .

With meaningful assignments and robust feedback, students may be more motivated to engage with practice and review. Reflect on ways you can shift your students’ perspective on homework. If students are regularly not completing the work you’re assigning, ask for feedback on how the assignments can become more meaningful and beneficial to their learning.

A lot of teachers are working on new approaches to homework in an attempt to guide students to focus on their learning rather than grades . If you have strategies you’ve had some success with, or if you have questions that other educators might be able to help with, please share them in the comments.

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‘There’s Only so Far I Can Take Them’ – Why Teachers Give Up on Struggling Students Who Don’t Do Their Homework

Failure to complete homework leaves students in the lurch.

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Whenever “Gina,” a fifth grader at a suburban public school on the East Coast, did her math homework, she never had to worry about whether she could get help from her mom.

“I help her a lot with homework,” Gina’s mother, a married, mid-level manager for a health care company, explained to us during an interview for a study we did about how teachers view students who complete their homework versus those who do not.

“I try to maybe re-explain things, like, things she might not understand,” Gina’s mom continued. “Like, if she’s struggling, I try to teach her a different way. I understand that Gina is a very visual child but also needs to hear things, too. I know that when I’m reading it, and I’m writing it, and I’m saying it to her, she comprehends it better.”

One of us is a sociologist who looks at how schools favor middle-class families . The other is a math education professor who examines how math teachers perceive their students based on their work.

We were curious about how teachers reward students who complete their homework and penalize and criticize those who don’t – and whether there was any link between those things and family income.

By analyzing student report cards and interviewing teachers, students and parents, we found that teachers gave good grades for homework effort and other rewards to students from middle-class families like Gina, who happen to have college-educated parents who take an active role in helping their children complete their homework.

But when it comes to students such as “Jesse,” who attends the same school as Gina and is the child of a poor, single mother of two, we found that teachers had a more bleak outlook.

The names “Jesse” and “Gina” are pseudonyms to protect the children’s identities. Jesse can’t count on his mom to help with his homework because she struggled in school herself.

“I had many difficulties in school,” Jesse’s mom told us for the same study. “I had behavior issues, attention-deficit. And so after seventh grade, they sent me to an alternative high school, which I thought was the worst thing in the world. We literally did, like, first and second grade work. So my education was horrible.”

Jesse’s mother admitted she still can’t figure out division to this day.

“[My son will] ask me a question, and I’ll go look at it and it’s like algebra, in fifth grade. And I’m like: ‘What’s this?’” Jesse’s mom said. “So it’s really hard. Sometimes you just feel stupid. Because he’s in fifth grade. And I’m like, I should be able to help my son with his homework in fifth grade.”

Unlike Gina’s parents, who are married and own their own home in a middle-class neighborhood, Jesse’s mom isn’t married and rents a place in a mobile home community. She had Jesse when she was a teenager and was raising Jesse and his brother mostly on her own, though with some help from her parents. Her son is eligible for free lunch.

An issue of equity

As a matter of fairness, we think teachers should take these kinds of economic and social disparities into account in how they teach and grade students. But what we found in the schools we observed is that they usually don’t, and instead they seemed to accept inequality as destiny. Consider, for instance, what a fourth grade teacher – one of 22 teachers we interviewed and observed during the study – told us about students and homework.

“I feel like there’s a pocket here – a lower income pocket,” one teacher said. “And that trickles down to less support at home, homework not being done, stuff not being returned and signed. It should be almost 50-50 between home and school. If they don’t have the support at home, there’s only so far I can take them. If they’re not going to go home and do their homework, there’s just not much I can do.”

While educators recognize the different levels of resources that students have at home, they continue to assign homework that is too difficult for students to complete independently, and reward students who complete the homework anyway.

Consider, for example, how one seventh grade teacher described his approach to homework: “I post the answers to the homework for every course online. The kids do the homework, and they’re supposed to check it and figure out if they need extra help. The kids who do that, there is an amazing correlation between that and positive grades. The kids who don’t do that are bombing.

“I need to drill that to parents that they need to check homework with their student, get it checked to see if it’s right or wrong and then ask me questions. I don’t want to use class time to go over homework.”

The problem is that the benefits of homework are not uniformly distributed. Rather, research shows that students from high-income families make bigger achievement gains through homework than students from low-income families.

This relationship has been found in both U.S. and Dutch schools , and it suggests that homework may contribute to disparities in students’ performance in school.

Tougher struggles

On top of uneven academic benefits, research also reveals that making sense of the math homework assigned in U.S schools is often more difficult for parents who have limited educational attainment , parents who feel anxious over mathematical content . It is also difficult for parents who learned math using different approaches than those currently taught in the U.S. .

Meanwhile, students from more-privileged families are disproportionately more likely to have a parent or a tutor available after school to help with homework, as well as parents who encourage them to seek help from their teachers if they have questions . And they are also more likely to have parents who feel entitled to intervene at school on their behalf.

False ideas about merit

In the schools we observed, teachers interpreted homework inequalities through what social scientists call the myth of meritocracy . The myth suggests that all students in the U.S. have the same opportunities to succeed in school and that any differences in students’ outcomes are the result of different levels of effort. Teachers in our study said things that are in line with this belief.

For instance, one third grade teacher told us: “We’re dealing with some really struggling kids. There are parents that I’ve never even met. They don’t come to conferences. There’s been no communication whatsoever. … I’ll write notes home or emails; they never respond. There are kids who never do their homework, and clearly the parents are OK with that.

This article is republished from The Conversation under a Creative Commons license. Read the original article .

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Why Teachers Give Up on Struggling Students Who Don’t Do Their Homework

By Jessica Calarco & Ilana Horn

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Classroom Management , Equity Resources , Truth for Teachers Collective   |   May 7, 2023

Students not turning in homework? 4 common mistakes to avoid (and what to do instead)

By Kim Lepre

Homework is typically the bane of students and the Achilles heel of teachers.

On the one hand, regular practice outside of the classroom can help students retain information and reinforce learning. On the other, it’s also difficult to motivate students to do the work without coercion or consequences.

While the debate over the efficacy of homework continues to rage on, one thing remains clear: there will always be students who seemingly refuse to submit their homework. So how in the WORLD do we get these kids to just DO IT?

If you’re struggling to get students to submit work on a regular basis, there may be a problem in your systems that, once fixed, can increase not only the likelihood of your students submitting but also increase their academic success. Here are four common mistakes that teachers make about submitting homework, and what you can do instead.

Mistake #1: Not understanding the real reason why students don’t submit homework

Before we delve into tactics, it’s important to understand WHY students won’t submit their work. We often chalk it up to laziness, forgetfulness, not paying attention in class or just poor time management. While these can definitely contribute to the problem, the issue often lies much deeper than that.

First, fear of failure or overall confusion plagues many of our students. They don’t understand the assignment or concept and lack the motivation or resources to get help. A lot of times, they don’t speak up in class and ask questions for these same reasons, so they’re less likely to practice something that they’re confused about.

Also, many of our students are perfectionists and won’t submit work if it’s “not right.” As illogical as it sounds, if they didn’t have time to complete the assignment, they’d rather take the zero and not submit rather than give you incomplete work. Or if it’s not up to their unreasonably high standards, they won’t turn it in.

Additionally, general overwhelm and mental health issues such as anxiety and depression definitely play a role for many of our students. Not all parents have been able to address these concerns in their children, and some may be inadvertently exacerbating the symptoms with their own high expectations. If a student simply can’t handle even looking let alone starting your assignment, you definitely won’t get any work from them.

Finally, students may just not want to do your assignment because they don’t see the point. As harsh as it sounds, students know when they’re given “busy work.” To them, meaningless packets with 100 of the same problem are not only demoralizing but also a waste of time. So some students may just choose to not do it at all or they may start and eventually give up.

Mistake #2: Not setting and maintaining expectations

At the beginning of the school year, we’re VERY good about training our students on what our work submission processes are. You may even have a syllabus with these expectations spelled out, assuming that our students and their parents read it.

Most of us have a routine set, which works for the majority of the kids. But there are always a few that seem to slip through the cracks due to reasons in the first mistake. Maybe they have an IEP and need more intentional organization. Maybe they fell asleep in class and didn’t hear you give the deadline. Or perhaps they were in the bathroom when you announced it. Either way, we can preach responsibility  and accountability all we want, but if they’re just incapable of doing it on their own, we can decide to help them or let them fall and “learn their lesson.”

If we’re unwilling to consistently help these students that struggle with deadlines, then honestly, we have to share the blame. They’re still developing good habits, and what we try to reinforce only goes so far if it’s not reinforced at home. While it’s not our job to parent our students, we can still help with teaching and modeling what the expectations are and give grace when students stumble.

Basically, if it’s that important to you that they submit an assignment on time, then don’t assume that all of the students know what to do or how to meet those deadlines.

Mistake #3: Utilizing a one-size-fits-all approach to submission

As mentioned in the previous two mistakes, there are a lot of reasons why students aren’t submitting their homework. In terms of solving that problem in your class, you have two options: 1) Being frustrated but still letting them suffer the consequences, or 2) working with the students that struggle the most.

It may seem unfair to make special accommodations or arrangements for certain students, but that’s like saying it’s unfair that, at 5’1”, I need a stool to reach the top shelf while you may be able to easily stick your hand up there.

Does it REALLY matter if we both get what we need from that shelf?

Some students may need extra time or personal invitations to submit something. You might even have to modify the assignment for them just so that you have some form of work from which to assess. This can be annoying and time-consuming since you have so many other students to worry about.

But if it really bothers you that Jason doesn’t ever turn in his work, and asking or reminding him each time actually results in him turning in something , then ask yourself if it’s worth it.

If eight students regularly fail to turn in their homework, investigate what’s holding them up and what you can do to encourage them. Maybe they need an accountability partner. Perhaps you could show and remind them how to set a notification on their phone or device. You could encourage them to use a paper planner to stay more organized.

These definitely take more effort, and sometimes the lack of rewards makes it unsatisfying. But often, a student just doesn’t know how to advocate for themselves, and you being persistent can lay the foundation for them to be successful in other classes and in the future.

Mistake #4: Not involving parents and other adults

Along with the previous mistake, sometimes we forget that we can also deploy the troops, i.e., our students’ parents/guardians. While at times we feel at odds with some parents since they have such a negative perception of teachers and the education system in general, many are willing to do their part if we are explicit about how they can help.

It can be scary to send out notices to parents because they sometimes reply with an angry response or something completely unrelated. There have definitely been times when I wished that I hadn’t sent an email at all because I was inundated with responses.

But in the case of having students turn in their assignments on time, it just might be worth it. Students don’t necessarily talk to their parents about their work, and if they are experiencing one of the aforementioned reasons why they won’t do work, they’re certainly not going to divulge. So just a simple email with a calendar of deadlines or just a reminder of an upcoming due date would greatly increase the rate of homework submission.

For larger assignments, I’ve also explained what is due to parents so that they can help their student double-check that they completed everything. You’d be surprised how many parents want to sit down and help their student, but they don’t understand what’s expected. It does take a bit of time to do this, but with new tools like ChatGPT, you can craft these messages in a matter of seconds.

If you’re using an online grading system, they often have the capability for parents to see your grade book and online calendar. If you have this, then taking the time to train parents with a screencast video that you send out will also help them stay on top of their student’s progress.

What this means for your policies

It might be a bit of a philosophical shift to avoid these mistakes. After all, real change doesn’t happen instantly, especially if you want it to stick. During a time when we’re all trying to master work-life balance, it can seem preposterous to take on what seems like more work.

But what’s the cost – both to yourself and your students — if you DON’T do something different?

Left to their own devices, students will try to stay under your radar so that they don’t have to do any work, but we both know what the long-term consequences of that are. If they don’t turn in their homework or assignments in general, you can’t assess them, which means they can’t get feedback, which in turn means you have to hope that they’re gleaning SOMETHING from your lectures and class discussions. How will you know if they’re improving in your class if they won’t submit their work?

And you’ll continue to be frustrated about your low homework submission rate (if you weren’t frustrated, you wouldn’t have made it this far). Over time, that can leave a bad taste in your mouth and overall disdain for students that seem “lazy and useless.” Morphing into that kind of cynical teacher is not something anyone wants, so ask yourself — is it worth putting in the effort?

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‘There’s only so far I can take them’ – why teachers give up on struggling students who don’t do their homework

Assistant Professor of Sociology, Indiana University

Professor of Mathematics Education, Vanderbilt University

Disclosure statement

Jessica Calarco has received funding from the Institute of Education Sciences, U.S. Department of Education, through Grant R305C050041-05 to the University of Pennsylvania and from the Networks, Complex Systems & Health Project Development Team within the ICTSI NIH/NCRR Grant Number UL1TR001108. She is a member of the Board of Directors of the Council on Contemporary Families.

Ilana Horn currently receives funding from the National Science Foundation. In the past, her work has been funded by the Spencer Foundation, the Carnegie Foundation, the Washington State Office of the Superintendent of Public Instruction, the Mindset Scholars Network, and the American Educational Research Association.

Vanderbilt University provides funding as a founding partner of The Conversation US.

Indiana University provides funding as a member of The Conversation US.

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Whenever “Gina,” a fifth grader at a suburban public school on the East Coast, did her math homework, she never had to worry about whether she could get help from her mom.

“I help her a lot with homework,” Gina’s mother, a married, mid-level manager for a health care company, explained to us during an interview for a study we did about how teachers view students who complete their homework versus those who do not.

“I try to maybe re-explain things, like, things she might not understand,” Gina’s mom continued. “Like, if she’s struggling, I try to teach her a different way. I understand that Gina is a very visual child but also needs to hear things, too. I know that when I’m reading it, and I’m writing it, and I’m saying it to her, she comprehends it better.”

One of us is a sociologist who looks at how schools favor middle-class families . The other is a math education professor who examines how math teachers perceive their students based on their work.

We were curious about how teachers reward students who complete their homework and penalize and criticize those who don’t – and whether there was any link between those things and family income.

By analyzing student report cards and interviewing teachers, students and parents, we found that teachers gave good grades for homework effort and other rewards to students from middle-class families like Gina, who happen to have college-educated parents who take an active role in helping their children complete their homework.

But when it comes to students such as “Jesse,” who attends the same school as Gina and is the child of a poor, single mother of two, we found that teachers had a more bleak outlook.

The names “Jesse” and “Gina” are pseudonyms to protect the children’s identities. Jesse can’t count on his mom to help with his homework because she struggled in school herself.

“I had many difficulties in school,” Jesse’s mom told us for the same study. “I had behavior issues, attention-deficit. And so after seventh grade, they sent me to an alternative high school, which I thought was the worst thing in the world. We literally did, like, first and second grade work. So my education was horrible.”

Jesse’s mother admitted she still can’t figure out division to this day.

“[My son will] ask me a question, and I’ll go look at it and it’s like algebra, in fifth grade. And I’m like: ‘What’s this?’” Jesse’s mom said. “So it’s really hard. Sometimes you just feel stupid. Because he’s in fifth grade. And I’m like, I should be able to help my son with his homework in fifth grade.”

Unlike Gina’s parents, who are married and own their own home in a middle-class neighborhood, Jesse’s mom isn’t married and rents a place in a mobile home community. She had Jesse when she was a teenager and was raising Jesse and his brother mostly on her own, though with some help from her parents. Her son is eligible for free lunch.

An issue of equity

As a matter of fairness, we think teachers should take these kinds of economic and social disparities into account in how they teach and grade students. But what we found in the schools we observed is that they usually don’t, and instead they seemed to accept inequality as destiny. Consider, for instance, what a fourth grade teacher – one of 22 teachers we interviewed and observed during the study – told us about students and homework.

“I feel like there’s a pocket here – a lower income pocket,” one teacher said. “And that trickles down to less support at home, homework not being done, stuff not being returned and signed. It should be almost 50-50 between home and school. If they don’t have the support at home, there’s only so far I can take them. If they’re not going to go home and do their homework, there’s just not much I can do.”

While educators recognize the different levels of resources that students have at home, they continue to assign homework that is too difficult for students to complete independently, and reward students who complete the homework anyway.

Consider, for example, how one seventh grade teacher described his approach to homework: “I post the answers to the homework for every course online. The kids do the homework, and they’re supposed to check it and figure out if they need extra help. The kids who do that, there is an amazing correlation between that and positive grades. The kids who don’t do that are bombing.

"I need to drill that to parents that they need to check homework with their student, get it checked to see if it’s right or wrong and then ask me questions. I don’t want to use class time to go over homework.”

The problem is that the benefits of homework are not uniformly distributed. Rather, research shows that students from high-income families make bigger achievement gains through homework than students from low-income families.

This relationship has been found in both U.S. and Dutch schools , and it suggests that homework may contribute to disparities in students’ performance in school.

Tougher struggles

On top of uneven academic benefits, research also reveals that making sense of the math homework assigned in U.S schools is often more difficult for parents who have limited educational attainment , parents who feel anxious over mathematical content . It is also difficult for parents who learned math using different approaches than those currently taught in the U.S. .

Meanwhile, students from more-privileged families are disproportionately more likely to have a parent or a tutor available after school to help with homework, as well as parents who encourage them to seek help from their teachers if they have questions . And they are also more likely to have parents who feel entitled to intervene at school on their behalf.

False ideas about merit

In the schools we observed, teachers interpreted homework inequalities through what social scientists call the myth of meritocracy . The myth suggests that all students in the U.S. have the same opportunities to succeed in school and that any differences in students’ outcomes are the result of different levels of effort. Teachers in our study said things that are in line with this belief.

For instance, one third grade teacher told us: “We’re dealing with some really struggling kids. There are parents that I’ve never even met. They don’t come to conferences. There’s been no communication whatsoever. … I’ll write notes home or emails; they never respond. There are kids who never do their homework, and clearly the parents are OK with that.

"When you don’t have that support from home, what can you do? They can’t study by themselves. So if they don’t have parents that are going to help them out with that, then that’s tough on them, and it shows.”

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Homework is an integral part of a student’s academic journey, yet it often becomes a source of stress and excuses. From the classic “I forgot” to more creative claims like “the dog ate it,” these excuses can hinder a student’s progress and academic success . This guide aims to address the most common homework excuses and provide practical solutions for students to overcome them. By fostering effective strategies , enhancing time management skills, building a supportive environment, and encouraging self-motivation, students can turn their homework challenges into opportunities for growth and success.

Common homework excuses not only affect academic performance but also erode the trust between students and educators. Understanding the reasons behind these excuses is the first step in addressing them. Whether it’s forgetting an assignment, lacking necessary supplies, or feeling overwhelmed by other responsibilities, each excuse has a solution. By exploring these excuses in detail, we can uncover the underlying issues and provide actionable strategies to resolve them.

Developing a homework routine is crucial for consistency and success. A dedicated workspace, breaking down assignments into manageable tasks, and utilizing organizational tools can make homework less daunting. Additionally, enhancing time management skills through prioritization, using planners, and setting realistic deadlines can prevent excuses related to time constraints and procrastination.

Building a support system is equally important. Effective communication with teachers, collaboration with classmates, and involvement of parents and guardians can provide the necessary support and encouragement. Accessing school resources and seeking help when needed ensures that students are never alone in their academic journey.

Self-motivation and accountability are key to overcoming homework excuses. Setting personal goals , rewarding progress, reflecting on the consequences of incomplete homework, and developing a growth mindset can transform a student’s approach to assignments. Real-life examples and success stories will illustrate how these strategies have helped other students turn their excuses into achievements.

Common Homework Excuses and Their Impact

Homework excuses are as varied as the students who make them. While they might seem trivial or humorous at times, these excuses can have significant impacts on a student’s academic performance and their relationship with teachers and parents. Understanding these excuses and their implications is the first step toward finding effective solutions. Here, we explore the most common homework excuses and the effects they can have.

“I Forgot”

One of the most common excuses, “I forgot,” often stems from a lack of organization or time management skills. This excuse can lead to a pattern of missed assignments, lowering grades and creating a negative feedback loop. Teachers may start to perceive the student as unreliable, which can affect their willingness to provide additional support.

“The Dog Ate It”

A classic excuse, “the dog ate it,” is often used humorously, but it signifies a lack of accountability. While it might be accepted as a one-off joke, repeated use can undermine a student’s credibility and foster a habit of evading responsibility. This can damage the trust between the student and their teacher.

“I Didn’t Understand the Assignment”

This excuse indicates a deeper issue with comprehension or a fear of seeking help. It can lead to incomplete or incorrect assignments and reflect a gap in the student’s learning. Over time, this can result in a significant decline in academic performance and confidence.

“I Had Too Much Other Work”

Balancing multiple assignments can be challenging, and “I had too much other work” highlights the need for better time management. This excuse can indicate an overwhelmed student who might need help prioritizing tasks. Persistent use of this excuse can lead to incomplete homework and stress.

“I Was Too Tired”

“I was too tired” often points to poor time management or excessive extracurricular commitments. This excuse can affect a student’s ability to engage fully with their studies and lead to a cycle of fatigue and underperformance.

“I Didn’t Have the Right Supplies”

Lack of preparation is at the core of this excuse. “I didn’t have the right supplies” can highlight a need for better planning and organization. This excuse can result in incomplete or poorly executed assignments, impacting grades and learning outcomes.

“I Was Sick”

While being sick is a legitimate reason for missing homework, it can sometimes be used as a convenient excuse. Frequent use can lead to missed learning opportunities and a backlog of assignments, making it harder for the student to catch up.

“I Had a Family Emergency”

Family emergencies are serious and valid reasons for not completing homework. However, if used frequently, it can raise concerns about the student’s home environment and require additional support from the school.

“I Left It at School”

This excuse often highlights a lack of organization and responsibility. Leaving homework at school can result in missed deadlines and incomplete assignments, which can negatively affect academic performance and teacher perceptions.

“I Didn’t Think It Was Due Yet”

Misunderstanding deadlines is a common issue that can lead to late submissions and lower grades. “I didn’t think it was due yet” underscores the importance of tracking due dates and understanding assignment timelines.

“My Computer Crashed”

Technical issues are increasingly common with the reliance on digital assignments. “My computer crashed” is a valid excuse but can also be mitigated by backing up work and using reliable technology. Frequent use of this excuse may require a discussion about access to resources and technical support.

Impact of Homework Excuses

These excuses, while varied, share a common theme: they impede academic progress and erode trust between students and educators. Repeated excuses can lead to:

• Lower Grades: Consistent failure to complete assignments can significantly impact a student’s overall grade.
• Increased Stress: Falling behind on homework creates a backlog, leading to stress and anxiety for the student.
• Damaged Relationships: Persistent excuses can strain relationships with teachers and parents, reducing the student’s support system.
• Lost Learning Opportunities: Incomplete homework means missing out on crucial practice and reinforcement of classroom learning.
• Erosion of Accountability: Relying on excuses fosters a lack of responsibility and accountability, which can affect future academic and professional endeavors.

Effective Strategies to Overcome Homework Excuses

Addressing the root causes of homework excuses requires a combination of organizational skills, proactive planning, and a supportive environment. Implementing effective strategies can help students manage their time better, stay motivated, and take responsibility for their assignments. Here are practical solutions to overcome the most common homework excuses.

Developing a Homework Routine

A consistent homework routine is essential for creating structure and reducing the likelihood of excuses. Setting a specific time each day dedicated to homework helps establish a habit and makes it easier to keep track of assignments.

• Set a Regular Schedule: Determine a specific time for homework each day that fits within the student’s overall schedule. Consistency helps in forming a habit and reduces the chances of forgetting assignments.
• Create a To-Do List: At the beginning of each session, make a list of tasks to be completed. Prioritize assignments based on due dates and difficulty.
• Incorporate Breaks: Breaks are crucial for maintaining focus and productivity. Use techniques like the Pomodoro method, which involves working for 25 minutes followed by a 5-minute break.

Creating a Productive Workspace

A designated homework area can significantly impact a student’s ability to concentrate and complete assignments efficiently. The workspace should be free from distractions and equipped with all necessary supplies.

• Choose a Quiet Space: Select a quiet area of the home where interruptions are minimal. This space should be reserved exclusively for studying to create a clear association between the environment and the task.
• Organize Supplies: Ensure that all necessary materials, such as books, stationery, and a computer, are readily available. This reduces the time spent searching for items and minimizes disruptions.
• Minimize Distractions: Keep electronic devices like phones and tablets out of reach unless they are needed for homework. Consider using apps or browser extensions that block distracting websites during homework time.

Breaking Down Assignments into Manageable Tasks

Large assignments can be overwhelming, leading to procrastination and excuses. Breaking them down into smaller, more manageable tasks makes them less daunting and easier to tackle.

• Segment Tasks: Divide homework into smaller tasks or steps. For example, a research paper can be broken down into stages such as researching, outlining, drafting, and revising.
• Set Mini-Deadlines: Assign deadlines for each smaller task. This approach helps maintain steady progress and prevents last-minute cramming.
• Track Progress: Use a planner or digital tool to track completed tasks and upcoming deadlines. This visual representation of progress can be motivating.

Utilizing Organizational Tools and Apps

Technology offers numerous tools to help students stay organized and manage their homework effectively. These tools can provide reminders, track deadlines, and offer a centralized place for all assignments.

• Use a Digital Planner: Apps like Google Calendar, Todoist, or Trello can help students keep track of assignments, deadlines, and study schedules.
• Set Reminders: Digital reminders and notifications ensure that students don’t forget about their homework. These can be set for daily study times or specific assignment deadlines.
• Collaborate Online: Tools like Google Docs or Microsoft OneDrive allow for easy collaboration on group projects and provide a platform for students to share resources and information.

Seeking Help When Needed

Understanding when and how to seek help is crucial in overcoming excuses related to difficulty or misunderstanding of assignments. Encouraging students to ask for help can prevent frustration and incomplete homework.

• Communicate with Teachers: Encourage students to ask questions in class or seek clarification from teachers when they don’t understand an assignment. Many teachers are available for additional help during office hours or through email.
• Form Study Groups: Working with peers can provide additional perspectives and explanations that make difficult concepts easier to understand.
• Utilize Online Resources: Websites like Khan Academy, Coursera, and educational YouTube channels offer tutorials and explanations on a wide range of subjects. These resources can supplement classroom learning and clarify challenging topics.

By implementing these effective strategies, students can overcome common homework excuses and develop habits that promote academic success. A structured routine, productive workspace, manageable task segmentation, organizational tools, and seeking help when needed form a comprehensive approach to tackling homework efficiently. In the following sections, we will explore how enhancing time management skills, building a support system, and encouraging self-motivation can further empower students to take control of their academic responsibilities.

Enhancing Time Management Skills

Time management is a critical skill for students to master, as it helps them balance their academic responsibilities with extracurricular activities and personal life. Effective time management minimizes the stress of last-minute work and reduces the need for excuses. Here are strategies to enhance time management skills:

Prioritizing Tasks

Prioritizing tasks ensures that the most important and urgent assignments are completed first. This method helps students manage their workload more efficiently and prevents the accumulation of unfinished work.

• Identify Important Tasks: Use the Eisenhower Matrix to categorize tasks based on their urgency and importance. Focus on completing tasks that are both urgent and important first.
• Rank Assignments: Assign a priority level to each homework task. For example, rank assignments as high, medium, or low priority based on their due dates and difficulty.
• Review and Adjust: Regularly review and adjust priorities as new tasks arise and deadlines approach. This flexibility ensures that students stay on top of their workload.

Using a Planner or Calendar

A planner or calendar helps students visualize their schedule and keep track of assignments, tests, and deadlines. This tool is essential for managing time effectively.

• Daily and Weekly Planning: Use a planner to outline daily and weekly tasks. Include specific time slots for each assignment, study session, and break.
• Set Reminders: Digital planners often come with reminder features. Set reminders for upcoming deadlines and study sessions to ensure nothing is overlooked.
• Plan for Long-Term Projects: Break down long-term projects into smaller tasks and schedule them over several weeks. This approach prevents last-minute rushes and allows for steady progress.

Avoiding Procrastination Techniques

Procrastination is a common barrier to effective time management. Identifying and avoiding procrastination techniques can help students stay focused and productive.

• Set Clear Goals: Define clear and achievable goals for each study session. Having specific targets helps maintain focus and motivation.
• Limit Distractions: Identify and minimize common distractions, such as social media, video games, and TV. Use apps like Freedom or StayFocusd to block distracting websites during study time.
• Use the Pomodoro Technique: Work in short, focused intervals (usually 25 minutes), followed by a short break. This method helps maintain concentration and reduces the tendency to procrastinate.

Setting Realistic Deadlines

Setting realistic deadlines for each task helps students manage their time effectively and reduces the stress of last-minute work.

• Estimate Time Accurately: Estimate how long each task will take and set deadlines accordingly. Allow extra time for challenging assignments or potential obstacles.
• Avoid Overcommitting: Be realistic about the amount of work that can be accomplished in a given time frame. Overcommitting can lead to burnout and unfinished tasks.
• Track Progress: Monitor progress regularly to ensure that deadlines are being met. Adjust timelines as necessary to stay on track.

Enhancing time management skills is essential for academic success and reducing the reliance on homework excuses. By prioritizing tasks, using planners or calendars, avoiding procrastination techniques, and setting realistic deadlines, students can manage their workload more effectively. These strategies not only help in completing assignments on time but also reduce stress and improve overall productivity.

Building a Support System

A strong support system can make a significant difference in a student’s ability to manage their homework effectively. Support from teachers, classmates, parents, and school resources can provide the encouragement and assistance needed to overcome challenges and stay on track. Here’s how to build a robust support system:

Communicating with Teachers

Effective communication with teachers is crucial for understanding assignments, clarifying doubts, and seeking additional help when needed.

• Ask Questions: Encourage students to ask questions in class or during office hours. Understanding the assignment fully prevents confusion and excuses related to misunderstanding the task.
• Request Feedback: Regular feedback on assignments can help students identify areas for improvement and stay motivated.
• Stay Informed: Keep up with any changes in assignment deadlines or requirements by maintaining open communication with teachers.

Collaborating with Classmates

Collaborating with peers can provide additional perspectives and support, making homework less daunting and more manageable.

• Form Study Groups: Small study groups can offer mutual support, share resources, and provide different approaches to solving problems.
• Share Resources: Encourage sharing notes, study guides, and online resources. Collaboration can fill knowledge gaps and enhance understanding.
• Peer Tutoring: If a student excels in a particular subject, they can help classmates who struggle with that subject, and vice versa. Peer tutoring is beneficial for both the tutor and the student receiving help.

Involving Parents and Guardians

Parental involvement can provide additional support and accountability for students. Parents can help in creating a conducive study environment and encouraging positive study habits.

• Monitor Progress: Parents can regularly check in on their child’s progress and help them stay organized.
• Provide Resources: Ensure that the student has access to all necessary supplies and resources for completing homework.
• Encourage Responsibility: While support is important, it’s also crucial for students to take ownership of their work. Parents can guide without micromanaging, fostering independence .

Accessing School Resources

Schools often provide various resources that can help students with their homework. Utilizing these resources can offer additional support and enhance learning.

• Tutoring Centers: Many schools offer after-school tutoring programs. Encourage students to take advantage of these opportunities for extra help.
• Library Resources: School libraries often have resources, including books, online databases, and quiet study areas. Librarians can also assist with finding materials.
• Counseling Services: School counselors can provide support for students facing academic or personal challenges that affect their homework performance. They can offer strategies for managing stress and improving study habits.

Building a strong support system is vital for helping students overcome homework excuses and succeed academically. Through effective communication with teachers, collaboration with classmates, involvement of parents, and utilization of school resources, students can access the support they need to manage their assignments effectively.

Encouraging Self-Motivation and Accountability

Self-motivation and accountability are crucial for students to take ownership of their learning and consistently complete their homework. By fostering an environment that encourages goal setting , self-reflection, and personal growth, students can develop the intrinsic motivation needed to overcome excuses and achieve academic success.

Setting Personal Goals

Personal goals give students a sense of direction and purpose, making homework feel more meaningful and less burdensome.

• SMART Goals: Encourage students to set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals. For example, “Complete all math assignments by Thursday evening” is a SMART goal that is clear and achievable.
• Short-term and Long-term Goals: Help students differentiate between short-term goals (e.g., finishing today’s homework) and long-term goals (e.g., improving math grades by the end of the semester). Both types are important for maintaining motivation.
• Review and Adjust Goals: Regularly review goals with students and adjust them as needed. This keeps goals relevant and achievable, maintaining the student’s motivation.

Rewarding Progress and Achievements

Rewards can be powerful motivators, especially when they are meaningful and aligned with the student’s interests.

• Immediate Rewards: Offer small, immediate rewards for completing homework tasks, such as a favorite snack or a short break.
• Long-term Rewards: Provide larger rewards for achieving bigger goals, such as a fun outing or a special treat. This helps students see the value in sustained effort and progress.
• Intrinsic Rewards: Encourage students to find intrinsic rewards in their work, such as the satisfaction of understanding a new concept or the pride in finishing a challenging assignment.

Reflecting on Consequences of Not Completing Homework

Understanding the negative consequences of not completing homework can help students see the importance of staying on track.

• Academic Consequences: Discuss how missing homework can affect grades and overall academic performance. Understanding this can motivate students to complete their assignments.
• Personal Consequences: Reflect on how incomplete homework can lead to stress, guilt, and a lack of progress toward personal goals. Personalizing the consequences makes them more relatable.
• Future Implications: Highlight how good homework habits can positively impact future academic and career opportunities. Developing responsibility and work ethic are skills that benefit students beyond school.

Developing a Growth Mindset

A growth mindset, the belief that abilities and intelligence can be developed through hard work and dedication , is essential for overcoming challenges and staying motivated.

• Embrace Challenges: Encourage students to see challenges as opportunities for growth rather than obstacles. This perspective reduces fear of failure and promotes perseverance.
• Learn from Mistakes: Teach students to view mistakes as learning experiences. Reflecting on what went wrong and how to improve fosters resilience and continuous improvement.
• Celebrate Effort and Progress: Focus on the effort and progress made, rather than just the final outcome. Recognizing improvement, even if small, encourages a positive attitude towards learning.

Encouraging self-motivation and accountability helps students take control of their academic responsibilities and reduces reliance on homework excuses. By setting personal goals, rewarding progress, reflecting on the consequences of incomplete homework, and developing a growth mindset, students can cultivate the intrinsic motivation needed for sustained academic success.

Real-Life Examples and Success Stories

Real-life examples and success stories can provide inspiration and practical insights for students struggling with homework excuses. These stories illustrate how others have overcome similar challenges and achieved academic success through perseverance, effective strategies, and support systems.

Overcoming Procrastination

Case Study: Emily’s Transformation

Emily was a high school student who frequently procrastinated on her homework, often making excuses like “I’ll do it later” or “I’m too tired right now.” Her grades began to suffer, and she felt overwhelmed by the mounting assignments.

• Strategy Implemented: Emily started using the Pomodoro Technique, working in focused 25-minute intervals followed by 5-minute breaks. She also began setting daily and weekly goals using a planner.
• Outcome: By breaking her work into manageable chunks and maintaining a consistent schedule, Emily significantly reduced her procrastination. Her grades improved, and she felt more in control of her workload. She also developed a sense of accomplishment after each productive session.

Turning Around Academic Performance

Case Study: Alex’s Academic Comeback

Alex struggled with low grades and a lack of motivation. He often used excuses like “I didn’t understand the assignment” and “I had too much other work.” His teachers and parents were concerned about his academic future.

• Strategy Implemented: Alex started attending after-school tutoring sessions and formed a study group with friends. He also set specific academic goals and tracked his progress.
• Outcome: With the extra support and structured approach, Alex’s understanding of the material improved. His grades began to rise, and he regained confidence in his academic abilities. The collaborative environment of the study group also provided accountability and encouragement.

Balancing Extracurricular Activities and Homework

Case Study: Jessica’s Balanced Schedule

Jessica was an active student involved in sports and various extracurricular activities. She often found herself overwhelmed with homework, leading to excuses like “I had practice” or “I was too busy with other activities.”

• Strategy Implemented: Jessica created a detailed weekly schedule that included dedicated homework time around her extracurricular commitments. She prioritized tasks using the Eisenhower Matrix and used a digital planner to stay organized.
• Outcome: By managing her time more effectively, Jessica was able to balance her schoolwork and extracurricular activities. She completed her assignments on time and continued to excel in her sports and other interests. Her structured approach also reduced stress and improved her overall well-being.

Testimonials from Students

Testimonial: Sarah’s Journey to Self-Motivation

“I used to make excuses for not doing my homework, like saying I was too tired or didn’t have the right supplies. But then I started setting small, achievable goals and rewarding myself for completing tasks. I also began using a planner to keep track of my assignments. Now, I feel more motivated and less stressed. My grades have improved, and I’ve developed a positive attitude towards my studies.”

Testimonial: Michael’s Accountability Boost

“Joining a study group was a game-changer for me. I used to skip homework and come up with all sorts of excuses. But working with my peers, we kept each other accountable. We shared resources and helped each other understand difficult concepts. It made homework less of a chore and more of a collaborative effort. My performance in school has never been better.”

Real-life examples and success stories show that overcoming homework excuses is possible with the right strategies and support. These stories of transformation highlight the importance of time management, goal setting, collaboration, and self-motivation. By implementing these proven techniques, students can tackle their homework challenges, improve their academic performance, and build skills that will benefit them throughout their educational journey and beyond.

Overcoming homework excuses is a crucial step in fostering academic success and personal growth in students. By addressing the root causes of these excuses and implementing practical solutions, students can develop the skills and habits necessary for effective learning. This comprehensive guide has explored various strategies to help students stop making homework excuses and start achieving their academic potential.

First, we examined the most common homework excuses and their impact on academic performance and relationships with teachers and parents. Understanding these excuses and the underlying issues is essential for finding effective solutions.

We then discussed practical strategies to overcome these excuses, including developing a homework routine, creating a productive workspace, breaking down assignments into manageable tasks, utilizing organizational tools, and seeking help when needed. These strategies provide a structured approach to managing homework effectively.

Enhancing time management skills was another key focus. By prioritizing tasks, using planners or calendars, avoiding procrastination techniques, and setting realistic deadlines, students can better manage their time and reduce stress.

Building a support system is also vital. Effective communication with teachers, collaboration with classmates, involvement of parents and guardians, and accessing school resources all provide the necessary support for students to succeed.

Encouraging self-motivation and accountability helps students take ownership of their learning. Setting personal goals, rewarding progress, reflecting on the consequences of not completing homework, and developing a growth mindset are all strategies that foster intrinsic motivation.

Real-life examples and success stories illustrated how these strategies can be successfully implemented, providing inspiration and practical insights for students facing similar challenges. These stories showed that overcoming homework excuses is possible with the right support and strategies.

Finally, integrating positive reinforcement into daily life can further support students in developing effective homework habits. Creating a positive home environment, using reinforcement strategies in school, and incorporating rewards into extracurricular activities all contribute to a supportive and motivating environment.

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Homework challenges and strategies

By Amanda Morin

Expert reviewed by Jim Rein, MA

At a glance

Kids can struggle with homework for lots of reasons.

A common challenge is rushing through assignments.

Once you understand a homework challenge, it’s easier to find solutions.

Most kids struggle with homework from time to time. But kids who learn and think differently may struggle more than others. Understanding the homework challenges your child faces can help you reduce stress and avoid battles.

Here are some common homework challenges and tips to help.

The challenge: Rushing through homework

Kids with learning difficulties may rush because they’re trying to get through what’s hard for them as fast as possible. For kids with ADHD, trouble with focus and working memory may be the cause.

Rushing through homework can lead to messy or incorrect homework. It can also lead to kids missing key parts of the assignment. One thing to try is having your child do the easiest assignments first and then move to harder ones.

Get more tips for helping grade-schoolers and middle-schoolers slow down on homework.

The challenge: Taking notes

Note-taking isn’t an easy skill for some kids. They may struggle with the mechanical parts of writing or with organizing ideas on a page. Kids may also find it hard to read text and take notes at the same time.

Using the outline method may help. It divides notes into main ideas, subtopics, and details. 

Explore different note-taking strategies .

The challenge: Managing time and staying organized

Some kids struggle with keeping track of time and making a plan for getting all of their work done. That’s especially true of kids who have trouble with executive function.

Try creating a homework schedule and set a specific time and place for your child to get homework done. Use a timer to help your child stay on track and get a better sense of time.

Learn about trouble with planning .

The challenge: Studying effectively

Many kids need to be taught how to study effectively. But some may need concrete strategies.

One thing to try is creating a checklist of all the steps that go into studying. Have your child mark off each one. Lists can help kids monitor their work.

Explore more study strategies for grade-schoolers and teens .

The challenge: Recalling information

Some kids have trouble holding on to information so they can use it later. (This skill is called working memory. ) They may study for hours but remember nothing the next day. But there are different types of memory.

If your child has trouble with verbal memory, try using visual study aids like graphs, maps, or drawings.

Practice “muscle memory” exercises to help kids with working memory.

The challenge: Learning independently

It’s important for kids to learn how to do homework without help. Using a homework contract can help your child set realistic goals. Encourage “thinking out loud.”

Get tips for helping grade-schoolers do schoolwork on their own.

Sometimes, homework challenges don’t go away despite your best efforts. Look for signs that kids may have too much homework . And learn how to talk with teachers about concerns .

Key takeaways

Some kids have a hard time doing schoolwork on their own.

It can help to tailor homework strategies to a child’s specific challenges and strengths.

Sometimes, there’s too much homework for a child to handle. Talk to the teacher.

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