homework should be banned australia

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The case for banning homework so kids can have a life

Homework normalises a lack of boundaries between working and personal lives, and burdens teachers with extra duties and unpaid overtime.

Benjamin Clark

Feb 01, 2023

Irish President Michael D Higgins made global headlines last week by calling for a ban on homework, arguing students would benefit more from spending their after-school hours developing friendships and playing.

“It should get finished at school [and] people should be able to use their time for other creative things,” Higgins told Irish radio station RTE. However, Higgins doesn’t have the power to change Ireland’s education policies, and Education Minister Norma Foley has vowed to leave the decision up to principals.

As most Australian students return to school this week, it’s high time for a debate about the merits of homework. Should Australia consign it to the proverbial dog’s bowl for good?

Homework gets a D-

There is little correlation between global test scores and the time students spend studying at home. Fifteen-year-old students from Shanghai (who do a whopping 14 hours of homework a week on average) and Singapore (seven hours) score higher than Australia (six hours, one more than the OECD average) on tests by the Programme for International Student Assessment (PISA). But so do Finnish students, who spend fewer than three hours on homework each week.

This is because the educational benefits of homework are small, according to academic studies, and only kick in once students hit their mid-teens.

Australian academics Richard Walker and Mike Horsley, authors of the book Reforming Homework, conclude : “Homework has no benefit for children in the early years of primary school, negligible benefits for children in the later years of primary school, weak benefits for junior high school students and reasonable benefits for senior high school students.”

Why? Recent UK research suggests younger children are often “[unable] to complete this homework without the support provided by teachers and the school”.

Even for older students, only a small amount of homework is beneficial. The OECD surmises that “after around four hours of homework per week, the additional time invested … has a negligible impact on performance”.

Relying on work outside the classroom also exacerbates educational inequality, as students from disadvantaged backgrounds are less likely to receive help from family members who may be out working or busy with caring responsibilities. Just like increasing private and public school fees , homework shunts more of the burden of education on to individual families, leaving children more reliant on their parents’ resources.

Long hours on the tools crayons

There is also a broader question: why, when we (theoretically) limit the adult work week to 38 hours, do we think it’s acceptable for kids to work 41 hours a week on average (35 hours in school, six hours of homework)? When adults work such hours, they’re usually meant to be paid overtime (again, theoretically).

Homework normalises a culture of working late hours into the night, which conditions students to expect an unhealthy lack of boundaries in their working lives. Spending time with family and friends, keeping active and exploring hobbies and creative pursuits are relegated to afterthoughts. This is especially the case for high-achieving students, who often move into professions with toxic overworking cultures such as medicine, law, finance and consulting, which they’ve been conditioned to accept.

I've come to the conclusion that the sole purpose of homework is to condition children into accepting that unpaid overtime and ridiculous hours and not even being able to escape work even in your own home are a normal things to expect in their future. — Erin Ekins (she/her) (@QueerlyAutistic) July 19, 2020

It’s one reason we’ve seen the rising acceptance of unpaid overtime in the Australian economy, particularly among young workers. The average Australian works six weeks’ worth of unpaid overtime a year, losing more than $8000 they’re rightfully owed, according to a November report by the Centre for Future Work . Young people work the most unpaid overtime.

Even if you think the link between homework and overwork is a long bow, it’s clearly a short one for teachers. Teachers rarely have enough time to properly mark homework and provide feedback. It’s thus unsurprising they work 15 hours of unpaid overtime on average a week, according to a 2021 union survey — more than double the national average. Much of it is spent marking homework.

Teacher, leave those kids alone

As our work and home lives have become increasingly blurred through the pandemic, establishing a healthy work-life balance is an important standard to impart to kids from a young age. It will ready them for their economic futures, in which work emails will haunt them digitally if they don’t set strong boundaries.

We should start by heeding Higgins’ call and resigning homework to the history books, at least for primary school students. For older students, we should cap their expected hours at 38, in line with the adult work week. They’re in school for roughly 35 hours a week, and three hours a week of homework fits within the amount the OECD deems beneficial.

It might offend “old school” teachers and parents, but as any teacher marking papers will tell you: for a persuasive conclusion, you must follow the latest evidence.

Homework: who needs it? Let us know by writing to  [email protected] . Please include your full name to be considered for publication .  We reserve the right to edit for length and clarity.

About the Author

Columnist @ben_clark56

Benjamin Clark is a writer and media worker based in Melbourne. His work has appeared in Crikey , The Age , Junkee and Kill Your Darlings .

Crikey is committed to hosting lively discussions. Help us keep the conversation useful, interesting and welcoming . We aim to publish comments quickly in the interest of promoting robust conversation, but we’re a small team and we deploy filters to protect against legal risk. Occasionally your comment may be held up while we review, but we’re working as fast as we can to keep the conversation rolling.

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In the 80s, I attended a full time boarding school (home weekend every couple of months).

We had 3 hours of mandatory supervised silent homework 6 nights a week. 1700 to 1800 then 1830 to 2030.

Often some sort of infringement would result in the entire student body (200+) copping “late study”, ie an extra hour on top of this. Saturdays off (very lenient /s).

So we were doing 18 hours a week (plus bonus time on the whim of the study supervisor ) on top of our longer than average school day of 0845 to 1530. 50-55 hour weeks……

BTW, between 1545 and 1645 was *mandatory* sport.

Anyway, back then, my school annual magazine was in the habit of publishing year 12 results from the previous year…..so years later, I found a copy online with my year level results and perused the academic outcomes of all this study time.

Gotta say, there were not a lot of academic high flyers in my cohort (self included). In fact, the results were kinda substandard.

Still having study/homework nightmares though, so I guess there was some impact.

I have ADHD, and loathed homework to the point where I simply didn’t do it and bore with the consequences. It wasn’t just an intrusion, it was punishment. The idea that it exists to condition us into a powerless, overworked and underpaid role as employees makes sense; in the ultimate neoliberalist paradigm we should all be on-call at every moment of our lives.

On the arguments above, music practice of hours per day would seem to be equally punishing and even more pointless. Yet for centuries past, parents have seen value in committing their children to music homework. Their arguments must be worth considering.

Not at all. Practising more does make you a better musician. The article says that homework doesn’t necessarily help.

Woop, my experience both as a student and as a teacher (for 40 years) suggest that the article is rubbish. To say that homework does not help is to insult the intelligence of a moron.

Imagine if our footballers didn’t do training each week. Yes, I know they’re paid, but not all athletes are paid, they still go and train between competitions. It’s practice or don’t make the team. Music is the same. If there’s no practice between lessons, there’s little to no progress.

Most kids are in school 5 days a week. They get plenty of practice at school. Perhaps it could be optional for some kids. My oldest son had a teacher who would reward students with no homework for achieving some goal set in class… but one student he would actually give extra homework because that student wanted it.

I’m a teacher with 10 years under the belt and as a rule, I don’t set homework. A general end to the practice would be a positive across the board for students. It would reduce pressure on those who just cannot complete said homework. I’ve had students who have had to work part-time to support their family. They’re not completing anything you set outside of school hours and to create a curriculum with assumed extra knowledge is just folly.

One thing I have noticed is the increase in extracurricular activities that occupy students after school. So students will regularly finish school at 3:30 and then be playing sport until 6, 7 or even 8pm. So the added expectation of completing 2-3 hours of homework a night just isn’t manageable. I have had students finishing work at 1am because “well, I had homework sir!”. It then means the day at school might as well be write off as they’re just not mentally present. I have several students in my support group which I have mandated that they must have one night off a week to do a nothing activity (i.e. watch a movie with friends) because otherwise, they will burn themselves out.

Furthermore, unless you as a teacher actually review the work set as homework, it might as well not exist. There is no point spending two hours on problems for a subject if you have a fundamental misunderstanding of what needs to be done. All this leads to is stress or even worse, for students to message teachers after hour via Teams asking for help. This then puts extra pressure on the teacher to always be on and creates a culture of constantly being on the job.

I will say one general exception to the above is reading or another creative hobby. In my years teaching, the students who do well are often the ones with creative outlets or calming activities that let them just unwind. These students are usually the strongest students as they actually know how to work effectively and learn. And that’s the rub, despite one detractor in the comments saying that this would somehow create a culture of mediocrity in Australia, it really would have zero impact. The students who are high achievers will continue to achieve high. They are the ones who seek out extra work as they want to extend and deepen their knowledge. For them, it’s not homework, it’s additional learning.

Rob, I would contend that Australia has had a ‘culture of mediocrity’ in education for at least 50 years. I have personally observed it evolve over time. For me, it began in Victoria with the abolition of the external Intermediate Certificate Examination at 4th Form Level (that’s year 10 for anyone under about 50 years of age), then we saw the Leaving Certificate external Examinations go. Both of these changes occurred in the late 1960’s. The educational vandals then came after the Matriculation Certificate. These educational wreckers succeeded in dumbing down the Year 12 qualification when the HSC was introduced in Victoria, but boy, did standards plummet with the introduction of the VCE in the early 1990’s!! I know, Rob, I had to prostitute myself as a teacher and participate in this egregious process. For example, I studied the Matriculation chemistry course as a student, I taught chemistry at both the HSC and VCE levels. There was a clear decline in standards going from Matriculation to HSC and then standards collapsed when the HSC changed to the VCE compliments of Joan Kirner.

And as far as the primary school situation is concerned, I used to tell my students, if I was a parent and was about to send my children to primary school and I had the choice of sending them to a school that used the same approach as I had in the 1950’s, or to a modern primary school, then I would, without hesitation, send to the primary school that used the 1950’s approach. That is how much confidence I have in the modern educational system. Education these days is what you get when you put the clowns in charge of the circus. I understand that students are no longer taught to write cursively. What an absolute disgrace. How can you treat this system with anything other than complete contempt!

I disagree. Education has changed and generally for the better. Just because something worked when you were at school, it doesn’t forever make it “the” model for education.

I second you Rob. I did high school in the 70s. Twenty-something years later, I noticed my own kids in year 10 doing assignments set with expectation levels that approximated my year 12 level. Their year 12 math studies were at my uni-level. Now I have grandchildren attending a Catholic (but not posh) school in a rural town. The 10-year old talks about grammar terms and parts of speech that I didn’t learn until high school. She could teach most of today’s journos a thing or two, actually. Hmm, maybe I need to back-track a bit after all, our media standards are evidence that modern education is letting some down… 😀

You make some good points there kmart60. I think that the ‘rot’ had actually become fairly well-established by the 1970’s. Completely idiotic ideas such as, “Oh, don’t put a red-line through that spelling mistake, you might damage the student’s self-esteem” and “Oh don’t make the students learn their times table by heart, that’s so boring” became popular at the time. It was like being at the Mad-Hatter’s Teaparty.

From my observations as an educator, the able students do the homework and reinforce the material being taught, the struggling students don’t know where to start and need to be supervised to complete their homework.

Homework serves to increase the gap between students who are coping and those who are struggling

Exactly! It’s also time better spent for everyone. Do something creative and constructive instead of just repetitive learning.

billie, in order to close that gap between the able students and the struggling students, we need to provide extra help for the struggling students; not to artificially restrain and obstruct the progress of the able students. Is your idea of ‘education’ billie dumbing everyone down to the lowest common denominator level in order to close the gap?

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

Professor of Education, Penn State

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

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

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

So, does homework help or hinder kids?

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

Does homework result in academic success?

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

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

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

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

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

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

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

So, is homework related to high academic success?

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

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

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

Impact of homework on kids

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

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

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

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

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

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

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

Should there be “no homework” policies?

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

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

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

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

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

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

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

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

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Student Opinion

Should We Get Rid of Homework?

Some educators are pushing to get rid of homework. Would that be a good thing?

By Jeremy Engle and Michael Gonchar

Do you like doing homework? Do you think it has benefited you educationally?

Has homework ever helped you practice a difficult skill — in math, for example — until you mastered it? Has it helped you learn new concepts in history or science? Has it helped to teach you life skills, such as independence and responsibility? Or, have you had a more negative experience with homework? Does it stress you out, numb your brain from busywork or actually make you fall behind in your classes?

Should we get rid of homework?

In “ The Movement to End Homework Is Wrong, ” published in July, the Times Opinion writer Jay Caspian Kang argues that homework may be imperfect, but it still serves an important purpose in school. The essay begins:

Do students really need to do their homework? As a parent and a former teacher, I have been pondering this question for quite a long time. The teacher side of me can acknowledge that there were assignments I gave out to my students that probably had little to no academic value. But I also imagine that some of my students never would have done their basic reading if they hadn’t been trained to complete expected assignments, which would have made the task of teaching an English class nearly impossible. As a parent, I would rather my daughter not get stuck doing the sort of pointless homework I would occasionally assign, but I also think there’s a lot of value in saying, “Hey, a lot of work you’re going to end up doing in your life is pointless, so why not just get used to it?” I certainly am not the only person wondering about the value of homework. Recently, the sociologist Jessica McCrory Calarco and the mathematics education scholars Ilana Horn and Grace Chen published a paper, “ You Need to Be More Responsible: The Myth of Meritocracy and Teachers’ Accounts of Homework Inequalities .” They argued that while there’s some evidence that homework might help students learn, it also exacerbates inequalities and reinforces what they call the “meritocratic” narrative that says kids who do well in school do so because of “individual competence, effort and responsibility.” The authors believe this meritocratic narrative is a myth and that homework — math homework in particular — further entrenches the myth in the minds of teachers and their students. Calarco, Horn and Chen write, “Research has highlighted inequalities in students’ homework production and linked those inequalities to differences in students’ home lives and in the support students’ families can provide.”

Mr. Kang argues:

But there’s a defense of homework that doesn’t really have much to do with class mobility, equality or any sense of reinforcing the notion of meritocracy. It’s one that became quite clear to me when I was a teacher: Kids need to learn how to practice things. Homework, in many cases, is the only ritualized thing they have to do every day. Even if we could perfectly equalize opportunity in school and empower all students not to be encumbered by the weight of their socioeconomic status or ethnicity, I’m not sure what good it would do if the kids didn’t know how to do something relentlessly, over and over again, until they perfected it. Most teachers know that type of progress is very difficult to achieve inside the classroom, regardless of a student’s background, which is why, I imagine, Calarco, Horn and Chen found that most teachers weren’t thinking in a structural inequalities frame. Holistic ideas of education, in which learning is emphasized and students can explore concepts and ideas, are largely for the types of kids who don’t need to worry about class mobility. A defense of rote practice through homework might seem revanchist at this moment, but if we truly believe that schools should teach children lessons that fall outside the meritocracy, I can’t think of one that matters more than the simple satisfaction of mastering something that you were once bad at. That takes homework and the acknowledgment that sometimes a student can get a question wrong and, with proper instruction, eventually get it right.

Students, read the entire article, then tell us:

Should we get rid of homework? Why, or why not?

Is homework an outdated, ineffective or counterproductive tool for learning? Do you agree with the authors of the paper that homework is harmful and worsens inequalities that exist between students’ home circumstances?

Or do you agree with Mr. Kang that homework still has real educational value?

When you get home after school, how much homework will you do? Do you think the amount is appropriate, too much or too little? Is homework, including the projects and writing assignments you do at home, an important part of your learning experience? Or, in your opinion, is it not a good use of time? Explain.

In these letters to the editor , one reader makes a distinction between elementary school and high school:

Homework’s value is unclear for younger students. But by high school and college, homework is absolutely essential for any student who wishes to excel. There simply isn’t time to digest Dostoyevsky if you only ever read him in class.

What do you think? How much does grade level matter when discussing the value of homework?

Is there a way to make homework more effective?

If you were a teacher, would you assign homework? What kind of assignments would you give and why?

Want more writing prompts? You can find all of our questions in our Student Opinion column . Teachers, check out this guide to learn how you can incorporate them into your classroom.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Jeremy Engle joined The Learning Network as a staff editor in 2018 after spending more than 20 years as a classroom humanities and documentary-making teacher, professional developer and curriculum designer working with students and teachers across the country. More about Jeremy Engle

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Why Dr Justin Coulson banned homework

The leading parenting expert explained his reasons on The Morning Show.

By Livia Gamble

April 05 2023

It’s something all children have to endure, but one of Australia’s leading parenting expert says he’s against teachers setting homework for primary school children.

Speaking about his decision on The Morning Show , Dr Coulson, who runs the blog, Happy Families , said he wrote a letter to each of his six children’s teachers every year during primary school explaining why his family does not believe in homework.

The letter says, “we really appreciate how much work you put into how much our children learn but we’ve discovered homework is a problem for a handful of reasons.” 

Firstly, there’s “no research to support the use of homework at home in primary school," he said. 

He adds: “It gets in the way of family life, it’s a burden for teachers and means they can’t do all the great stuff that we like them doing after school, like piano lessons or art or drama class or playing with friends.”

According to an article published earlier this month in  The Guardian , "Education researcher Professor John Hattie, found that homework in primary schools has a negligible effect."

Dr Coulson has two exceptions: Reading and learning based projects, for example, if a child is interested in insects, you can spend some time googling information to nurture that interest.

That said, Dr Coulson’s stance has softened in the last few years. 

"First of all there are some kids who need some structure when they go home they’ve got nothing else to do but stare at a screen if that’s what they are doing it's better to do something productive," he said. 

And some kids just like doing it. 

He finished saying, "If your kids love doing homework and it's not affecting them negatively, it won’t hurt them but it’s not going to help them either."

Click here for a copy of the letter Dr Coulson sends to his daughter's school . 

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• Just For Fun

Homework banned in Australia from April 1, you’ve got to be joking!

A nationwide ban on homework for Aussie kids is news worth celebrating … or is it?

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READING LEVEL: GREEN

Leave your books at school, put down your pens and pencils at 3.30pm! A new law has banned homework for Australian students.

The new rule comes into effect on April 1, 2022.

Hang on, is there something familiar about that date?

Gotcha! Yes, it’s April Fools’ Day.

This is just one of the many pranks that will be played in classrooms, school yards, homes, businesses, on websites and in the media this April Fools’ Day.

So where did this wacky tradition begin?

It’s all a bit of a mystery actually. The most likely origin* seems to trace back to Rome, Italy, in 1582 when Pope Gregory XIII decided it would be a good idea to adopt the new Gregorian calendar* (named after himself).

The year had previously started at the end of March under an old Roman calendar, but under the new Gregorian calendar rules it was moved to January 1.

Even though the news was spread, some people clearly didn’t get the message in time and continued to celebrate the New Year on April 1. Because of this, they were laughed at and branded as “fools”; and that is where the tradition of April Fools’ Day is believed to have started.

Another theory places the origin of April Fools’ Day in France in 1564, when king Charles IX decreed that the new year would no longer begin at Easter, which often falls in April depending on the lunar cycle, and would instead start on January 1. Those who clung to the old ways were called “April Fools.”

Historians have also linked April Fools’ Day to festivals such as Hilaria, which was celebrated in ancient Rome at the end of March and involved people dressing up in disguises.

Others think April Fools’ Day was tied to the vernal equinox, or first day of spring in the Northern Hemisphere, when Mother Nature fooled people with changing, unpredictable* weather.

More recently, people have gone to great lengths to create amazing April Fools’ Day hoaxes.

Newspapers, radio and TV stations and websites have also participated in the April 1 tradition by reporting outrageous fictional* stories that have fooled their audiences.

In Australia, Canada and England, April Fools’ Day jokes are only supposed to be played until noon.

It is believed prank victims are only “fools” if they fall for a trick early in the day. After that, the fools become those who try to carry out pranks after noon.

Many people are divided on this issue, however, and some insist on carrying out pranks all day.

• origin: where something began
• Gregorian calendar: the calendar we continue to used today, based on a seasonal year of about 365 days, which is the time it takes for Earth to revolve once around the sun
• unpredictable: hard to predict or know what will happen, likely to change suddenly
• fictional: imaginary, not true

EXTRA READING

Matt Stanton’s guide to pranking

Why do we pull pranks on April Fools’ Day?

• What prank does this story attempt to pull on the reader?
• Which Pope is thought to be linked to the origin of April Fools’ Day
• What year did this Pope introduce a new calendar?
• Which French king is also linked to a theory about the origin of April Fools’ Day?
• What part of the day are pranks supposed to be played in some countries including Australia?

LISTEN TO THIS STORY

CLASSROOM ACTIVITIES 1. Make the rules Sometimes our idea of a funny prank or joke can actually be hurtful or insulting. Write a list of at least five April Fools’ Day rules. The purpose of your list is to help people come up with fun things to do that are not hurtful or insulting.

Time: allow 20 minutes to complete this activity Curriculum Links: English, Personal and Social Capability

2. Extension Create another fun day that can be celebrated! Give your day a name, write a description of what your day is about and how it must be celebrated. Include the date and write a short explanation of why you have chosen that date. You can include activities, special foods or anything else that makes your day fun and special.

Time: allow 30 minutes to complete this activity Curriculum Links: English

VCOP ACTIVITY Punctuation thief Pick a paragraph from the article, or about three sentences together if that’s easier, and rewrite it without the punctuation.

At the bottom of the page write a list of all the punctuation you stole and in the order you stole it. For example; C , . A .

Then swap your book with another person and see if they can work out where the punctuation needs to go back in.

Make it easier: Underline where you stole the punctuation from but don’t put the list at the bottom in order.

Make it harder: Don’t put the punctuation in order at the bottom. Underline where you took the punctuation from, but don’t tell them what pieces you took. Just tell them how many pieces you took, but not what they are. Don’t give them any clues!

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25 Reasons Homework Should Be Banned (Busywork Arguments)

As students across the globe plow through heaps of homework each night, one question lingers in the minds of educators, parents, and students alike: should homework be banned?

This question is not new, yet it continues to spark lively debate as research findings, anecdotal evidence, and personal experiences paint a complex picture of the pros and cons of homework.

On one hand, proponents of homework argue that it reinforces classroom learning, encourages a disciplined work ethic, and provides teachers with valuable insight into student comprehension. They see homework as an extension of classroom instruction that solidifies and enriches learning while fostering important skills like time management and self-discipline. It also offers an opportunity for parents to be involved in their children's education.

However, some people say there are a lot of downsides. They argue that excessive homework can lead to stress and burnout, reduce time for extracurricular activities and family interactions, exacerbate educational inequalities, and even negatively impact students' mental health.

This article presents 25 reasons why we might need to seriously consider this radical shift in our educational approach. But first, lets share some examples of what homework actually is.

Examples of Homework

These examples cover a wide range of subjects and complexity levels, reflecting the variety of homework assignments students might encounter throughout their educational journey.

• Spelling lists to memorize for a test
• Math worksheets for practicing basic arithmetic operations
• Reading assignments from children's books
• Simple science projects like growing a plant
• Basic geography assignments like labeling a map
• Art projects like drawing a family portrait
• Writing book reports or essays
• Advanced math problems
• Research projects on various topics
• Lab reports for science experiments
• Reading and responding to literature
• Preparing presentations on various topics
• Advanced math problems involving calculus or algebra
• Reading classic literature and writing analytical essays
• Research papers on historical events
• Lab reports for advanced science experiments
• Foreign language exercises
• Preparing for standardized tests
• College application essays
• Extensive research papers
• In-depth case studies
• Advanced problem-solving in subjects like physics, engineering, etc.
• Thesis or dissertation writing
• Extensive reading and literature reviews
• Internship or practicum experiences

Lack of proven benefits

Homework has long been a staple of traditional education, dating back centuries. However, the actual efficacy of homework in enhancing learning outcomes remains disputed. A number of studies indicate that there's no conclusive evidence supporting the notion that homework improves academic performance, especially in primary education . In fact, research suggests that for younger students, the correlation between homework and academic achievement is weak or even negative .

Too much homework can often lead to increased stress and decreased enthusiasm for learning. This issue becomes particularly pressing when considering the common 'more is better' approach to homework, where the quantity of work given to students often outweighs the quality and effectiveness of the tasks. For instance, spending countless hours memorizing facts for a history test may not necessarily translate to better understanding or long-term retention of the subject matter.

However, it's worth noting that homework isn't completely devoid of benefits. It can help foster self-discipline, time management skills, and the ability to work independently. But, these positive outcomes are usually more pronounced in older students and when homework assignments are thoughtfully designed and not excessive in volume.

When discussing the merits and drawbacks of homework, it's critical to consider the nature of the assignments. Routine, repetitive tasks often associated with 'drill-and-practice' homework, such as completing rows of arithmetic problems or copying definitions from a textbook, rarely lead to meaningful learning. On the other hand, assignments that encourage students to apply what they've learned in class, solve problems, or engage creatively with the material can be more beneficial.

Increased stress

Homework can often lead to a significant increase in stress levels among students. This is especially true when students are burdened with large volumes of homework, leaving them with little time to relax or pursue other activities. The feeling of constantly racing against the clock to meet deadlines can contribute to anxiety, frustration, and even burnout.

Contrary to popular belief, stress does not necessarily improve performance or productivity. In fact, high levels of stress can negatively impact memory, concentration, and overall cognitive function. This counteracts the very purpose of homework, which is intended to reinforce learning and improve academic outcomes.

However, one might argue that homework can teach students about time management, organization, and how to handle pressure. These are important life skills that could potentially prepare them for future responsibilities. But it's essential to strike a balance. The pressure to complete homework should not come at the cost of a student's mental wellbeing.

Limited family time

Homework often infringes upon the time students can spend with their families. After spending the entire day in school, children come home to yet more academic work, leaving little room for quality family interactions. This limited family time can hinder the development of important interpersonal skills and familial bonds.

Moreover, family time isn't just about fun and relaxation. It also plays a crucial role in the social and emotional development of children. Opportunities for unstructured play, family conversations, and shared activities can contribute to children's well-being and character building.

Nonetheless, advocates of homework might argue that it can be a platform for parental involvement in a child's education. While this may be true, the involvement should not transform into parental control or cause friction due to differing expectations and pressures.

Reduced physical activity

Homework can often lead to reduced physical activity by eating into the time students have for sports, recreation, and simply being outdoors. Physical activity is essential for children's health, well-being, and even their academic performance. Research suggests that physical activity can enhance cognitive abilities, improve concentration, and reduce symptoms of ADHD .

Homework, especially when it's boring and repetitive, can deter students from engaging in physical activities, leading to a sedentary lifestyle. This lack of balance between work and play can contribute to physical health problems such as obesity, poor posture, and related health concerns.

Homework proponents might point out that disciplined time management could allow students to balance both work and play. However, given the demanding nature of many homework assignments, achieving this balance is often easier said than done.

Negative impact on sleep

A significant concern about homework is its impact on students' sleep patterns. Numerous studies have linked excessive homework to sleep deprivation in students. Children often stay up late to complete assignments, reducing the amount of sleep they get. Lack of sleep can result in a host of issues, from poor academic performance and difficulty concentrating to physical health problems like weakened immunity.

Even the quality of sleep can be affected. The stress and anxiety from a heavy workload can lead to difficulty falling asleep or restless nights. And let's not forget that students often need to wake up early for school, compounding the negative effects of late-night homework sessions.

On the other hand, some argue that homework can teach children time management skills, suggesting that effective organization could help prevent late-night work. However, when schools assign excessive amounts of homework, even the best time management might not prevent encroachment on sleep time.

Homework can exacerbate existing educational inequalities. Not all students have access to a conducive learning environment at home, necessary resources, or support from educated family members. For these students, homework can become a source of stress and disadvantage rather than an opportunity to reinforce learning.

Children from lower socio-economic backgrounds might need to contribute to household chores or part-time work, limiting the time they have for homework. This can create a gap in academic performance and grades, reflecting not on the students' abilities but their circumstances.

While homework is meant to level the playing field by providing additional learning time outside school, it often does the opposite. It's worth noting that students from privileged backgrounds can often access additional help like tutoring, further widening the gap.

Reduced creativity and independent thinking

Homework, particularly when it involves rote learning or repetitive tasks, can stifle creativity and independent thinking. Students often focus on getting the "right" answers to please teachers rather than exploring different ideas and solutions. This can hinder their ability to think creatively and solve problems independently, skills that are increasingly in demand in the modern world.

Homework defenders might claim that it can also promote independent learning. True, when thoughtfully designed, homework can encourage this. But, voluminous or repetitive tasks tend to promote compliance over creativity.

Diminished interest in learning

Overburdening students with homework can diminish their interest in learning. After long hours in school followed by more academic tasks at home, learning can begin to feel like a chore. This can lead to a decline in intrinsic motivation and an unhealthy association of learning with stress and exhaustion.

In theory, homework can deepen interest in a subject, especially when it involves projects or research. Yet, an excess of homework, particularly routine tasks, might achieve the opposite, turning learning into a source of stress rather than enjoyment.

Inability to pursue personal interests

Homework can limit students' ability to pursue personal interests. Hobbies, personal projects, and leisure activities are crucial for personal development and well-being. With heavy homework loads, students may struggle to find time for these activities, missing out on opportunities to discover new interests and talents.

Supporters of homework might argue that it teaches students to manage their time effectively. However, even with good time management, an overload of homework can crowd out time for personal interests.

Excessive workload

The issue of excessive workload is a common complaint among students. Spending several hours on homework after a full school day can be mentally and physically draining. This workload can lead to burnout, decreased motivation, and negative attitudes toward school and learning.

While homework can help consolidate classroom learning, too much can be counterproductive. It's important to consider the overall workload of students, including school, extracurricular activities, and personal time, when assigning homework.

Limited time for reflection

Homework can limit the time students have for reflection. Reflection is a critical part of learning, allowing students to digest and integrate new information. With the constant flow of assignments, there's often little time left for this crucial process. Consequently, the learning becomes superficial, and the true understanding of subjects can be compromised.

Although homework is meant to reinforce what's taught in class, the lack of downtime for reflection might hinder deep learning. It's important to remember that learning is not just about doing, but also about thinking.

Increased pressure on young children

Young children are particularly vulnerable to the pressures of homework. At an age where play and exploration are vital for cognitive and emotional development, too much homework can create undue pressure and stress. This pressure can instigate a negative relationship with learning from an early age, potentially impacting their future attitude towards education.

Advocates of homework often argue that it prepares children for the rigors of their future academic journey. However, placing too much academic pressure on young children might overshadow the importance of learning through play and exploration.

Lack of alignment with real-world skills

Traditional homework often lacks alignment with real-world skills. Assignments typically focus on academic abilities at the expense of skills like creativity, problem-solving, and emotional intelligence. These are crucial for success in the modern workplace and are often under-emphasized in homework tasks.

Homework can be an opportunity to develop these skills when properly structured. However, tasks often focus on memorization and repetition, rather than cultivating skills relevant to the real world.

Loss of motivation

Excessive homework can lead to a loss of motivation. The constant pressure to complete assignments and meet deadlines can diminish a student's intrinsic motivation to learn. This loss of motivation might not only affect their academic performance but also their love of learning, potentially having long-term effects on their educational journey.

Some believe homework instills discipline and responsibility. But, it's important to balance these benefits against the potential for homework to undermine motivation and engagement.

Disruption of work-life balance

Maintaining a healthy work-life balance is as important for students as it is for adults. Overloading students with homework can disrupt this balance, leaving little time for relaxation, socializing, and extracurricular activities. All of these are vital for a student's overall development and well-being.

Homework supporters might argue that it prepares students for the workloads they'll face in college and beyond. But it's also crucial to ensure students have time to relax, recharge, and engage in non-academic activities for a well-rounded development.

Impact on mental health

There's a growing body of evidence showing the negative impact of excessive homework on students' mental health. The stress and anxiety from heavy homework loads can contribute to issues like depression, anxiety, and even thoughts of suicide. Student well-being should be a top priority in education, and the impact of homework on mental health cannot be ignored.

While some might argue that homework helps students develop resilience and coping skills, it's important to ensure these potential benefits don't come at the expense of students' mental health.

Limited time for self-care

With excessive homework, students often find little time for essential self-care activities. These can include physical exercise, proper rest, healthy eating, mindfulness, or even simple leisure activities. These activities are critical for maintaining physical health, emotional well-being, and cognitive function.

Some might argue that managing homework alongside self-care responsibilities teaches students valuable life skills. However, it's important that these skills don't come at the cost of students' health and well-being.

Decreased family involvement

Homework can inadvertently lead to decreased family involvement in a child's learning. Parents often feel unqualified or too busy to help with homework, leading to missed opportunities for family learning interactions. This can also create stress and conflict within the family, especially when parents have high expectations or are unable to assist.

Some believe homework can facilitate parental involvement in education. But, when it becomes a source of stress or conflict, it can discourage parents from engaging in their child's learning.

Reinforcement of inequalities

Homework can unintentionally reinforce inequalities. Students from disadvantaged backgrounds might lack access to resources like private tutors or a quiet study space, placing them at a disadvantage compared to their more privileged peers. Additionally, these students might have additional responsibilities at home, further limiting their time to complete homework.

While the purpose of homework is often to provide additional learning opportunities, it can inadvertently reinforce existing disparities. Therefore, it's essential to ensure that homework doesn't favor students who have more resources at home.

Reduced time for play and creativity

Homework can take away from time for play and creative activities. These activities are not only enjoyable but also crucial for the cognitive, social, and emotional development of children. Play allows children to explore, imagine, and create, fostering innovative thinking and problem-solving skills.

Some may argue that homework teaches discipline and responsibility. Yet, it's vital to remember that play also has significant learning benefits and should be a part of every child's daily routine.

Increased cheating and academic dishonesty

The pressure to complete homework can sometimes lead to increased cheating and academic dishonesty. When faced with a large volume of homework, students might resort to copying from friends or searching for answers online. This undermines the educational value of homework and fosters unhealthy academic practices.

While homework is intended to consolidate learning, the risk of promoting dishonest behaviors is a concern that needs to be addressed.

Strained teacher-student relationships

Excessive homework can strain teacher-student relationships. If students begin to associate teachers with stress or anxiety from homework, it can hinder the development of a positive learning relationship. Furthermore, if teachers are perceived as being unfair or insensitive with their homework demands, it can impact the overall classroom dynamic.

While homework can provide an opportunity for teachers to monitor student progress, it's important to ensure that it doesn't negatively affect the teacher-student relationship.

Negative impact on family dynamics

Homework can impact family dynamics. Parents might feel compelled to enforce homework completion, leading to potential conflict, stress, and tension within the family. These situations can disrupt the harmony in the household and strain relationships.

Homework is sometimes seen as a tool to engage parents in their child's education. However, it's crucial to ensure that this involvement doesn't turn into a source of conflict or pressure.

Cultural and individual differences

Homework might not take into account cultural and individual differences. Education is not a one-size-fits-all process, and what works for one student might not work for another. Some students might thrive on hands-on learning, while others prefer auditory or visual learning methods. By standardizing homework, we might ignore these individual learning styles and preferences.

Homework can also overlook cultural differences. For students from diverse cultural backgrounds, certain types of homework might seem irrelevant or difficult to relate to, leading to disengagement or confusion.

Encouragement of surface-level learning

Homework often encourages surface-level learning instead of deep understanding. When students are swamped with homework, they're likely to rush through assignments to get them done, rather than taking the time to understand the concepts. This can result in superficial learning where students memorize information to regurgitate it on assignments and tests, instead of truly understanding and internalizing the knowledge.

While homework is meant to reinforce classroom learning, the quality of learning is more important than the quantity. It's important to design homework in a way that encourages deep, meaningful learning instead of mere rote memorization.

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Why Homework Should not be Banned to Children?

A mother guiding her son to read his homework

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Other ways to listen, more and more australian schools are banning homework. and a decision to stop homework at leichhardts kegworth public school has sparked a debate among inner west sydney parents about whether the policy will help pupils in the long run. image: a mother guiding her son to read his homework (a. violata), latest podcast episodes.

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Is Homework Good for Kids?

Research suggests that homework may be most beneficial when it is minimal..

Updated October 3, 2023 | Reviewed by Devon Frye

• Why Education Is Important
• Find a Child Therapist
• Research finds that homework can academically benefit middle and high schoolers, but not elementary students.
• There are non-academic benefits to homework, but too much work may interfere with other areas of development.
• Research suggests students should be given about 10 minutes of homework per grade level.
• Parents can help with homework by encouraging a growth mindset and supporting their child's autonomy.

In recent years, homework has become a very hot topic. Many parents and educators have raised concerns about homework and questioned how effective it is in enhancing students’ learning. There are also concerns that students may simply be getting too much homework, which ultimately interferes with quality family time and opportunities for physical activity and play.

Research suggests that these concerns may be valid. For example, one study reported that elementary school students, on average, are assigned three times the recommended amount of homework.

What does the research say? What are the potential risks and benefits of homework, and how much is “too much”?

Academic vs. Non-Academic Benefits

First, research finds that homework is associated with higher scores on academic standardized tests for middle and high school students, but not elementary school students . A recent experimental study in Romania found some benefits for a small amount of writing homework in elementary students but not math homework. Yet, interestingly, this positive impact only occurred when students were given a moderate amount of homework (about 20 minutes on average).

Yet the goal of homework is not simply to improve academic skills. Research finds that homework may have some non-academic benefits, such as building responsibility , time management skills, and task persistence . Homework may also increase parents’ involvement in their children’s schooling.

Yet too much homework may also have some negative impacts on non-academic skills by reducing opportunities for free play , which is essential for the development of language, cognitive, self-regulation , and social-emotional skills. Homework may also interfere with physical activity ; indeed, too much homework is associated with an increased risk of being overweight . As with the research on academic benefits, this research also suggests that homework may be beneficial when it is minimal.

What is the “Right” Amount of Homework?

Research suggests that homework should not exceed 1.5 to 2.5 hours per night for high school students and no more than 1 hour per night for middle school students. Homework for elementary school students should be minimal and assigned with the aim of building self-regulation and independent work skills. Any more than this and homework may no longer have a positive impact.

The National Education Association recommends 10 minutes of homework per grade and there is also some experimental evidence that backs this up.

What Can Parents Do?

Research finds that parental help with homework is beneficial but that it matters more how the parent is helping rather than how often the parent is helping.

So how should parents help with homework (according to the research)?

• Focus on providing general monitoring, guidance, and encouragement, but allow children to complete their homework as independently as possible. Research shows that allowing children more autonomy in completing homework may benefit their academic skills.
• Only provide help when your child asks for it and step away whenever possible. Research finds that too much parental involvement or intrusive and controlling involvement with homework is associated with worse academic performance .
• Help your children to create structure and develop some routines that help your child to independently complete their homework. Research finds that providing this type of structure and responsiveness is related to improved academic skills.
• Set specific rules around homework. Research finds an association between parents setting rules around homework and academic performance.
• Help your child to view homework as an opportunity to learn and improve skills. Parents who view homework as a learning opportunity (that is, a “mastery orientation”) rather than something that they must get “right” or complete successfully to obtain a higher grade (that is, a “performance orientation”) are more likely to have children with the same attitudes.
• Encourage your child to persist in challenging assignments and emphasize difficult assignments as opportunities to grow. Research finds that this attitude is associated with student success. Research also indicates that more challenging homework is associated with enhanced academic performance.
• Stay calm and positive during homework. Research shows that mothers’ showing positive emotions while helping with homework may improve children’s motivation in homework.
• Praise your child’s hard work and effort during homework. This type of praise is likely to increase motivation. In addition, research finds that putting more effort into homework may be associated with enhanced development of conscientiousness in children.
• Communicate with your child and the teacher about any problems your child has with homework and the teacher’s learning goals. Research finds that open communication about homework is associated with increased academic performance.

Cara Goodwin, Ph.D., is a licensed clinical psychologist who specializes in translating scientific research into information that is useful, accurate, and relevant for parents.

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Should homework be banned?

Social media has sparked into life about whether children should be given homework - should students be freed from this daily chore? Dr Gerald Letendre, a professor of education at Pennsylvania State University, investigates.

We’ve all done it: pretended to leave an essay at home, or stayed up until 2am to finish a piece of coursework we’ve been ignoring for weeks. Homework, for some people, is seen as a chore that’s ‘wrecking kids’ or ‘killing parents’, while others think it is an essential part of a well-rounded education. The problem is far from new: public debates about homework have been raging since at least the early-1900s, and recently spilled over into a Twitter feud between Gary Lineker and Piers Morgan.

Ironically, the conversation surrounding homework often ignores the scientific ‘homework’ that researchers have carried out. Many detailed studies have been conducted, and can guide parents, teachers and administrators to make sensible decisions about how much work should be completed by students outside of the classroom.

So why does homework stir up such strong emotions? One reason is that, by its very nature, it is an intrusion of schoolwork into family life. I carried out a study in 2005, and found that the amount of time that children and adolescents spend in school, from nursery right up to the end of compulsory education, has greatly increased over the last century . This means that more of a child’s time is taken up with education, so family time is reduced. This increases pressure on the boundary between the family and the school.

Plus, the amount of homework that students receive appears to be increasing, especially in the early years when parents are keen for their children to play with friends and spend time with the family.

Finally, success in school has become increasingly important to success in life. Parents can use homework to promote, or exercise control over, their child’s academic trajectory, and hopefully ensure their future educational success. But this often leaves parents conflicted – they want their children to be successful in school, but they don’t want them to be stressed or upset because of an unmanageable workload.

However, the issue isn’t simply down to the opinions of parents, children and their teachers – governments also like to get involved. In the autumn of 2012, French president François Hollande hit world headlines after making a comment about banning homework, ostensibly because it promoted inequality. The Chinese government has also toyed with a ban, because of concerns about excessive academic pressure being put on children.

The problem is, some politicians and national administrators regard regulatory policy in education as a solution for a wide array of social, economic and political issues, perhaps without considering the consequences for students and parents.

Does homework work?

Homework seems to generally have a positive effect for high school students, according to an extensive range of empirical literature. For example, Duke University’s Prof Harris Cooper carried out a meta-analysis using data from US schools, covering a period from 1987 to 2003. He found that homework offered a general beneficial impact on test scores and improvements in attitude, with a greater effect seen in older students. But dig deeper into the issue and a complex set of factors quickly emerges, related to how much homework students do, and exactly how they feel about it.

In 2009, Prof Ulrich Trautwein and his team at the University of Tübingen found that in order to establish whether homework is having any effect, researchers must take into account the differences both between and within classes . For example, a teacher may assign a good deal of homework to a lower-level class, producing an association between more homework and lower levels of achievement. Yet, within the same class, individual students may vary significantly in how much homework improves their baseline performance. Plus, there is the fact that some students are simply more efficient at completing their homework than others, and it becomes quite difficult to pinpoint just what type of homework, and how much of it, will affect overall academic performance.

Over the last century, the amount of time that children and adolescents spend in school has greatly increased

Gender is also a major factor. For example, a study of US high school students carried out by Prof Gary Natriello in the 1980s revealed that girls devote more time to homework than boys, while a follow-up study found that US girls tend to spend more time on mathematics homework than boys. Another study, this time of African-American students in the US, found that eighth grade (ages 13-14) girls were more likely to successfully manage both their tasks and emotions around schoolwork, and were more likely to finish homework.

So why do girls seem to respond more positively to homework? One possible answer proposed by Eunsook Hong of the University of Nevada in 2011 is that teachers tend to rate girls’ habits and attitudes towards work more favourably than boys’. This perception could potentially set up a positive feedback loop between teacher expectations and the children’s capacity for academic work based on gender, resulting in girls outperforming boys. All of this makes it particularly difficult to determine the extent to which homework is helping, though it is clear that simply increasing the time spent on assignments does not directly correspond to a universal increase in learning.

Can homework cause damage?

The lack of empirical data supporting homework in the early years of education, along with an emerging trend to assign more work to this age range, appears to be fuelling parental concerns about potential negative effects. But, aside from anecdotes of increased tension in the household, is there any evidence of this? Can doing too much homework actually damage children?

Evidence suggests extreme amounts of homework can indeed have serious effects on students’ health and well-being. A Chinese study carried out in 2010 found a link between excessive homework and sleep disruption: children who had less homework had better routines and more stable sleep schedules. A Canadian study carried out in 2015 by Isabelle Michaud found that high levels of homework were associated with a greater risk of obesity among boys, if they were already feeling stressed about school in general.

For useful revision guides and video clips to assist with learning, visit BBC Bitesize . This is a free online study resource for UK students from early years up to GCSEs and Scottish Highers.

It is also worth noting that too much homework can create negative effects that may undermine any positives. These negative consequences may not only affect the child, but also could also pile on the stress for the whole family, according to a recent study by Robert Pressman of the New England Centre for Pediatric Psychology. Parents were particularly affected when their perception of their own capacity to assist their children decreased.

What then, is the tipping point, and when does homework simply become too much for parents and children? Guidelines typically suggest that children in the first grade (six years old) should have no more that 10 minutes per night, and that this amount should increase by 10 minutes per school year. However, cultural norms may greatly affect what constitutes too much.

A study of children aged between 8 and 10 in Quebec defined high levels of homework as more than 30 minutes a night, but a study in China of children aged 5 to 11 deemed that two or more hours per night was excessive. It is therefore difficult to create a clear standard for what constitutes as too much homework, because cultural differences, school-related stress, and negative emotions within the family all appear to interact with how homework affects children.

Should we stop setting homework?

In my opinion, even though there are potential risks of negative effects, homework should not be banned. Small amounts, assigned with specific learning goals in mind and with proper parental support, can help to improve students’ performance. While some studies have generally found little evidence that homework has a positive effect on young children overall, a 2008 study by Norwegian researcher Marte Rønning found that even some very young children do receive some benefit. So simply banning homework would mean that any particularly gifted or motivated pupils would not be able to benefit from increased study. However, at the earliest ages, very little homework should be assigned. The decisions about how much and what type are best left to teachers and parents.

As a parent, it is important to clarify what goals your child’s teacher has for homework assignments. Teachers can assign work for different reasons – as an academic drill to foster better study habits, and unfortunately, as a punishment. The goals for each assignment should be made clear, and should encourage positive engagement with academic routines.

Parents should inform the teachers of how long the homework is taking, as teachers often incorrectly estimate the amount of time needed to complete an assignment, and how it is affecting household routines. For young children, positive teacher support and feedback is critical in establishing a student’s positive perception of homework and other academic routines. Teachers and parents need to be vigilant and ensure that homework routines do not start to generate patterns of negative interaction that erode students’ motivation.

Likewise, any positive effects of homework are dependent on several complex interactive factors, including the child’s personal motivation, the type of assignment, parental support and teacher goals. Creating an overarching policy to address every single situation is not realistic, and so homework policies tend to be fixated on the time the homework takes to complete. But rather than focusing on this, everyone would be better off if schools worked on fostering stronger communication between parents, teachers and students, allowing them to respond more sensitively to the child’s emotional and academic needs.

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No More Homework: 12 Reasons We Should Get Rid of It Completely

Last Updated: February 16, 2024 Fact Checked

This article was co-authored by wikiHow staff writer, Finn Kobler . Finn Kobler graduated from USC in 2022 with a BFA in Writing for Screen/Television. He is a two-time California State Champion and record holder in Original Prose/Poetry, a 2018 finalist for the Los Angeles Youth Poet Laureate, and he's written micro-budget films that have been screened in over 150 theaters nationwide. Growing up, Finn spent every summer helping his family's nonprofit arts program, Showdown Stage Company, empower people through accessible media. He hopes to continue that mission with his writing at wikiHow. There are 12 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 127,175 times. Learn more...

The amount of homework students are given has increased dramatically in the 21st century, which has sparked countless debates over homework’s overall value. While some have been adamant that homework is an essential part of a good education, it’s been proven that too much homework negatively affects students’ mood, classroom performance, and overall well-being. In addition, a heavy homework load can stress families and teachers. Here are 12 reasons why homework should be banned (or at least heavily reduced).

School is already a full-time job.

• For years, teachers have followed the “10-minute rule” giving students roughly 10 minutes of homework per grade level. However, recent studies have shown students are completing 3+ hours of homework a night well before their senior years even begin. [2] X Trustworthy Source American Psychological Association Leading scientific and professional organization of licensed psychologists Go to source

Homework negatively affects students’ health.

Homework interferes with student’s opportunities to socialize.

Homework hinders students’ chances to learn new things.

Homework lowers students’ enthusiasm for school.

Homework can lower academic performance.

Homework cuts into family time.

Homework is stressful for teachers.

Homework is often irrelevant and punitive.

• There are even studies that have shown homework in primary school has no correlation with classroom performance whatsoever. [9] X Research source

Homework encourages cheating.

Homework is inequitable.

Other countries have banned homework with great results.

• There are even some U.S. schools that have adopted this approach with success. [13] X Research source

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• ↑ https://www.edutopia.org/no-proven-benefits
• ↑ https://www.apa.org/monitor/2016/03/homework
• ↑ https://healthier.stanfordchildrens.org/en/health-hazards-homework/
• ↑ https://teensneedsleep.files.wordpress.com/2011/04/galloway-nonacademic-effects-of-homework-in-privileged-high-performing-high-schools.pdf
• ↑ https://time.com/4466390/homework-debate-research/
• ↑ https://www.tandfonline.com/doi/abs/10.1080/00220485.2022.2075506?role=tab&scroll=top&needAccess=true&journalCode=vece20
• ↑ https://kappanonline.org/teacher-stress-balancing-demands-resources-mccarthy/
• ↑ https://www.chicagotribune.com/lifestyles/ct-life-homework-pros-cons-20180807-story.html
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294446/
• ↑ https://www.theatlantic.com/business/archive/2016/06/homework-inequality-parents-schedules-grades/485174/
• ↑ https://www.bbc.com/news/education-37716005
• ↑ https://www.wsj.com/articles/no-homework-its-the-new-thing-in-u-s-schools-11544610600

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