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7 Research-Based Reasons Why Students Should Not Have Homework: Academic Insights, Opposing Perspectives & Alternatives

In recent years, the question of why students should not have homework has become a topic of intense debate among educators, parents, and students themselves. This discussion stems from a growing body of research that challenges the traditional view of homework as an essential component of academic success. The notion that homework is an integral part of learning is being reevaluated in light of new findings about its effectiveness and impact on students’ overall well-being.

The push against homework is not just about the hours spent on completing assignments; it’s about rethinking the role of education in fostering the well-rounded development of young individuals. Critics argue that homework, particularly in excessive amounts, can lead to negative outcomes such as stress, burnout, and a diminished love for learning. Moreover, it often disproportionately affects students from disadvantaged backgrounds, exacerbating educational inequities. The debate also highlights the importance of allowing children to have enough free time for play, exploration, and family interaction, which are crucial for their social and emotional development.

Checking 13yo’s math homework & I have just one question. I can catch mistakes & help her correct. But what do kids do when their parent isn’t an Algebra teacher? Answer: They get frustrated. Quit. Get a bad grade. Think they aren’t good at math. How is homework fair??? — Jay Wamsted (@JayWamsted) March 24, 2022

As we delve into this discussion, we explore various facets of why reducing or even eliminating homework could be beneficial. We consider the research, weigh the pros and cons, and examine alternative approaches to traditional homework that can enhance learning without overburdening students.

Once you’ve finished this article, you’ll know:

• Insights from Teachers and Education Industry Experts →
• 7 Reasons Why Students Should Not Have Homework →
• Opposing Views on Homework Practices →
• Exploring Alternatives to Homework →

Insights from Teachers and Education Industry Experts: Diverse Perspectives on Homework

In the ongoing conversation about the role and impact of homework in education, the perspectives of those directly involved in the teaching process are invaluable. Teachers and education industry experts bring a wealth of experience and insights from the front lines of learning. Their viewpoints, shaped by years of interaction with students and a deep understanding of educational methodologies, offer a critical lens through which we can evaluate the effectiveness and necessity of homework in our current educational paradigm.

Check out this video featuring Courtney White, a high school language arts teacher who gained widespread attention for her explanation of why she chooses not to assign homework.

Here are the insights and opinions from various experts in the educational field on this topic:

“I teach 1st grade. I had parents ask for homework. I explained that I don’t give homework. Home time is family time. Time to play, cook, explore and spend time together. I do send books home, but there is no requirement or checklist for reading them. Read them, enjoy them, and return them when your child is ready for more. I explained that as a parent myself, I know they are busy—and what a waste of energy it is to sit and force their kids to do work at home—when they could use that time to form relationships and build a loving home. Something kids need more than a few math problems a week.” — Colleen S. , 1st grade teacher

“The lasting educational value of homework at that age is not proven. A kid says the times tables [at school] because he studied the times tables last night. But over a long period of time, a kid who is drilled on the times tables at school, rather than as homework, will also memorize their times tables. We are worried about young children and their social emotional learning. And that has to do with physical activity, it has to do with playing with peers, it has to do with family time. All of those are very important and can be removed by too much homework.” — David Bloomfield , education professor at Brooklyn College and the City University of New York graduate center

“Homework in primary school has an effect of around zero. In high school it’s larger. (…) Which is why we need to get it right. Not why we need to get rid of it. It’s one of those lower hanging fruit that we should be looking in our primary schools to say, ‘Is it really making a difference?’” — John Hattie , professor

”Many kids are working as many hours as their overscheduled parents and it is taking a toll – psychologically and in many other ways too. We see kids getting up hours before school starts just to get their homework done from the night before… While homework may give kids one more responsibility, it ignores the fact that kids do not need to grow up and become adults at ages 10 or 12. With schools cutting recess time or eliminating playgrounds, kids absorb every single stress there is, only on an even higher level. Their brains and bodies need time to be curious, have fun, be creative and just be a kid.” — Pat Wayman, teacher and CEO of HowtoLearn.com

7 Reasons Why Students Should Not Have Homework

Let’s delve into the reasons against assigning homework to students. Examining these arguments offers important perspectives on the wider educational and developmental consequences of homework practices.

1. Elevated Stress and Health Consequences

The ongoing debate about homework often focuses on its educational value, but a vital aspect that cannot be overlooked is the significant stress and health consequences it brings to students. In the context of American life, where approximately 70% of people report moderate or extreme stress due to various factors like mass shootings, healthcare affordability, discrimination, racism, sexual harassment, climate change, presidential elections, and the need to stay informed, the additional burden of homework further exacerbates this stress, particularly among students.

Key findings and statistics reveal a worrying trend:

• Overwhelming Student Stress: A staggering 72% of students report being often or always stressed over schoolwork, with a concerning 82% experiencing physical symptoms due to this stress.
• Serious Health Issues: Symptoms linked to homework stress include sleep deprivation, headaches, exhaustion, weight loss, and stomach problems.
• Sleep Deprivation: Despite the National Sleep Foundation recommending 8.5 to 9.25 hours of sleep for healthy adolescent development, students average just 6.80 hours of sleep on school nights. About 68% of students stated that schoolwork often or always prevented them from getting enough sleep, which is critical for their physical and mental health.
• Turning to Unhealthy Coping Mechanisms: Alarmingly, the pressure from excessive homework has led some students to turn to alcohol and drugs as a way to cope with stress.

This data paints a concerning picture. Students, already navigating a world filled with various stressors, find themselves further burdened by homework demands. The direct correlation between excessive homework and health issues indicates a need for reevaluation. The goal should be to ensure that homework if assigned, adds value to students’ learning experiences without compromising their health and well-being.

By addressing the issue of homework-related stress and health consequences, we can take a significant step toward creating a more nurturing and effective educational environment. This environment would not only prioritize academic achievement but also the overall well-being and happiness of students, preparing them for a balanced and healthy life both inside and outside the classroom.

2. Inequitable Impact and Socioeconomic Disparities

In the discourse surrounding educational equity, homework emerges as a factor exacerbating socioeconomic disparities, particularly affecting students from lower-income families and those with less supportive home environments. While homework is often justified as a means to raise academic standards and promote equity, its real-world impact tells a different story.

The inequitable burden of homework becomes starkly evident when considering the resources required to complete it, especially in the digital age. Homework today often necessitates a computer and internet access – resources not readily available to all students. This digital divide significantly disadvantages students from lower-income backgrounds, deepening the chasm between them and their more affluent peers.

Key points highlighting the disparities:

• Digital Inequity: Many students lack access to necessary technology for homework, with low-income families disproportionately affected.
• Impact of COVID-19: The pandemic exacerbated these disparities as education shifted online, revealing the extent of the digital divide.
• Educational Outcomes Tied to Income: A critical indicator of college success is linked more to family income levels than to rigorous academic preparation. Research indicates that while 77% of students from high-income families graduate from highly competitive colleges, only 9% from low-income families achieve the same . This disparity suggests that the pressure of heavy homework loads, rather than leveling the playing field, may actually hinder the chances of success for less affluent students.

Moreover, the approach to homework varies significantly across different types of schools. While some rigorous private and preparatory schools in both marginalized and affluent communities assign extreme levels of homework, many progressive schools focusing on holistic learning and self-actualization opt for no homework, yet achieve similar levels of college and career success. This contrast raises questions about the efficacy and necessity of heavy homework loads in achieving educational outcomes.

The issue of homework and its inequitable impact is not just an academic concern; it is a reflection of broader societal inequalities. By continuing practices that disproportionately burden students from less privileged backgrounds, the educational system inadvertently perpetuates the very disparities it seeks to overcome.

3. Negative Impact on Family Dynamics

Homework, a staple of the educational system, is often perceived as a necessary tool for academic reinforcement. However, its impact extends beyond the realm of academics, significantly affecting family dynamics. The negative repercussions of homework on the home environment have become increasingly evident, revealing a troubling pattern that can lead to conflict, mental health issues, and domestic friction.

A study conducted in 2015 involving 1,100 parents sheds light on the strain homework places on family relationships. The findings are telling:

• Increased Likelihood of Conflicts: Families where parents did not have a college degree were 200% more likely to experience fights over homework.
• Misinterpretations and Misunderstandings: Parents often misinterpret their children’s difficulties with homework as a lack of attention in school, leading to feelings of frustration and mistrust on both sides.
• Discriminatory Impact: The research concluded that the current approach to homework disproportionately affects children whose parents have lower educational backgrounds, speak English as a second language, or belong to lower-income groups.

The issue is not confined to specific demographics but is a widespread concern. Samantha Hulsman, a teacher featured in Education Week Teacher , shared her personal experience with the toll that homework can take on family time. She observed that a seemingly simple 30-minute assignment could escalate into a three-hour ordeal, causing stress and strife between parents and children. Hulsman’s insights challenge the traditional mindset about homework, highlighting a shift towards the need for skills such as collaboration and problem-solving over rote memorization of facts.

The need of the hour is to reassess the role and amount of homework assigned to students. It’s imperative to find a balance that facilitates learning and growth without compromising the well-being of the family unit. Such a reassessment would not only aid in reducing domestic conflicts but also contribute to a more supportive and nurturing environment for children’s overall development.

4. Consumption of Free Time

In recent years, a growing chorus of voices has raised concerns about the excessive burden of homework on students, emphasizing how it consumes their free time and impedes their overall well-being. The issue is not just the quantity of homework, but its encroachment on time that could be used for personal growth, relaxation, and family bonding.

Authors Sara Bennett and Nancy Kalish , in their book “The Case Against Homework,” offer an insightful window into the lives of families grappling with the demands of excessive homework. They share stories from numerous interviews conducted in the mid-2000s, highlighting the universal struggle faced by families across different demographics. A poignant account from a parent in Menlo Park, California, describes nightly sessions extending until 11 p.m., filled with stress and frustration, leading to a soured attitude towards school in both the child and the parent. This narrative is not isolated, as about one-third of the families interviewed expressed feeling crushed by the overwhelming workload.

Key points of concern:

• Excessive Time Commitment: Students, on average, spend over 6 hours in school each day, and homework adds significantly to this time, leaving little room for other activities.
• Impact on Extracurricular Activities: Homework infringes upon time for sports, music, art, and other enriching experiences, which are as crucial as academic courses.
• Stifling Creativity and Self-Discovery: The constant pressure of homework limits opportunities for students to explore their interests and learn new skills independently.

The National Education Association (NEA) and the National PTA (NPTA) recommend a “10 minutes of homework per grade level” standard, suggesting a more balanced approach. However, the reality often far exceeds this guideline, particularly for older students. The impact of this overreach is profound, affecting not just academic performance but also students’ attitudes toward school, their self-confidence, social skills, and overall quality of life.

Furthermore, the intense homework routine’s effectiveness is doubtful, as it can overwhelm students and detract from the joy of learning. Effective learning builds on prior knowledge in an engaging way, but excessive homework in a home setting may be irrelevant and uninteresting. The key challenge is balancing homework to enhance learning without overburdening students, allowing time for holistic growth and activities beyond academics. It’s crucial to reassess homework policies to support well-rounded development.

5. Challenges for Students with Learning Disabilities

Homework, a standard educational tool, poses unique challenges for students with learning disabilities, often leading to a frustrating and disheartening experience. These challenges go beyond the typical struggles faced by most students and can significantly impede their educational progress and emotional well-being.

Child psychologist Kenneth Barish’s insights in Psychology Today shed light on the complex relationship between homework and students with learning disabilities:

• Homework as a Painful Endeavor: For students with learning disabilities, completing homework can be likened to “running with a sprained ankle.” It’s a task that, while doable, is fraught with difficulty and discomfort.
• Misconceptions about Laziness: Often, children who struggle with homework are perceived as lazy. However, Barish emphasizes that these students are more likely to be frustrated, discouraged, or anxious rather than unmotivated.
• Limited Improvement in School Performance: The battles over homework rarely translate into significant improvement in school for these children, challenging the conventional notion of homework as universally beneficial.

These points highlight the need for a tailored approach to homework for students with learning disabilities. It’s crucial to recognize that the traditional homework model may not be the most effective or appropriate method for facilitating their learning. Instead, alternative strategies that accommodate their unique needs and learning styles should be considered.

In conclusion, the conventional homework paradigm needs reevaluation, particularly concerning students with learning disabilities. By understanding and addressing their unique challenges, educators can create a more inclusive and supportive educational environment. This approach not only aids in their academic growth but also nurtures their confidence and overall development, ensuring that they receive an equitable and empathetic educational experience.

6. Critique of Underlying Assumptions about Learning

The longstanding belief in the educational sphere that more homework automatically translates to more learning is increasingly being challenged. Critics argue that this assumption is not only flawed but also unsupported by solid evidence, questioning the efficacy of homework as an effective learning tool.

Alfie Kohn , a prominent critic of homework, aptly compares students to vending machines in this context, suggesting that the expectation of inserting an assignment and automatically getting out of learning is misguided. Kohn goes further, labeling homework as the “greatest single extinguisher of children’s curiosity.” This critique highlights a fundamental issue: the potential of homework to stifle the natural inquisitiveness and love for learning in children.

The lack of concrete evidence supporting the effectiveness of homework is evident in various studies:

• Marginal Effectiveness of Homework: A study involving 28,051 high school seniors found that the effectiveness of homework was marginal, and in some cases, it was counterproductive, leading to more academic problems than solutions.
• No Correlation with Academic Achievement: Research in “ National Differences, Global Similarities ” showed no correlation between homework and academic achievement in elementary students, and any positive correlation in middle or high school diminished with increasing homework loads.
• Increased Academic Pressure: The Teachers College Record published findings that homework adds to academic pressure and societal stress, exacerbating performance gaps between students from different socioeconomic backgrounds.

These findings bring to light several critical points:

• Quality Over Quantity: According to a recent article in Monitor on Psychology , experts concur that the quality of homework assignments, along with the quality of instruction, student motivation, and inherent ability, is more crucial for academic success than the quantity of homework.
• Counterproductive Nature of Excessive Homework: Excessive homework can lead to more academic challenges, particularly for students already facing pressures from other aspects of their lives.
• Societal Stress and Performance Gaps: Homework can intensify societal stress and widen the academic performance divide.

The emerging consensus from these studies suggests that the traditional approach to homework needs rethinking. Rather than focusing on the quantity of assignments, educators should consider the quality and relevance of homework, ensuring it truly contributes to learning and development. This reassessment is crucial for fostering an educational environment that nurtures curiosity and a love for learning, rather than extinguishing it.

7. Issues with Homework Enforcement, Reliability, and Temptation to Cheat

In the academic realm, the enforcement of homework is a subject of ongoing debate, primarily due to its implications on student integrity and the true value of assignments. The challenges associated with homework enforcement often lead to unintended yet significant issues, such as cheating, copying, and a general undermining of educational values.

Key points highlighting enforcement challenges:

• Difficulty in Enforcing Completion: Ensuring that students complete their homework can be a complex task, and not completing homework does not always correlate with poor grades.
• Reliability of Homework Practice: The reliability of homework as a practice tool is undermined when students, either out of desperation or lack of understanding, choose shortcuts over genuine learning. This approach can lead to the opposite of the intended effect, especially when assignments are not well-aligned with the students’ learning levels or interests.
• Temptation to Cheat: The issue of cheating is particularly troubling. According to a report by The Chronicle of Higher Education , under the pressure of at-home assignments, many students turn to copying others’ work, plagiarizing, or using creative technological “hacks.” This tendency not only questions the integrity of the learning process but also reflects the extreme stress that homework can induce.
• Parental Involvement in Completion: As noted in The American Journal of Family Therapy , this raises concerns about the authenticity of the work submitted. When parents complete assignments for their children, it not only deprives the students of the opportunity to learn but also distorts the purpose of homework as a learning aid.

In conclusion, the challenges of homework enforcement present a complex problem that requires careful consideration. The focus should shift towards creating meaningful, manageable, and quality-driven assignments that encourage genuine learning and integrity, rather than overwhelming students and prompting counterproductive behaviors.

Addressing Opposing Views on Homework Practices

While opinions on homework policies are diverse, understanding different viewpoints is crucial. In the following sections, we will examine common arguments supporting homework assignments, along with counterarguments that offer alternative perspectives on this educational practice.

1. Improvement of Academic Performance

Homework is commonly perceived as a means to enhance academic performance, with the belief that it directly contributes to better grades and test scores. This view posits that through homework, students reinforce what they learn in class, leading to improved understanding and retention, which ultimately translates into higher academic achievement.

However, the question of why students should not have homework becomes pertinent when considering the complex relationship between homework and academic performance. Studies have indicated that excessive homework doesn’t necessarily equate to higher grades or test scores. Instead, too much homework can backfire, leading to stress and fatigue that adversely affect a student’s performance. Reuters highlights an intriguing correlation suggesting that physical activity may be more conducive to academic success than additional homework, underscoring the importance of a holistic approach to education that prioritizes both physical and mental well-being for enhanced academic outcomes.

2. Reinforcement of Learning

Homework is traditionally viewed as a tool to reinforce classroom learning, enabling students to practice and retain material. However, research suggests its effectiveness is ambiguous. In instances where homework is well-aligned with students’ abilities and classroom teachings, it can indeed be beneficial. Particularly for younger students , excessive homework can cause burnout and a loss of interest in learning, counteracting its intended purpose.

Furthermore, when homework surpasses a student’s capability, it may induce frustration and confusion rather than aid in learning. This challenges the notion that more homework invariably leads to better understanding and retention of educational content.

3. Development of Time Management Skills

Homework is often considered a crucial tool in helping students develop important life skills such as time management and organization. The idea is that by regularly completing assignments, students learn to allocate their time efficiently and organize their tasks effectively, skills that are invaluable in both academic and personal life.

However, the impact of homework on developing these skills is not always positive. For younger students, especially, an overwhelming amount of homework can be more of a hindrance than a help. Instead of fostering time management and organizational skills, an excessive workload often leads to stress and anxiety . These negative effects can impede the learning process and make it difficult for students to manage their time and tasks effectively, contradicting the original purpose of homework.

4. Preparation for Future Academic Challenges

Homework is often touted as a preparatory tool for future academic challenges that students will encounter in higher education and their professional lives. The argument is that by tackling homework, students build a foundation of knowledge and skills necessary for success in more advanced studies and in the workforce, fostering a sense of readiness and confidence.

Contrarily, an excessive homework load, especially from a young age, can have the opposite effect . It can instill a negative attitude towards education, dampening students’ enthusiasm and willingness to embrace future academic challenges. Overburdening students with homework risks disengagement and loss of interest, thereby defeating the purpose of preparing them for future challenges. Striking a balance in the amount and complexity of homework is crucial to maintaining student engagement and fostering a positive attitude towards ongoing learning.

5. Parental Involvement in Education

Homework often acts as a vital link connecting parents to their child’s educational journey, offering insights into the school’s curriculum and their child’s learning process. This involvement is key in fostering a supportive home environment and encouraging a collaborative relationship between parents and the school. When parents understand and engage with what their children are learning, it can significantly enhance the educational experience for the child.

However, the line between involvement and over-involvement is thin. When parents excessively intervene by completing their child’s homework,  it can have adverse effects . Such actions not only diminish the educational value of homework but also rob children of the opportunity to develop problem-solving skills and independence. This over-involvement, coupled with disparities in parental ability to assist due to variations in time, knowledge, or resources, may lead to unequal educational outcomes, underlining the importance of a balanced approach to parental participation in homework.

Exploring Alternatives to Homework and Finding a Middle Ground

In the ongoing debate about the role of homework in education, it’s essential to consider viable alternatives and strategies to minimize its burden. While completely eliminating homework may not be feasible for all educators, there are several effective methods to reduce its impact and offer more engaging, student-friendly approaches to learning.

Alternatives to Traditional Homework

• Project-Based Learning: This method focuses on hands-on, long-term projects where students explore real-world problems. It encourages creativity, critical thinking, and collaborative skills, offering a more engaging and practical learning experience than traditional homework. For creative ideas on school projects, especially related to the solar system, be sure to explore our dedicated article on solar system projects .
• Flipped Classrooms: Here, students are introduced to new content through videos or reading materials at home and then use class time for interactive activities. This approach allows for more personalized and active learning during school hours.
• Reading for Pleasure: Encouraging students to read books of their choice can foster a love for reading and improve literacy skills without the pressure of traditional homework assignments. This approach is exemplified by Marion County, Florida , where public schools implemented a no-homework policy for elementary students. Instead, they are encouraged to read nightly for 20 minutes . Superintendent Heidi Maier’s decision was influenced by research showing that while homework offers minimal benefit to young students, regular reading significantly boosts their learning. For book recommendations tailored to middle school students, take a look at our specially curated article .

Ideas for Minimizing Homework

• Limiting Homework Quantity: Adhering to guidelines like the “ 10-minute rule ” (10 minutes of homework per grade level per night) can help ensure that homework does not become overwhelming.
• Quality Over Quantity: Focus on assigning meaningful homework that is directly relevant to what is being taught in class, ensuring it adds value to students’ learning.
• Homework Menus: Offering students a choice of assignments can cater to diverse learning styles and interests, making homework more engaging and personalized.
• Integrating Technology: Utilizing educational apps and online platforms can make homework more interactive and enjoyable, while also providing immediate feedback to students. To gain deeper insights into the role of technology in learning environments, explore our articles discussing the benefits of incorporating technology in classrooms and a comprehensive list of educational VR apps . These resources will provide you with valuable information on how technology can enhance the educational experience.

For teachers who are not ready to fully eliminate homework, these strategies offer a compromise, ensuring that homework supports rather than hinders student learning. By focusing on quality, relevance, and student engagement, educators can transform homework from a chore into a meaningful component of education that genuinely contributes to students’ academic growth and personal development. In this way, we can move towards a more balanced and student-centric approach to learning, both in and out of the classroom.

Useful Resources

• Is homework a good idea or not? by BBC
• The Great Homework Debate: What’s Getting Lost in the Hype
• Alternative Homework Ideas

The evidence and arguments presented in the discussion of why students should not have homework call for a significant shift in homework practices. It’s time for educators and policymakers to rethink and reformulate homework strategies, focusing on enhancing the quality, relevance, and balance of assignments. By doing so, we can create a more equitable, effective, and student-friendly educational environment that fosters learning, well-being, and holistic development.

• “Here’s what an education expert says about that viral ‘no-homework’ policy”, Insider
• “John Hattie on BBC Radio 4: Homework in primary school has an effect of zero”, Visible Learning
• HowtoLearn.com
• “Time Spent On Homework Statistics [Fresh Research]”, Gitnux
• “Stress in America”, American Psychological Association (APA)
• “Homework hurts high-achieving students, study says”, The Washington Post
• “National Sleep Foundation’s updated sleep duration recommendations: final report”, National Library of Medicine
• “A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools”, Frontiers
• “The Digital Revolution is Leaving Poorer Kids Behind”, Statista
• “The digital divide has left millions of school kids behind”, CNET
• “The Digital Divide: What It Is, and What’s Being Done to Close It”, Investopedia
• “COVID-19 exposed the digital divide. Here’s how we can close it”, World Economic Forum
• “PBS NewsHour: Biggest Predictor of College Success is Family Income”, America’s Promise Alliance
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, Taylor & Francis Online
• “What Do You Mean My Kid Doesn’t Have Homework?”, EducationWeek
• “Excerpt From The Case Against Homework”, Penguin Random House Canada
• “How much homework is too much?”, neaToday
• “The Nation’s Report Card: A First Look: 2013 Mathematics and Reading”, National Center for Education Statistics
• “Battles Over Homework: Advice For Parents”, Psychology Today
• “How Homework Is Destroying Teens’ Health”, The Lion’s Roar
• “ Breaking the Homework Habit”, Education World
• “Testing a model of school learning: Direct and indirect effects on academic achievement”, ScienceDirect
• “National Differences, Global Similarities: World Culture and the Future of Schooling”, Stanford University Press
• “When school goes home: Some problems in the organization of homework”, APA PsycNet
• “Is homework a necessary evil?”, APA PsycNet
• “Epidemic of copying homework catalyzed by technology”, Redwood Bark
• “High-Tech Cheating Abounds, and Professors Bear Some Blame”, The Chronicle of Higher Education
• “Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background”, ResearchGate
• “Kids who get moving may also get better grades”, Reuters
• “Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003”, SageJournals
• “Is it time to get rid of homework?”, USAToday
• “Stanford research shows pitfalls of homework”, Stanford
• “Florida school district bans homework, replaces it with daily reading”, USAToday
• “Encouraging Students to Read: Tips for High School Teachers”, wgu.edu
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Simona Johnes is the visionary being the creation of our project. Johnes spent much of her career in the classroom working with students. And, after many years in the classroom, Johnes became a principal.

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What Do You Mean My Kid Doesn’t Have Homework?

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While sitting down at my computer to commence a brain dump on all the things I want to say about this topic, I’m simultaneously fussing at my middle schooler to start his homework on the last of our days off from Hurricane Matthew. It wasn’t always this way. He used to come home right after school, get right to work, and be finished within 30 minutes. And then seven classes started assigning homework. Now, my kid, who’s as academic as he is athletic, says he hates school. I say, “No, darlin’. You just hate homework.”

As a sympathetic educator, I used to listen to parents share stories about how homework that should take 30 minutes was instead a three-hour fight. On a case-by-case basis, we’d adjust the homework to make it less stressful on the family. And then I started wondering, what about the parents who aren’t coming in for conferences? What’s going on in the families of kids who never do their homework?

Becoming a connected educator has shifted my thinking on a variety of educational issues, including the topic of homework. A blog post by educator Justin Tarte in November 2014, “5 Alternatives to Traditional Homework,” catapulted me in the direction of changing my homework practices forever. It was a few weeks before Thanksgiving, so when I read about assigning alternative homework over the holiday break, I jumped at the chance to try it. Students and families were happy with the shift, as you can see in this photo and testimonial:

“Thanks to Samantha Hulsman’s super cool HW, my son is the happiest camper. He’s watching his first documentary on the history of video games. Really I don’t think I’ve ever seen him so interested in something. Another part of Evan’s HW was to try something that he’s never tried before, food/drink-wise. Now this was hard as he’s a pretty adventurous eater but with some help we came up with Laverne and Shirley’s specialty ... Pepsi and milk (we used Vanilla Coke). He loved it!!!” —Yasmin Ramos, mother of three.

Although homework assignments for my students have been more meaningful since that Thanksgiving, it is still difficult to help people see the benefits of not assigning mundane practice pages each night. After considering all the elements that feed into this age-old habit, I’ve been able to consolidate my thinking into three categories.

Expectations

I think parents expect their children to have homework nightly, and teachers assign daily homework because it’s what we’ve always done. Even though the shift in 21st-century learning has created a global marketplace in which the learning game has completely changed, we still hold true to old habits and traditions. Students don’t need to know the same things we did because they now have access to the entire world with one click. We’re preparing them for jobs that haven’t even been invented yet. Kids need to learn how to think instead of what to think. We have to help parents (and other educators) see that it’s OK to not have homework.

How It Should Be

Synthesizing the knowledge I’ve gained from renowned educators Jo Boaler and Ron Clark has helped me form a strong opinion on how the concept of homework should be handled—if it is conducive to a child’s learning or simply requested by parents. Not all children find it easy to sit and do paperwork. They should be playing outside, talking, creating, helping, and learning about the world around them. Today’s learning is about collaborating, problem solving, and persevering in the face of adversity. Here’s what I tell my students and parents when they come to me with expectations about homework:

• Does my child have homework? Not necessarily. I am helping your child learn to be an independent problem solver who works on concepts and ideas at home because he knows that is something he needs to achieve a current goal or reach a new level of understanding.
• Doesn’t my child need homework to learn the material? The human brain is amazing! If there’s a math concept she needs to master, spending just six minutes a day practicing can change the wiring in her brain and help her reach that goal. Thankfully, there is no math gene that can be broken in her body.
• Why can’t my child just do a worksheet? The standards are very different now than when you and I were students. You may not be able to help him using the conceptual, procedural, or applicative methods that we’re working on in class, and that’s OK. This “new math” really is going to make your child college and career ready, and it’s something I strongly support.
• How can I help my child with math? I’m going to show your child ways she can practice at home that will give her instant feedback and allow me to see how she is progressing to standard mastery. I can then help her in class the next day with the information gleaned from her report. If you want to help as a parent, give her a quiet place to study in the evenings when she is ready to work towards her goals. Don’t project your feelings about math onto her, and support her productive struggle. Encourage her when the going gets tough, and discuss how she can help herself.

What to Do Instead

How should we fill the time previously spent toiling over hours of homework? As I share with my classroom parents, let’s get back to doing something that’s sadly turned into a novelty: Eat dinner together! It sounds so crazy to think that we have to be told to eat dinner with our children, but I know from personal experience that we all need that reminder from time to time. Research has found that there is a major decline in children’s health and wellness, coupled with an increase in drug use and problems among teens, because families don’t sit down together and share their days over a meal. The hustle and bustle of today’s world is hurrying our well-being right out the door. Interested in making a change like our family did? The founders of TakeBacktheTable.org make it really easy to get started. Simply talking to your children about their day and learning about their hopes, dreams, challenges, and changes is infinitely more important than any worksheet we can send home.

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Why homework doesn't seem to boost learning--and how it could.

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Some schools are eliminating homework, citing research showing it doesn’t do much to boost achievement. But maybe teachers just need to assign a different kind of homework.

In 2016, a second-grade teacher in Texas delighted her students—and at least some of their parents—by announcing she would no longer assign homework. “Research has been unable to prove that homework improves student performance,” she explained.

The following year, the superintendent of a Florida school district serving 42,000 students eliminated homework for all elementary students and replaced it with twenty minutes of nightly reading, saying she was basing her decision on “solid research about what works best in improving academic achievement in students.”

Many other elementary schools seem to have quietly adopted similar policies. Critics have objected that even if homework doesn’t increase grades or test scores, it has other benefits, like fostering good study habits and providing parents with a window into what kids are doing in school.

Those arguments have merit, but why doesn’t homework boost academic achievement? The research cited by educators just doesn’t seem to make sense. If a child wants to learn to play the violin, it’s obvious she needs to practice at home between lessons (at least, it’s obvious to an adult). And psychologists have identified a range of strategies that help students learn, many of which seem ideally suited for homework assignments.

For example, there’s something called “ retrieval practice ,” which means trying to recall information you’ve already learned. The optimal time to engage in retrieval practice is not immediately after you’ve acquired information but after you’ve forgotten it a bit—like, perhaps, after school. A homework assignment could require students to answer questions about what was covered in class that day without consulting their notes. Research has found that retrieval practice and similar learning strategies are far more powerful than simply rereading or reviewing material.

One possible explanation for the general lack of a boost from homework is that few teachers know about this research. And most have gotten little training in how and why to assign homework. These are things that schools of education and teacher-prep programs typically don’t teach . So it’s quite possible that much of the homework teachers assign just isn’t particularly effective for many students.

Even if teachers do manage to assign effective homework, it may not show up on the measures of achievement used by researchers—for example, standardized reading test scores. Those tests are designed to measure general reading comprehension skills, not to assess how much students have learned in specific classes. Good homework assignments might have helped a student learn a lot about, say, Ancient Egypt. But if the reading passages on a test cover topics like life in the Arctic or the habits of the dormouse, that student’s test score may well not reflect what she’s learned.

The research relied on by those who oppose homework has actually found it has a modest positive effect at the middle and high school levels—just not in elementary school. But for the most part, the studies haven’t looked at whether it matters what kind of homework is assigned or whether there are different effects for different demographic student groups. Focusing on those distinctions could be illuminating.

A study that looked specifically at math homework , for example, found it boosted achievement more in elementary school than in middle school—just the opposite of the findings on homework in general. And while one study found that parental help with homework generally doesn’t boost students’ achievement—and can even have a negative effect— another concluded that economically disadvantaged students whose parents help with homework improve their performance significantly.

That seems to run counter to another frequent objection to homework, which is that it privileges kids who are already advantaged. Well-educated parents are better able to provide help, the argument goes, and it’s easier for affluent parents to provide a quiet space for kids to work in—along with a computer and internet access . While those things may be true, not assigning homework—or assigning ineffective homework—can end up privileging advantaged students even more.

Students from less educated families are most in need of the boost that effective homework can provide, because they’re less likely to acquire academic knowledge and vocabulary at home. And homework can provide a way for lower-income parents—who often don’t have time to volunteer in class or participate in parents’ organizations—to forge connections to their children’s schools. Rather than giving up on homework because of social inequities, schools could help parents support homework in ways that don’t depend on their own knowledge—for example, by recruiting others to help, as some low-income demographic groups have been able to do . Schools could also provide quiet study areas at the end of the day, and teachers could assign homework that doesn’t rely on technology.

Another argument against homework is that it causes students to feel overburdened and stressed.  While that may be true at schools serving affluent populations, students at low-performing ones often don’t get much homework at all—even in high school. One study found that lower-income ninth-graders “consistently described receiving minimal homework—perhaps one or two worksheets or textbook pages, the occasional project, and 30 minutes of reading per night.” And if they didn’t complete assignments, there were few consequences. I discovered this myself when trying to tutor students in writing at a high-poverty high school. After I expressed surprise that none of the kids I was working with had completed a brief writing assignment, a teacher told me, “Oh yeah—I should have told you. Our students don’t really do homework.”

If and when disadvantaged students get to college, their relative lack of study skills and good homework habits can present a serious handicap. After noticing that black and Hispanic students were failing her course in disproportionate numbers, a professor at the University of North Carolina decided to make some changes , including giving homework assignments that required students to quiz themselves without consulting their notes. Performance improved across the board, but especially for students of color and the disadvantaged. The gap between black and white students was cut in half, and the gaps between Hispanic and white students—along with that between first-generation college students and others—closed completely.

There’s no reason this kind of support should wait until students get to college. To be most effective—both in terms of instilling good study habits and building students’ knowledge—homework assignments that boost learning should start in elementary school.

Some argue that young children just need time to chill after a long day at school. But the “ten-minute rule”—recommended by homework researchers—would have first graders doing ten minutes of homework, second graders twenty minutes, and so on. That leaves plenty of time for chilling, and even brief assignments could have a significant impact if they were well-designed.

But a fundamental problem with homework at the elementary level has to do with the curriculum, which—partly because of standardized testing— has narrowed to reading and math. Social studies and science have been marginalized or eliminated, especially in schools where test scores are low. Students spend hours every week practicing supposed reading comprehension skills like “making inferences” or identifying “author’s purpose”—the kinds of skills that the tests try to measure—with little or no attention paid to content.

But as research has established, the most important component in reading comprehension is knowledge of the topic you’re reading about. Classroom time—or homework time—spent on illusory comprehension “skills” would be far better spent building knowledge of the very subjects schools have eliminated. Even if teachers try to take advantage of retrieval practice—say, by asking students to recall what they’ve learned that day about “making comparisons” or “sequence of events”—it won’t have much impact.

If we want to harness the potential power of homework—particularly for disadvantaged students—we’ll need to educate teachers about what kind of assignments actually work. But first, we’ll need to start teaching kids something substantive about the world, beginning as early as possible.

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Yes, You Can Opt Your Kids Out of Homework—Here’s How

One mom says her kids haven't been doing homework for years. Here's how she opted them out and what experts say.

Guille Faingold / Stocksy

When Juliana Porter thinks about the feeling that homework induces, one word comes to mind: dread. With afternoon and evening time constraints, the North Carolina mom of three wants her kids to have some time to relax and unwind, so homework is often pushed until during or after dinnertime.  

“The subject we’ve found to be the most challenging is math, in large part because strategies and ‘show your work’ are often required to get correct answers,” says Porter. “But as parents who are not in the class to learn new methods, we’re not able to help. Or we can help, but it’s not the correct method being taught and adds to our child’s confusion. These at-home cram sessions usually end in frustration for both child and parent.”

The Porter family’s experience isn’t unique. Research published in the Child & Youth Care Forum found more than 25% of parents and kids say homework “always or often interferes with family time and creates a power struggle,” while more than 36% of kids say homework sometimes forces them to get less sleep in grades 3 to 6. According to Stanford research , 56% of students surveyed say homework is a primary source of stress.

While many families do their best to help their children complete homework with as little frustration as possible, my family has chosen a different option: to simply skip it. And I don’t mean just skipping it on the nights it's difficult either. For four years, my family has totally opted out of homework, which I’ve learned doesn’t produce enough benefits for the stress it causes. And I want other parents to know that opting out of homework is an option for their kids, too.

Homework: How to Opt Out

If your child goes to an open admissions public school, opting out of homework can be something you consider. While it may be a particularly good choice if homework is causing major household stress, you don’t have to wait until your child is miserable to act if they (or you) would simply prefer to spend the time in other ways. There are no legal requirements that students complete work outside of school hours and, for many children, the actual determinants of homework outweigh the theoretical benefits. 

To opt out, I send a note to each of my children's teachers at the beginning of the year letting them know that my child will not be completing homework, that their overall grade should not be impacted, and that they should not be penalized in any way for not turning in homework assignments.

I also let them know that we're committed to our kids' education, that we read together most evenings, and that, if my child is struggling or needs extra support in any subject, we're happy to brainstorm solutions to help them get the practice they need. Though no teachers have pushed back yet (and several have told us they wish they were not required to assign homework and that more families knew they could opt out), we have a small folder of research on the detriments of homework that we could share with an administrator if needed. 

Opting out has worked well for our family but implicit bias might mean that other families don't receive the same neutral or positive reaction that our white family does. 

"Many minoritized and historically marginalized families never consider opting out of homework, even when they know that it's not meaningful," says Sequoya Mungo, Ph.D. , an educational equity consultant and co-founder of BrownLight Inc. , a company helping to create positive diversity and inclusion results in educational, nonprofit, and corporate environments. "When white families make these types of educational choices, they are viewed as forward-thinking and seen as advocates for their children's education. Teachers and others often think that they're being proactive and identifying other enrichment opportunities for their kids. When non-middle class and non-white families opt out, the assumption is that parents don't value education and don't want to, or are unable to, help their kids with homework.” 

According to Dr. Mungo, coming with research or policy can be helpful as even some school level administrators are unaware that opting out is within your rights as parents. “The more prepared you are, the more likely you are to not be met with pushback.” 

Why Families May Want to Opt Out of Homework

Since homework is so prevalent, many assume it's vital, or at least important, to kids' academic growth. But the reality is murkier. "There's really no good evidence that homework completion positively impacts kids' academic growth or achievement," says Samantha Cleaver, Ph.D. , a reading interventionist and author of Raising an Active Reader: The Case for Reading Aloud to Engage Elementary School Youngsters . 

A 2006 meta-analysis of homework and achievement found moderate correlation in middle school and little correlation in elementary school, while there was negative correlation (that is, more homework means less learning) in third grade and below.

While research shows homework can help high school kids improve grades, test results, and likelihood of going to college, the reality is academic pressures in the U.S. have increased over the last two decades, and so too has the amount of homework that kids are assigned. The National Education Association (NEA) recommends no more than 10 minutes of homework per night per grade level, but that's often not what's happening. According to a 2015 study, elementary school students are being assigned more than is recommended , sometimes almost triple the amount. And, often, even when educators are assigning homework they think falls in this window, it can take some students, particularly those who are “behind” already or who have learning disabilities, much more time to complete. 

Excessive homework can negatively impact sleep, mental health, and stress levels. It’s also important to note homework is an issue of equity, since not every child has the same opportunities at home. "When kids are doing work in school, the classroom environment serves as somewhat of an equalizer,'' says Dr. Mungo. "Kids have access to the same teacher and generally the same resources within the classroom setting. At home, kids have different environments, different access to resources, and different levels of support." This means kids with less support and more challenges often end up getting lower grades or being penalized for not turning in work for reasons totally outside their control.

Making Change on Homework

Parents who don't want to be the only ones opting out can work to change the homework culture at their school. Consider reaching out to your principal about your homework concerns or connecting with other parents or the PTA to help build support for your cause.

And if you do opt out, don't be shy about letting other parents know that's what you've chosen to do. Sometimes just knowing there is an option and that others have opted out successfully can help families decide what's right for them.

What to Do With the Extra Time

When Porter thinks about what a life without homework would be like, she envisions a much more relaxed evening routine. “I imagine a scenario where my kids can do their after-school activities, read more, get outside, and generally just decompress from the daily eight-hour grind that is school with no more dread and no more crying,” she says.

If you opt out of homework and find your family with more time for other sorts of learning, leisure, or adventure, be thoughtful how you’ll structure your new routine and talk with your kids about the value of doing nothing, the importance of family time, or how to spend their time in ways that matter to them.

And if you want to be sure they're getting in some valuable post-school learning, consider repurposing your previous homework time to reading with your kids. "Reading aloud has benefits long after your kids can read on their own," says Dr. Cleaver. "Encourage them to choose books about subjects they're interested in, snuggle up together, and enjoy watching them learn through active reading."

But reading isn’t the only way to reap benefits. "There are lots of things that kids can do after school that will positively impact their growth and development that don't involve sitting down to do more of the work they've done at school,'' says Dr. Cleaver. "Time to decompress through play or relaxation isn't just fun, it actually helps kids' brains and bodies relax, making them more open to learning."

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StarTribune

Should homework for schoolkids be a thing of the past.

On the first day of school, teacher Maya Kruger announced to her sixth-graders at St. Anthony Middle School that her policy is to give them time to work on their assignments in class. Anything that students don't complete in school, they'll need to take home to finish.

But beyond that, there will be no homework, she explained. Most of the kids were shocked.

Kruger arrived at her no-homework approach after more than a decade of trial and error, starting her teaching career sending home thick study guide packets, then only assigning work that she didn't have time to cover in class. She eased up on homework entirely after reading research articles suggesting it was virtually pointless.

"It's when a lot of those education blogs caught on and drew huge conclusions with clickbait-y headlines about homework, like, 'It's bad!' 'It's damaging!' or 'Here's one thing you can do,' " she recalled. "Young me was like, 'All right!' "

Kruger was dipping her toe into a homework abolition movement that has gained popularity in schools, particularly among lower grades. Several books have been written decrying the "myth" of homework , saying it often amounts to busywork, robs kids of sacred family time, overburdens overscheduled kids, and widens inequities already in the home.

Oh, yeah, and there's basically no evidence that homework in elementary school boosts academic achievement.

A vastly different childhood

My fifth-grader typically brings home no work at all. For years, his main assignment has been to spend 20 to 30 minutes a day reading a book of his choice. While we occasionally have studied state capitals or spelling words for an upcoming test, he usually finishes all of his worksheets at school, so his nights are free from any ounce of academic pressure. He is advancing through his elementary school years without having the consistent drumbeat of homework that I remember from my childhood.

As a parent, I am not complaining. Daily homework would be a nightly battle between my kids and me, and it would be ugly. My home-schooling attempts during the pandemic proved I am not capable of coaxing, commanding or inspiring headstrong souls to finish the simplest of written assignments. But I do wonder what is lost in a world without homework.

When will my child learn to buckle down and learn to study? Will a lack of independent problem-solving come back to bite him as he gets older? And isn't it irrefutable that repeated practice can lead to mastery of a new skill?

Michael Rodriguez excelled in school and now serves as the dean of the College of Education and Human Development at the University of Minnesota, so I expected him to be on Team Homework. But even he advocates for a middle ground. Too much homework, especially if it's rote and meaningless, can be harmful, he said.

"When we continually ask kids to do busywork, we're continually demonstrating to them that perhaps school isn't for them," he told me. "We're diminishing their own internal joy of learning. That's my biggest fear."

My earliest recollection of homework goes all the way back to second grade. Foreshadowing what would become an extreme life flaw, I had put off a coloring assignment until the last minute. It was well beyond my bedtime, and I had enlisted my mother to join me at our kitchen table with a set of crayons to help me color a stack of photocopied worksheets. (She didn't appreciate it when I, already a procrastinating perfectionist at 7, critiqued her for scribbling outside the lines.)

We can probably agree that coloring was a frivolous exercise. Now imagine a teacher sending home busywork to a kid whose parents work multiple jobs, can't speak English or aren't able to teach their kid the concept at hand.

Homework should be relevant to students' lives and extend their learning opportunities, Rodriguez added. The amount should be low in early grades, and "a bit more" in higher grades. (He also thinks homework should be forbidden on Fridays, which I'm sure would delight high school students everywhere.)

When Rodriguez studied the impact of homework years ago, he found that students who performed the weakest on a standardized math test were receiving more homework — typically from workbooks. Those students whose teachers assigned them creative math activities that were embedded in real-world problems earned much higher test scores.

"Ideally, we would want to give the meaningful, enriching kinds of activities to all students, not just the highest-performing," he said. "Instead, we give the very rote, meaningless worksheets to the students that really need the additional supports. And one thing we know is that if something's not working in the classroom, it's not going to work after school."

We all want our kids to catch up after learning losses during the pandemic. The latest test scores show that Minnesota students are way behind in literacy and math proficiency, performing lower than even before COVID-19. Perhaps the right kind of homework, at least in the higher grades, can help narrow these gaps. Rodriguez said students can grow when there are opportunities for them to do their homework after school, with the help of tutors, peers or teachers.

"A zero-homework policy is not the right answer and not the right message," Rodriguez said.

Some kids want homework

I was surprised by one development Kruger shared with me: Though she stopped assigning homework, some kids invariably ask for the extra work to take home. She's happy to help them explore options. For others, she said it's important to meet students where they're at and help them develop their interests. "Not every kid wants to be a CEO," she said.

As she's matured as a teacher, she said she's confident she's giving her students enough opportunities to learn and practice a new skill — in her classroom, with her support and surrounded by their peers. If they goof off at their desks, they will still need to complete the assignment at home. So it ends up being an exercise in time management.

Like me, Kruger grew up with homework, but she's not sold on the belief that it helped her learn. Will she ever go back to assigning it?

"I'm always open to new information," she said. "If somehow it comes out that this is the ticket to student success and happiness, I'm all in."

Laura Yuen , a Star Tribune features columnist, writes opinion as well as reported pieces exploring parenting, gender, family and relationships, with special attention on women and underrepresented communities. With an eye for the human tales, she looks for the deeper resonance of a story, to humanize it, and make it universal.

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The Key To Raising A Happy Child

Cory Turner

For much of the past half-century, children, adolescents and young adults in the U.S. have been saying they feel as though their lives are increasingly out of their control. At the same time, rates of anxiety and depression have risen steadily.

The Self-Driven Child

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What's the fix? Feeling in control of your own destiny. Let's call it "agency."

"Agency may be the one most important factor in human happiness and well-being."

So write William Stixrud and Ned Johnson in their new book, The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives. Feeling out of control can cause debilitating stress and destroy self-motivation.

Building agency begins with parents, because it has to be cultivated and nurtured in childhood, write Stixrud and Johnson. But many parents find that difficult, since giving kids more control requires parents to give up some of their own.

Instead of trusting kids with choices — small at first, but bigger as adolescence progresses — many parents insist on micromanaging everything from homework to friendships. For these parents, Stixrud and Johnson have a simple message:

Stop. Instead of thinking of yourself as your child's boss or manager, try consultant .

To discuss the book's big ideas, I spoke with Bill Stixrud, a neuropsychologist who has spent the past 30 years helping parents and kids navigate life's challenges. Our interview has been edited for length and clarity.

Let's start with a basic definition from the book's title. What does it mean for a child to be self-driven?

When I used to do psychotherapy, I was struck by how many young adults I saw who said, "I feel like I've spent my whole life trying to live up to other people's expectations. I want to try to figure out what's really important to me."

I think that the self-driven child is driven by internal motivation as opposed to other people's expectations, rewards, insecurity or fear.

To be self-driven, kids need to have a sense of control over their lives and are energetic about directing their lives in the direction they want to go.

Consultants, not managers? I can imagine some parents feeling really uncomfortable giving up that much control over their children's lives.

When I used to do therapy — I'm going going back 30 years now — I'd see family after family that said, "I hate the time after dinner at our house because it's World War III." And I was struck by how many of these meaningless fights would happen over homework — completely unproductive fights, hugely stressful, pitting the kid against his parents.

I just came up with this phrase: "I love you too much to fight with you about your homework."

What I said to parents is that, if you decide you're not going to fight about this anymore, you say instead, "How can I help?" You think about yourself as a consultant and acknowledge respectfully that it's the kid's homework. You can't make your child do it. What you can do is offer to help.

You can set up what I call consulting hours between 6:30 and 7:30 p.m., and just say, "I'm not going to fight with you. I just love you too much. I don't want all this friction. This is your work, and I respect that you can figure this out and I'll help you." A family just told me that the temperature went down in their house by 20 degrees.

Letting go can be especially hard for anxious parents, who worry a lot about their kids getting good grades, getting into a good college, landing a good job, etc. How do you help them let go?

All of us have what I call a shared delusion: that the path to becoming successful is extremely narrow and, if you fall off it, you're sunk. And it just doesn't take very long to look around and realize how untrue that is.

Research suggests that it doesn't make that much difference where you go to college in terms of how successful you are financially or professionally or how satisfied you are or how happy you are. The idea that, somehow, getting into the most elite college at any cost is the right focus of a kid's development is completely wrong. It's wrong-headed. And many parents with enough support can come to see that and make peace with it. But it's a big project because so much of the world that we live in gives the opposite message.

Also, we need to make peace with reality. And the reality is, you can't make a kid do his work. And that means it can't be the parent's responsibility to ensure that the kid always does his homework and does it well.

In some ways, it's also disrespectful to the kid. You know, I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That's why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, "You can't do this on your own."

One of my favorite moments in the book is when you reveal how you, as a parent, approached homework and report cards with your kids. What was the message you were trying to convey to them?

When my kids were little, I had just been reading some research that suggested there's a very low correlation between grades and success in life. And so, when my kids were in elementary school, I said, "I'm happy to look at your report card, but I don't care that much. I care much more that you work hard to develop yourself, and part of that is developing yourself as a student. But also it means developing yourself as a person. If you want to be an athlete or musician or whatever is important to you, I care much more about that because that's the stuff — that self-development — that helps you be successful. It's not the grades."

When my daughter was in high school, she came to a lecture I gave on the adolescent brain, in which I mentioned this low correlation between grades and success and how research on valedictorians suggests that they don't do better than other college graduates once they're in their mid-20s. Driving home, she said, "You know, I liked the lecture, but I don't really believe that you believe that stuff about the grades."

I told her, "I absolutely believe it." In fact, I believed it enough that I offered her a hundred bucks to get a C on her next report card.

What Kids Need From Grown-Ups (But Aren't Getting)

I assume she was an A student at the time?

Yeah, she's now got a Ph.D. in economics from the University of Chicago. She's a brilliant girl and a really good student. But I offered her a hundred dollars for a C, so she could understand and have the experience that, you know, one bad thing or one thing that seems like a disaster is just not that big a deal.

She didn't take you up on it?

She never did. But I think it helped her to know that there's many ways people become successful. And I think that message was really helpful to my son, who did not learn easily and needed help to get through school. He was a later bloomer but ultimately got a Ph.D. in psychology and is an incredible person.

I walked this walk with him — in the sense that I never oversaw his homework. If I happened to notice that he hadn't done a very good job on something, I'd offer some suggestions, and often he'd take me up on it. Other times, he wouldn't. And I'd say, "This is your education. I'll help wherever I can."

On the subject of homework, you say: Inspire but don't require.

I wrote a couple papers on homework in 1986, and I reviewed what we know about the effects of homework on learning. And I was dumbfounded to learn at that time that there's virtually no correlation between the amount of time spent on homework and what you learn in elementary school. And that's partly why I concluded that it doesn't make sense to fight with kids and have all this stress about something that doesn't seem to contribute to learning.

Thirty-some years later, it's still the case that there's no compelling evidence that homework contributes to learning in elementary school and even in middle school — or in high school beyond two, 2 1/2 hours. It just doesn't do much.

I think the wisest thing is to try to inspire kids to learn at home. I don't want kids going home and being on social media or video games all night. I want them to be working on developing themselves, and I want teachers to inspire kids to learn. Tell them, "Here's what you're going to get out of this assignment. I think it will help you. Or find a different way to learn this material." But don't require homework and grade it because, in my opinion, it confuses the means for the end.

You say the best way to motivate a child for the things you think he should focus on is to let him spend time on the things he wants to focus on. Why?

There's a scientist by the name of Reed Larson who studies adolescent development with a strong focus on motivation . And he concluded some years ago that the best way to develop a self-motivated, older-adolescent adult is to encourage their participation in their pastimes — in the stuff they love.

The point he's made is that, if a kid is deeply involved in something that he loves to do, he's going to create a brain-state that combines high focus, high energy, high effort and low stress. Ideally, at least in our professional lives, that's where we want to be most of the time. We want to be interested, engaged, active, alert, and focused but not highly stressed.

In my own experience, I was a C+ student in high school, but I spent at least two or three hours a night working on rock 'n' roll music. I was in a band and learned to play instruments and learning chord structure and practicing harmony parts. Oftentimes, I'd tell myself, "Well, I'll go into my music room for half an hour, and then I'll do some homework." But commonly, two-and-a-half hours later, I'd come out and have no idea where all the time went.

I feel that I really sculpted a brain that, once I found something professionally that really speaks to me, I could go pedal to the metal.

New Trend: No Homework for Elementary Students

Research shows less is more..

Posted August 1, 2017

Homework may be the greatest extinguisher of curiosity ever invented - Alfie Kohen, author of The Homework Myth

Sweeping our country is a new trend, which I love: No homework! Many parents are singing the praises of these policies, which remove the nightly nagging of “Have you done your homework?” Plus it frees up time where parents can genuinely connect with their child whether over dinner, or gardening in the backyard without the stress of impending schoolwork. Of course, the no homework program isn’t for every principal although I really think in early elementary school there’s no downside and research even reveals that, too!

Studies show

In 2006, Harris Cooper shared his meta-analytic study, which found homework in elementary school (K-5th grade) does not contribute to academic achievement. Said differently: Homework has become just busy work in the United States, and children aren’t learning anything additional from it. And let’s be honest, at one point a child’s homework becomes a parents homework and even I’m regularly guilty of pulling my calculator out to double check my child’s work. But Cooper’s study isn’t black and white: There were modest gains for middle and high school students, so it looks like the developmental window of early childhood is the place where homework isn’t necessarily beneficial.

Recently, Heidi Maier, the new superintendent of Marion County in FL, which has 42,000 students made national news because she not only is banning homework, but is replacing it with 20 minutes of reading per night. Studies clearly show that young students gain from reading nightly, being read to and picking books of interest to them. Mark Trifilio, principal of the Orchard School in VT, eliminated HW last year and suggested replacing it with nightly reading, playing outdoors or even eating with your family. He reports students haven’t fallen behind, but now they have “time to be creative thinkers at home and follow their passions” ( The Washington Post , Feb 26, 2017).

The subtext of a “no homework” policy in elementary schools is saying: We trust our teachers, we trust the curriculum, and we trust our students to pay attention as well as learn during the day. No homework for kindergarten through fifth grade doesn’t erase learning, but helps students tolerate an often long day better and encourages them to pursue their unique interests after-school from reading and writing to taking photographs. Abbey, age nine, is one of my child client’s without homework and she’s created a website to share her “nature photos through her eyes.”

Counterintuitive classrooms

Western societies often think “more is better” but when it comes to homework the exact opposite may be true for young and perhaps even older children. A study conducted at Stanford University in 2013 showed the amped up stress and physical ailments high school students face especially when spending too much time on their homework. So perhaps a “no homework” policy early-on can position students to find balance in their lives, which can serve them later on. I especially love replacing homework with reading because I’ve seen firsthand the benefits of reading with a child, and how books open a child’s mind to new worlds whether it’s Hogwarts or the Ice Age. And after all isn’t the point of childhood to have fun and learn in a multitude of ways?

By Maureen Healy

Maureen Healy writes and speaks widely on the subjects of children’s emotional health, education and parenting . She also continues to work directly with children and their parents globally. To learn more about her books, sessions or programs: www.growinghappykids.com or @mdhealy

The Washington Post – July 17, 2017 Why this superintendent is banning homework – and asking kids to read

The Washington Post - February 26, 2017 What happened when one school banned homework – and asked kids to read and play instead

Healthline – April 11, 2017 Is too much homework bad for kids’ health?

CBS News – Sept 26, 2016 Growing number of elementary schools now homework free

The Battle Over Homework by Harris Cooper (2007)

Maureen Healy is an author, speaker and expert working with parents, teachers and children globally. Her most recent book is The Emotionally Healthy Child.

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Studies Show Homework Isn't Beneficial in Elementary School, so Why Does It Exist?

It's time for parents to help change homework policies for young kids.

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As a rule-follower and the kind of person who enjoys task completion so much that folding laundry can feel therapeutic, I didn’t anticipate having a problem with homework. That also had something to do with my kid, who regularly requested “homewurt” starting at age 3. An accomplished mimic, she’d pull a chair up alongside a table of middle-schoolers at the public library, set out a sheet of paper, and begin chewing the end of a pencil, proudly declaring, “I do my homewurt!”

But the real thing quickly disappointed us both. She found first grade’s nightly math worksheets excruciating, both uninteresting and difficult. I found pulling her away from pretend games for something that left her in tears excruciating, both undermining and cruel.

Our story is complex but not uncommon. Cathy Vatterott, a professor of education at the University of Missouri, St. Louis who’s better known as the “ Homework Lady ” says, “Parent activism about homework has really increased over the last 5 to 7 years.” Acton, Massachusetts librarian Amy Reimann says her daughter's district recently overhauled its policy. Now, no school issues homework before third grade , and it's not expected nightly until seventh. In 2017, Marion County, Florida eliminated all elementary homework aside from 20 minutes of reading (or being read to) at night. The result? After moving to a school with a no-homework policy in Berkeley, California, parent Allison Busch Zulawski said: “Our kids are happier, I’m happier, and there are no academic downsides.” If you're looking to make a similar change at your school, check out the stats you'll need to bolster your argument below, followed by some strategies you can use with your school's administration.

Is homework even beneficial to students? Arm yourself with the stats before you storm the school.

If you want to go in with the most effective arguments for changing your school's homework policy, you'll have to, um, do your homework (or use this cheat sheet).

Giving up homework in the younger grades has no academic impact.

There's a bit of disagreement among scholars over the academic value of homework. Duke professor Harris Cooper, Ph.D., who has studied the issue, says that the best studies show "consistent small positive effects." But others have questioned whether any impact of doing homework on tests scores and/or grades has been proven. And most academics seem to agree that what little bump homework gives doesn't start until middle school or later. What does all this mean? In his book The Homework Myth , writer and researcher Alfie Kohn concludes, “There is no evidence of any academic benefit from homework in elementary school."

There is clear evidence on a related point though: Reading self-selected material boosts literacy. That’s why many elementary schools are moving toward homework policies that require reading, or being read to, rather than problems or exercises. (Once kids get to middle and high school, the homework debate generally shifts to “how much” and “what kind” rather than “whether.”)

Many agree with educators like Linda Long, a fourth-grade teacher at a different San Francisco school, who sees the value in “just the act of taking a piece of paper home and bringing it back” for building organizational skills and responsibility. But Good Housekeeping was able to find no research demonstrating that this is the case at the elementary level prior to grade five. And research showing that doing homework increases conscientiousness in grades 5 through 8 appears to be thin. What’s more, the many children who don’t complete homework fastidiously have the opposite lesson reinforced: that duties can be ignored or completed hastily.

Homework is more harmful than helpful to families.

Long sees another upside of elementary homework, saying, “It helps families be aware of what their children are learning in the classroom.” Professor Cooper adds, "Homework can give parents an opportunity to express positive attitudes toward achievement."

But there are lots of ways for parents to do these things, from quarterly teacher updates like the ones Fairmount Elementary School instituted when eliminating homework, to parents sifting through the completed classwork that comes home in backpacks. And asking parents to police homework can damage family relationships by creating power struggles and resentment. In a September 2019 poll of approximately 800 parents conducted by the tech company Narbis, 65% reported that the stress of homework had negatively affected their family dynamic. Academic studies show that this family stress increases as homework load increases.

Homework can also have a negative impact on children’s attitudes toward school. Take the story of Sarah Bloomquist Greathouse of Felton, California. “My fourth-grader has always had such a hard time with liking school,” she says. “This year is the first year we have no worksheets or other busywork. This is the first year my son has actually enjoyed going to school.” As Vicki Abeles puts it in Beyond Measure , “Homework overload steals from young minds the desire to learn.”

Homework eats up time that could be spent doing something more beneficial.

For some students, time spent doing homework displaces after-school activities — like imaginative play, outdoor time, sibling bonding, physical activity, socializing, and reading purely for pleasure — that are shown to be neurologically and developmentally beneficial.

For others, homework provides important scaffolding for free time. (Long says, “I’m more inclined to give homework to my kids who I know just go home and are playing Fortnite for five hours.”) Some argue a no-homework policy leaves a void that only wealthier families can afford to fill with enrichment. That’s why a lot of parents are throwing their weight behind optional policies that provide homework but let families determine whether doing it will improve their child’s life.

Another important displacement concern is sleep. “If parents and teachers are worried about academics and behavior in school then they don’t need homework, they need sleep,” says Heather Shumaker of Traverse City, Michigan, author of It’s OK to Go Up The Slide: Renegade Rules for Raising Confident and Creative Kids , which covers banning homework in elementary school. "The more sleep kids get, the better their memory, the better their learning, the better their focus, the better they’ll do on all the tests, being able to control their impulses, and so on.”

What do you do if you don't agree with the amount of homework your kids get at school?

Don’t worry, you don’t have to be as annoying as me to change your situation. There are multiple ways to push back against homework, each suited to a different personality type. That said, we can all learn a little something from every take.

Introvert Parent

You'd like your child to have less homework, but you don't want to make a huge thing of it.

Rallier Parent

You've read the research, and you're ready to gather others and take the whole system down.

Conflict-Avoidant Parent

You're bad at confrontation, but you want your student's homework stress to be known.

Hands-off Parent

You don't think it's good for anyone when your kids' assignments become your homework.

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Some parents focus on winning an exception to the rule rather than challenging it. Teresa Douglas’s daughter read voraciously — until, that is, she was required to log her minutes in a daily time log. The Vancouver, British Columbia mom wrote the teacher a note explaining the situation, declaring her intent to excuse her daughter from doing homework, and offering to provide relevant research. “I received zero pushback,” she says. Pretty much the same thing happened for a Sacramento, California parent (who didn’t wish to be named due to her role in that state’s government). She told her sons’ teachers they would not be doing any homework, aside from reading, unless the teacher could provide research proving it beneficial. That was the end of that.

Straight-up refusal to comply is the same approach I’ve taken when asked to sign off on my kids’ work while my advocacy efforts were ongoing. I thought my signature would imply my child couldn’t be trusted, and I knew it would put us on course for the type of shared academic responsibility, and ultimately dependence, decried in How to Raise an Adult , a book by former Stanford University Dean of Freshmen Julie Lythcott-Haims. So every year, I emailed my kids’ teachers, explaining my reasoning and offering alternatives, like having my children put their own initials in that spot. Some teachers weren't pleased, and I have to admit my kids initially felt mortified, but I held firm and everyone wound up happy with the arrangement.

Critical, independent thinking is also what Kang Su Gatlin, a Seattle, Washington dad, is after. He gives his son the option to do school-assigned homework or exercises chosen by his parents. When the fifth-grader picks the school’s problems, he’s allowed to skip the ones drilling concepts he’s already mastered. “At least in the jobs I’ve had,” says Gatlin, who currently works for Microsoft, “it’s not just how you do your job, but also knowing what work isn't worth doing.”

Some worry that going this route will upset their child's teacher, and it's possible. But when Long was asked what she’d do if a parent presented her with research-backed arguments that disagree with her homework philosophy, she replied, “I would read it, and it would probably change my opinion. And I would also be flexible with the individual family.”

For the Rallier Parent: Gather Reinforcements and Tell Your PTA Why Students Should Have No Homework

Many parents don’t stop with their own child. When the first edition of Vatterott’s book Rethinking Homework was published in 2009, she says, it was a relatively fringe thing, but now, “We’re talking about a real movement.”

Shumaker, the Michigan author and one of the most prominent figures in the movement, knows initiating this kind of conversation with a teacher can be terrifying, so she recommends having company: “Maybe you want to bring in another parent in the class who feels similarly or who is even just willing to sit next to you,” she says. Or broach the subject in a group setting. Shumaker tells a story that reminds me of every back-to-school night I’ve ever attended: “One of the parents raised a hand and said, ‘My child is having such a hard time with math. She spends hours on it every night, and she can’t get through all the problems.’ There was this huge sigh of relief from all the other parents in the room, because they’d had the same problem.”

So, talk to other parents. Bring the issue to the PTA. For petitions, surveys, and templates you can use when writing to a teacher, reaching out to other parents, and commenting at PTA and school board meetings, see The Case Against Homework by Sara Bennett and Nancy Kalish. It’s packed with step-by-step advocacy advice, including ideas for a variety of non-traditional homework policies (e.g., “No-Homework Wednesdays”).

For the Conflict-Avoidant Parent: Sometimes It Just Takes One Homework Question

If all this sounds like a bit much, Vatterott recommends an approach based on inquiry and information-sharing.

Begin by asking whether there's a fixed policy, either in the classroom or at the school. “You can’t believe how many schools have a policy that the teachers don't follow,” Vatterott notes. Often it’s one based on guidelines endorsed by the National Education Association: about 10 minutes per night in the first grade, and 10 more minutes added on for each successive grade (e.g., 20 minutes for second grade, 50 for fifth). “Sometimes all that’s needed is to say, ‘Can we make the homework requirement weekly rather than daily?’” she says.

Experts also recommend starting with what psychologists call “I statements,” because teachers aren’t mind-readers. Put a note on each assignment saying, “My child spent 40 minutes on this.” Since research shows teachers often underestimate the amount of time homework takes by about 50% , Vatterott reports, passing along this info can be enough to make assignments less onerous. Other simple statements of fact include:

• “Luna isn’t getting enough downtime in the afternoon."
• “Cynthia told me today, ‘I hate homework and I hate school.’”
• “Dante is losing sleep to finish his work.”

Try to find some way, Vatterott says, to not feel embarrassed or guilty about telling the teacher, even in a roundabout way, “This is too much.”

For the Hands-off Parent: Just Take Yourself Out of the Equation

Not everyone agrees on the level of parental involvement required in homework assignments. Reading all that research also taught me that intrinsic motivation is the more effective , longer-lasting kind. So during the years when I tried to get the school-wide policy changed, I also told my kids that homework is between them and their teacher. If they decided to do it, great; if they chose not to, the consequences were up to them to negotiate.

Third-grade mom Anna Gracia did the same thing, and her oldest, a third-grader, opted to take a pass on homework. When the teacher explained that the class had a star chart for homework with Gracia’s kid listed in last place, she asked whether her daughter seemed to mind. Her daughter didn't. Gracia asked if her daughter was behind in a particular subject or needed to practice certain skills. "No, but homework helps kids learn responsibility," the teacher replied. “How does it teach my kid that, if I’m the one who has to remind her to do it?” she asked. In the end, Gracia stayed out of it: “I said the teacher could take it up directly with my daughter, but I would not be having any conversations about homework at home unless she could point to a demonstrable need for her to do it.”

I’m happy to report my now fifth-grader takes complete ownership over her nightly "homewurt." And after the most recent round of parent-teacher conferences, neither her teacher nor Gracia’s daughter’s had any complaints.

Do the Research

ASCD Rethinking Homework

Harmony The Case Against Homework

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The WHY behind no homework...

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September 19th 2022 • Leave a Comment

By: Keri Harrison

By: Ms. Tiffany Baron , Special Education Coordinator, Branch Line School

Homework. Homework is a big part of the cultural image of school in the United States. We all sat at the table with our parents arguing about homework and many of us were expecting to sit at the table with our own kids some day to argue about homework. But did you ever stop to think about WHY schools have been assigning homework for all these years? What research has been done to show if assigning homework is effective at all in increasing student achievement?

At Branch Line School we have done our homework and studied that research. Based on that research, from the very beginning, it was decided that Branch Line School students will not be assigned homework beyond classwork that was not completed during the school day. Why did we make that decision?

• There is mixed evidence about the effect of homework on the academic performance of students. Most research shows little to no benefit for homework assigned to younger, elementary-age students. As children get older, homework can be more beneficial, but there does not seem to be a very strong correlation between homework and student achievement until the high school years.
• Homework can be great to help students learn executive functioning skills like responsibility, follow through, and organization. These are all skills that we already emphasize strongly and practice daily during the school day. The structure of our classrooms allows us to teach and model these skills for students without the need for assigning homework.
• Our school mission statement says that we want to help our students become critical thinkers. Most of the homework that has been traditionally assigned by schools focuses on memorization or repeated practice of simple skills. There is a place in schools for rote knowledge, but, at Branch Line, we want our students to think critically and engage with the material they are learning. Worksheets are not going to do that.
• We understand that children participate in after school activities that take time. We believe that those experiences are important to the growth and development of children, too. Not everything necessary for living a full life can be taught in a classroom.
• Homework time can often cut into time for families to eat together and/or delay bedtime. Sleep is so important in these K-8 years and time spent bonding as a family is invaluable for a child’s mental health. Anything we can do to help kids develop healthy habits will benefit everyone.
• We believe that the best way to create lifelong learners is to model lifelong learning for your children. Read with them. Teach them to learn to love reading by exploring different styles, topics, and themes with them. Have unique experiences with them. Teach them daily living skills like cooking, doing laundry, and being responsible for other household chores. All of these are still learning experiences for your child and all of them double as great opportunities for you to increase the loving attachment that you have with your children. When homework is done just to check a box that it’s done, it is rarely enjoyable for anyone and it certainly doesn’t lead to kids who love learning and exploring their world.

If you feel strongly that your child would benefit from doing homework, ask your child’s teacher for recommendations for workbooks that you can purchase and use at home. Just remember, if you decide on your own to have your kids do homework, they should stick to a rule of working for no more than 10 minutes per grade level!  e.g. a first grader should do no more than 10 minutes of homework a night.

Families are busier now than ever before and many kids and parents are happy to not have the added responsibility of homework every night. Instead of sitting around the table arguing about homework, we challenge you to take time to enjoy your children while they’re still young. Talk with them about the world. Challenge their thinking. Engage with them at a deeper (developmentally appropriate) level. Explore your community. Help them become the kind of people who learn because it is satisfying, not because it is required.

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How to help your kids with homework (without doing it for them)

Lecturer in the Faculty of Education, Monash University

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Parents are a child’s first and most important teachers . Parent involvement in their child’s learning can help improve how well they do in school. However, when it comes to helping kids with homework, it’s not so simple.

While it’s important to show support and model learning behaviour, there is a limit to how much help you can give without robbing your child of the opportunity to learn for themselves.

Be involved and interested

An analysis of more than 400 research studies found parent involvement, both at school and at home, could improve students’ academic achievement, engagement and motivation.

School involvement includes parents participating in events such as parent-teacher conferences and volunteering in the classroom. Home involvement includes parents talking with children about school, providing encouragement, creating stimulating environments for learning and finally – helping them with homework.

Read more: What to do at home so your kids do well at school

The paper found overall, it was consistently beneficial for parents to be involved in their child’s education, regardless of the child’s age or socioeconomic status. However, this same analysis also suggested parents should be cautious with how they approach helping with homework.

Parents helping kids with homework was linked to higher levels of motivation and engagement, but lower levels of academic achievement. This suggests too much help may take away from the child’s responsibility for their own learning.

Help them take responsibility

Most children don’t like homework. Many parents agonise over helping their children with homework. Not surprisingly, this creates a negative emotional atmosphere that often results in questioning the value of homework.

Homework has often been linked to student achievement, promoting the idea children who complete it will do better in school. The most comprehensive analysis on homework and achievement to date suggests it can influence academic achievement (like test scores), particularly for children in years seven to 12.

But more research is needed to find out about how much homework is appropriate for particular ages and what types are best to maximise home learning.

Read more: Too much help with homework can hinder your child's learning progress

When it comes to parent involvement, research suggests parents should help their child see their homework as an opportunity to learn rather than perform. For example, if a child needs to create a poster, it is more valuable the child notes the skills they develop while creating the poster rather than making the best looking poster in the class.

Instead of ensuring their child completes their homework, it’s more effective for parents to support their child to increase confidence in completing homework tasks on their own.

Here are four ways they can do this.

1. Praise and encourage your child

Your positivity will make a difference to your child’s approach to homework and learning in general. Simply, your presence and support creates a positive learning environment.

Our study involved working with recently arrived Afghani mothers who were uncertain how to help their children with school. This was because they said they could not understand the Australian education system or speak or write in English.

However, they committed to sit next to their children as they completed their homework tasks in English, asking them questions and encouraging them to discuss what they were learning in their first language.

In this way, the parents still played a role in supporting their child even without understanding the content and the children were actively engaged in their learning.

2. Model learning behaviour

Many teachers model what they would like their students to do. So, if a child has a problem they can’t work out, you can sit down and model how you would do it, then complete the next one together and then have the child do it on their own.

3. Create a homework plan

When your child becomes overly frustrated with their homework, do not force them. Instead, together create a plan to best tackle it:

read and understand the homework task

break the homework task into smaller logical chunks

discuss how much time is required to complete each chunk

work backwards from the deadline and create a timeline

put the timeline where the child can see it

encourage your child to mark completed chunks to see the progress made on the task

4. Make space for homework

Life is busy. Parents can create positive study habits by allocating family time for this. This could mean carving out one hour after dinner for your child to do homework while you engage in a study activity such as reading, rather than watching television and relaxing. You can also create a comfortable and inviting reading space for the child to learn in.

Parents’ ability to support their child’s learning goes beyond homework. Parents can engage their child in discussions, read with them, and provide them with other ongoing learning opportunities (such as going to a museum, watching a documentary or spending time online together).

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Why kids are better off without homework

CHILDREN in primary school should not be wasting their time on homework – it is a provocative idea. One that is now supported by research.

CHILDREN in primary school should not be wasting their time on homework – it is a provocative idea. But research into the impact of homework learning outcomes, and motivation, tells a relatively clear story.

This week the Victorian Parliament’s Education and Training Committee recommended a review of that state’s homework policy after its findings finally reflected what science has told us for decades: there are no academic benefits from homework for children in primary school.

Research tells us the following about the impact of homework on children in primary school:

Homework offers no academic advantage. Instead, it overwhelms struggling children and is boring for high achievers.

Homework is stressful. A 2002 study showed a direct relationship between time on homework and increased anxiety, depression, anger, and other mood disturbances among students.

As homework increases, national student achievement decreases. Data from the Trends in International Mathematics and Science Study showed the overall correlations between achievement and the percentage of teachers who used homework in grading are all negative.

Homework increases family conflict. And the more parents help with children’s homework, the more tension children experience. It also reduces time for other activities that provide balance and variety to a child’s life, such as sport, music, art, or other extra-curricular activities, or to relax and simply be children.

Homework places additional burdens on parents - who often don’t know how to help their children anyway - and on teachers, who have enough to do without having to collect, mark, and redistribute extra work for their students on top of that required by the curriculum in schools.

Research DOES indicate that ALL children should read each night. Reading is shown to increase academic achievement and aid in learning. But reading should not be for a set number of minutes or pages. Similarly, self-directed learning at home by completing projects of interest can aid in positive educational experience and motivation.

In spite of the decades of research finding homework has no academic benefit for primary school students, the idea that children should no longer receive homework remains controversial.

Common arguments for homework are that it promotes self-discipline, improves study skills and work habits, helps students be responsible and prepares them for the “real world”.

There’s no science to support or refute these ideas. However, saying our kids had “better get used to it” so they can manage when they’re older is like telling an 11 year-old that 10 hours of sleep each night is too much because in another decade he’ll have to manage on eight.

In spite of the research showing homework undermines learning and disrupts childhood, it possesses a symbolic value that demonstrates a commitment to higher standards and work ethic.

But the evidence is clear. Supporters of homework are actually driving kids away from learning, making them less successful in school, and interrupting their childhood.

Dr Justin Coulson is a parenting researcher, speaker, author and father of six.

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Is homework bad for kids? A different approach to homework worldwide

Homework is a hot topic in many schools across the globe. But one thing is sure: students hate it. It takes away their “childhood”. So, should you get rid of it or should you give less or more? Is homework gook or bad? What are the effects of homework?

I did some digging into the “no homework policies” and into homework in different countries around the globe and its impact on the students.

In this post, I’ll state some facts and figures and I’ll show you why less homework is actually a magical wand to conjure motivated students.

No homework in Finland

Finland has a very different, but impressive school system. Here are some facts:

Finnish students rarely do homework until their teens. On average, Finnish students do only about three hours of homework a week. However, in 2012 they scored sixth highest in the world in reading, not to mention their 12th highest place in math on the OECD’s international test, known as PISA (Program for International Student Assessment).

Finland’s high school graduation rate is at 93% compared to 78% in Canada and 75% in the US. About 2 in 3 students in Finland will go on to college. And that’s the highest rate in all of Europe!

Finland and New York have the same number of teachers. To clarify, Finland has nearly half the number of students. That means there’s one teacher for twelve students. In NYC there’s one teacher for twenty four students. This means that Finnish students get more personalized help from their teachers.

Standardized testing is kept to a minimum. Finnish students only get one standardized test when they are 16 years old. How many did you have to take? Before a New York student reaches high school, the students will have already taken 10 standardized tests.

US elementary students get 25 minutes of recess, where students in Finland get about 75 minutes a day.

Finland knows good teachers are essential. That’s why teachers are all required to have a master’s degree. Finland’s teachers are as esteemed as their doctors or lawyers. Respect!

Tell me, where would you want to teach?

Why you should give homework

Finland is doing well with its education system, but what about Singapore? Singapore is also one of the top achieving countries and assign their students lots of homework!

OECD researchers did some impressive research on the homework matter and found that homework does actually play an important role in student achievement within each country.

Moreover, they found that homework hours vary by socioeconomic status. To clarify, higher income 15-year-old students do more homework than lower income 15-year-olds. Even more impressive is that the students who are doing more homework tend to get higher test scores.

This means that there is an advantage for putting extra hours in homework. Who would have thought?

The “rich and poor homework gap”, is very alive in Singapore. Richer students spend about 11 hours on homework a week. That’s 3 hours more than low-income students. Not to mention that each extra hour of homework is associated with 18 extra points on the PISA math exam!

Unlike in most countries, where homework is associated with higher scores on the PISA test, that’s not the case in the US. Homework doesn’t reinforce inequality here.

Take a look at this article for more impressive numbers about the US and Shangai.

Why you shouldn’t give homework

So, it seems that homework can be good after all. Although, Fransesca Borgnovi (one of the authors of the study), is advocating for NO homework. More important are high quality teachers and instructions (like Finland!). Homework can be good to a certain extent, to teach students how to plan ahead, set goals and work in teams as well as independently. But more than four hours of horrifying homework a week isn’t very beneficial.

According to another review of educational research published in 2006 by Duke university professor Harris Cooper homework really has a positive effect on student achievement, but it depends on the student’s age. Homework has a positive effect on secondary students from grades 7 to 12.

So what about the younger students? Can’t they just be a child? If you should set up a no homework policy, it’s best to do it in elementary school.

There are also other things to consider before overloading your students with homework: the well-being of the students, time for their selves, time with family, etc.

A different look on homework

Here are a few insights, ideas and tips to look at homework in an other way.

• Highlight the idea that learning happens all the time naturally or elsewhere in a child’s world. Spend more time watching students develop their own games and rules in the neighborhood. Then try to challenge them to make games around a certain classroom topic.
• Some parents can’t shake the thought of their kid having less homework or even none at all. That’s where workshops come in handy. Learn their parents how to engage their children at home in authentic learning. Besides homework, there are lots of fun apps and games that engage the student and that also learn them something new.
• If there are motivated students, you need to provide ideas and support for them. Be aware that some students really want to put in an effort and do homework!
• Stop calling homework “homework”. Call it a challenge. Challenge your students to find out about the dead of person X. Make the challenge as interesting as it can get. Students won’t see it as homework anymore. This is something I learned from Dave Burgess (known for his book “ teach like a pirate ”) on the Ditch That Textbook Digital Summit hosted by Matt Miller .
• You can also treat homework as an extracurricular activity. Let your students use their talents to bring homework to a good end. Let them take pictures, film interviews, complete community surveys. Let them volunteer with local charities. Bring the playground to the class, instead of homework to the house. One more thing: don’t grade it!

The National Parent Teacher Association and the National Education Association support the “10-minute rule”. This rule recommends a daily maximum of 10 minutes of homework per grade level. This means that second graders, for instance, should do about 20 minutes of homework each day. High school seniors should do about 2 hours of homework each day.

If you decide to give your students homework, make sure it’s meaningful and in line with your lessons. Try to find a good average of homework and make homework more interesting.

Would you like to try something else as the “traditional” homework? Be sure to take a look at this page . You will find more than 20 creative alternative homework ideas.

You have had the opportunity to read about different perspectives related to homework. What is your opinion? Should students have homework or not? Let us know in our Facebook Group . It is always interesting to read more opinions in order to make good and informed choices. You may always share creative and fun homework assignments on Twitter !

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Major 10 Reasons Why Students Should Not Have Homework In 2023

Homework – something students always get, but is it good or just extra work? People, like parents and teachers, have different thoughts on this. In this blog, we are going to dig deep into 10 reasons why students should avoid homework.

We will also determine when students can bring their phones to school in 2023. First, let’s understand what homework really is and why some folks say it’s not so great. We will learn about the good side of no homework and discover some interesting facts that support saying no to homework. So, let’s see if homework is helpful or not. 

Stay tuned to learn more about 10 reasons why students should not have homework.

What Is Homework?

Table of Contents

Homework is a school task that teachers give to students to do outside of the classroom. It’s like extra practice to help you learn more about what you study in school. Homework can be reading a book, doing math problems, writing about a topic, or other assignments. When you finish your homework, you show what you’ve learned and get better at your school subjects.

Homework is also a way for teachers to see how well you understand what they taught in class. It’s like a way for you to show what you’ve learned. Most homework assignments have a deadline, therefore it is critical that you complete it on time in order to gain knowledge and advance your abilities. It is a chance to practice and get better at the things you’re learning in school, which can help you do well in your tests and exams.

Why Is Homework Bad?

Homework can sometimes be bad for a few reasons. First, it can lead to stress and burnout, overwhelming students with too much work. Second, it can take away time that kids need for other important things like family time, sports, or just relaxing. Additionally, it might not always be useful, as some homework tasks might not help students learn better. Moreover, it can create inequality, as not all students have the same resources or help at home to complete their homework. Lastly, it can sometimes feel boring and repetitive, making kids dislike learning.

• Causes stress and burnout
• Takes away time from other important activities
• It may not always be useful for learning
• Creates inequality between students
• It can be boring and repetitive, leading to a dislike of learning

10 Reasons Why Students Should Not Have Homework 

Here we will discuss 10 reasons why students should not have homework: 

1. Too Much Work

Homework can be like having too much to do. Students get many assignments, and it can become very stressful. This means they have less time for fun things like sports, hanging out with friends, or just relaxing. This stress can make them feel anxious, and it can be challenging to find a balance in their lives. Students need time to breathe and be kids.

2. Less Family Time

Homework takes away time that students could spend with their families. They end up spending long hours doing homework, which leaves less time to be with their parents, siblings, or other family members. This can lead to weaker family bonds and make it harder to build good relationships. Strong families are important for kids’ happiness and growth.

3. Health Problems

Too much homework can harm a student’s health. It can make them lose sleep, worry a lot, and even cause physical health problems like headaches or stomachaches. It’s important for students to be healthy and happy, so too much homework isn’t good for them. Good health is the foundation of a good life.

4. Less Time to Explore

Homework can stop students from trying new things and finding their interests. When they have to spend so much time on homework, they can’t explore their interests or develop their hobbies. This can hold them back from personal growth. Exploring and learning about the world is an important part of growing up.

5. Unequal Opportunities

Not all students have the same help and resources for homework. Some have more support and better tools, while others may not. This can make educational inequalities worse, as students with less support can struggle more, making it harder for them to succeed in school. Every student deserves a fair chance.

6. Boring and Repetitive

Homework can become very boring and repetitive. When students do the same kinds of assignments over and over, it can make them lose interest in learning. They may just do the work to finish it, without really understanding or enjoying the subject. Learning should be fun and exciting.

7. Not Really Learning

Homework can lead to memorization without real understanding. Instead of really learning, students might just try to finish the assignments as quickly as possible. This doesn’t help them learn well in the long run. We want students to understand and enjoy what they’re learning.

8. No Personal Time

Students need time for themselves to relax, do things they enjoy, and take care of themselves. Too much homework means they have very little time for these important activities. Learning how to manage time and take care of oneself is important for their growth. Personal time is crucial for a well-rounded life.

9. Kills Creativity

Homework can make it hard for students to think creatively and solve problems. With so much work to do, they don’t have time for open-minded, creative thinking. This kind of thinking is important for solving real-life problems and coming up with new ideas. Creative thinking helps us tackle the big challenges of the world.

10. Debate Over Value

People don’t all agree on whether homework really helps students learn. Some studies say it does, while others say it doesn’t make much difference. Since it’s not clear, it’s worth thinking about whether the time spent on homework could be used for other activities that we know help students learn better. It’s important to use time wisely and focus on what really works for students.

Advantages Of Having No Homework

Here are some advantages of having no homework: 

1. More Free Time

Not having homework means students have more free time after school. This extra time can be used for hobbies, sports, spending time with family, or simply relaxing. It allows kids to be more well-rounded and happy.

2. Less Stress

Without homework, students experience less stress. They don’t have to worry about tight deadlines or piles of assignments, so they can focus on learning in a more relaxed and healthier way.

3. Better Sleep

No homework means better sleep. Students can go to bed at a reasonable time, ensuring they are well-rested and ready to concentrate during school hours.

4. Opportunities for Exploration

When there’s no homework, students have more opportunities to explore their interests and learn about things they are passionate about. They can read books, explore new topics, or work on personal projects.

5. Improved Family Time

The absence of homework allows for improved family time. Parents and kids can get to know each other, share experiences, and make the home a loving and caring place. This strengthens family relationships and creates a more positive atmosphere.

Read More 

How To Stop Procrastinating On Homework

How to Get Motivated to Do Homework

Interesting Facts On Why Homework Should Be Banned

Here are some interesting facts on why homework should be banned: 

1. Negative Impact on Health

Homework should be banned because it can have a negative impact on a student’s health. Spending long hours on homework can lead to stress, sleep deprivation, and a sedentary lifestyle, which are harmful to physical and mental well-being.

2. Reduces Family Time

Homework takes away precious family time. When students are buried in assignments, they have less time to spend with their families, leading to a decrease in family bonding and support.

3. Inequality in Resources

Homework can lead to inequality. Not all students have access to the same resources, such as a quiet place to study, internet, or parental assistance, making it unfair to some students.

4. No Proven Benefits

Despite its prevalence, homework doesn’t always show clear academic benefits. Research suggests that the advantages of homework are often minimal, and banning it might not affect students’ learning negatively.

5. Increased Stress Levels

Homework can increase stress levels, which can be detrimental to a student’s mental health. Stress can make you anxious, depressed, and not want to learn.

6. Encourages Cheating

The pressure to complete homework on time can encourage cheating and plagiarism, undermining the honesty and integrity of education.

7. Reduces Creativity

Homework can be rigid and repetitive, leaving little room for creativity and independent thinking, which are essential for a well-rounded education. Banning homework can encourage more creative and flexible learning approaches.

Is Homework Is Bad Or Good For Students – From Parents & Teachers Perspective

From a parent’s perspective, homework can be a topic of debate. Some parents see both the downsides and benefits of homework, and it’s essential to consider both sides:

On the Bad Side

• Excessive Stress: Many parents worry that homework can cause their children excessive stress and anxiety, especially when the workload is overwhelming.
• Less Family Time: Homework can reduce the quality family time parents can spend with their children. They may want to prioritize bonding and relaxation.
• Struggle with Complex Subjects : Parents may find it challenging to help their children with complex or unfamiliar subjects, leading to frustration for both.
• Lack of Playtime: Homework can limit a child’s playtime, which is vital for their physical and social development .
• Dislike for Learning: If homework becomes too burdensome or boring, it can lead to children developing a dislike for learning, which parents want to avoid.

On the Good Side

• Practice and Reinforcement: Homework provides an opportunity for children to practice and reinforce what they’ve learned in school.
• Preparation for Responsibility: Homework teaches kids responsibility and time management, valuable life skills.
• Parental Involvement: Homework allows parents to be involved in their children’s education, offering support and guidance.
• Monitoring Progress : It enables parents to monitor their child’s academic progress and identify areas where additional help may be needed.
• Preparation for the Real World: Students can get ready for the tasks and due dates they will face in the future by doing their homework.

From a teacher’s perspective, homework is a topic with its own set of pros and cons:

• Inequality in Resources: Teachers might be concerned that some students have better resources at home, such as access to the internet or parental assistance, creating inequality in completing homework.
• Overburdening Students: Teachers may worry about overburdening students with excessive homework, potentially causing stress, burnout, and negatively impacting their well-being.
• Lack of Proven Benefits: Some teachers may question the effectiveness of homework, as research does not always clearly demonstrate its academic advantages.
• Cheating and Plagiarism: Teachers have to be vigilant about cheating and plagiarism, as the pressure to complete homework may push students to unethical behaviors.
• Potential for Repetition: Teachers might be concerned that homework assignments could become repetitive and dull, leading to a decrease in students’ motivation to learn.
• Reinforcement of Learning: Homework provides students with opportunities to reinforce what they’ve learned in class, which is important for understanding and retaining the material.
• Preparation for Responsibility: Homework helps students develop responsibility, time management, and organizational skills, which are valuable for their future.
• Parental Involvement: Homework encourages parental involvement in a child’s education, allowing for a stronger partnership between teachers and parents.
• Assessment of Progress: Teachers can see how their students are doing and see where they might need more help by giving them homework.
• Preparation for the Real World: Students can become more responsible and disciplined by doing their homework. It helps them get used to the duties and limits they will face in real life.

Debate about homework continues, and there are ten good reasons why students should not have homework. First, it can make kids stressed and tired. It also takes away time from family and fun activities, which are important. Homework might not help students learn much. 

Moreover, it can even make some students cheat or copy from others. Many students and parents say we should have less or no homework. They believe that focusing on good teaching in class is better than too much homework. So, the idea of reducing homework or even getting rid of it is something many people support.

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The Hidden Danger of Nightly Homework Battles

Inside: We’ve seen the research, and we see what nightly homework battles do to our kids. The good news? We have the power to opt out, and the first step is easy.

You’ve probably seen the stories in the news : Homework in elementary school is useless .

Homework doesn’t help young kids learn any better or faster. It doesn’t teach them study skills. It doesn’t even help them do better on standardized tests.

I’m not going to get into a debate on the merits of homework in elementary school because research has proved that it does no good .

“Before going further, let’s dispel the myth that these research results are due to a handful of poorly constructed studies. In fact, it’s the opposite. Cooper compiled 120 studies in 1989 and another 60 studies in 2006. This comprehensive analysis of multiple research studies found no evidence of academic benefit at the elementary level. It did, however, find a negative impact on children’s attitudes toward school.” Homework is wrecking our kids

Despite all this, my second-grader still has homework nearly every night. This is the norm for most American families with kids in elementary schools.

When we get home after school, I remind my daughter to start her homework, remind her to stay focused while she’s doing it, and remind her to put it back in her backpack when it’s done. In other words, finding out she has homework that night signs us both up for a 30-minute (or more) nag session.

It’s not like you have a practical alternative. The teacher assigns homework, and your kid’s supposed to do it. If she doesn’t do it, she’ll be held in at recess to complete the homework anyway. And then at the end of the day, you get to reap the benefits of a kid who’s had to sit still all day .

But during one of our super fun homework nag-a-thons last week, something happened that scared me.

A Turning Point—And Not a Good One

About five minutes into the brainless busy work that bores my daughter out of her skull, she said: “I’m just not going to do this.”

“What?”

“I’m just not going to do my homework. It doesn’t matter.”

I froze. “Well…,” I said, buying myself time. I could tell we were entering choppy waters, and one wrong move could capsize the boat and damage her attitude towards school. “What would happen if you didn’t do your homework?”

She shrugged. “I’d probably just get in trouble with the teacher.”

This was big . My rule-following, perfectionist child does not shrug about getting “in trouble” with the teacher.

“Hmm,” I said. “What would that mean?”

“I don’t know. Maybe I’d get my name on the board.” She shrugged again. Any previous hand slaps from the teacher resulted in tears and long conversations when I picked her up from school. Why was she shrugging it off now?

“What else would happen?” I prodded, trying to keep my tone light and curious, but obviously failing .

“Okay, fine. I’ll do it. But I’m just going to make up answers to get it over with.”

My eyes bugged, but thankfully she wasn’t looking. My child who once had a meltdown over not getting a perfect grade on a spelling test in first grade was planning to write incorrect answers on her homework just to get it out of the way.

“So…what will happen if you do that?” I asked.

She sighed. “I guess she’ll make me do it over again. But this is so boring! My grades don’t matter anyway.”

My grades don’t matter anyway. The words started on repeat in my brain, getting louder and shriller with each iteration.

And I realized : Homework did this to my child. My bright child who’s hungry to learn anything and everything. My child who reads as much as she can get her hands on. My child who said to me yesterday, “Is there a place where you can go and just read books all day? Because I want to go there.”

The endless worksheets had finally pushed her over the edge.

Related: What to Do When Your Kid Gives Up

Yes, Homework Is Pointless—But That’s Not the Worst Part

Homework is making my child resent school. It’s turning the idea of learning into a power struggle. And goodness knows we don’t need more of those while parenting young children.

Bottom line: Homework is destroying our kids’ innate love of learning.

The night after that disturbing homework battle, I started looking for alternatives.

• Could I ask the teacher not to assign homework to my child? Maybe, but it feels weird to ask for special treatment when other kids are in the same boat.
• Could I ask the teacher not to assign homework to any kids? Maybe, but it probably wouldn’t be effective coming from just one parent.
• Could I meet with the principal to suggest banning homework? Other schools have banned it , and the research supports removing it.

Yes, that’s it! That’s what I’ll do, I thought.

Except Then…

I started asking around about how I might approach a principal about this issue. I talked to teachers and other parents. And do you know what I heard?

Elementary school teachers and principals already know that homework doesn’t do any good. They know it hurts kids’ relationships with the learning process. They already know the research. I mean, of course they do—they’re trained professionals.

The real reason elementary schools assign homework? Parents keep asking for it.

Let’s Stop the Madness of Nightly Homework Battles

Maybe you feel like pushing your kid to struggle through homework is good for her work ethic. Maybe you feel like the worksheets will help her get better grades on standardized tests. Maybe you think it’s just 30 minutes of nagging your kid every night, then it’s over and done with and not a big deal.

That’s what I thought, too.

But deep down, we know better . We don’t really need to read all the research. Because we know. We see what the nightly homework battles do to our kids.

We know this in the same way we know that asking teachers to dole out corporal punishment hurts our kids emotionally as well as physically . We don’t need to read the research about the damage that goes deeper than the red welts left by a paddle. Parents know this already.

The good news? We have the power to opt out of the homework battles.

The First And Easiest Step

Let’s stop asking our elementary school teachers and principals to assign homework. Easy peasy.

Next step: Share your story with other parents.

• While you’re waiting outside school at pick-up time, tell the story of how you have to nag your kid every night, and for what? It’s not helping her grades.
• When you’re making small talk at the school fundraiser carnival, explain how your kid used to love school, but homework battles have soured him on the whole deal.
• If you run into your kid’s friend’s mom at Target, ask if her kid struggles with homework, too. Listen to her story.

I’m not saying you should try to convince anyone. In fact, sharing stats and research rarely changes people’s minds. So just tell your story. Share how you’re scared that homework battles are doing permanent damage to your kid’s love of learning. Find common ground with your fellow parents because I promise you, it’s there.

The fewer parents we have asking for homework, the better off our kids will be. And maybe one day, so few parents will be asking for it that grade-school homework will be the exception rather than the rule.

Because this isn’t about avoiding the nightly homework battles. This is about protecting the spark we see in our children’s eyes when they’re learning something new and loving it.

A Special Note to Teachers and Principals

Before you go, get my free cheat sheet: 75 positive phrases every child needs to hear.

If the nightly homework battles are getting to you, you might find this useful, too: Here’s the Secret Phrase to Turn Your Kid Into an Amazing Student .

What do the nightly homework battles look like in your house? Share in a comment below!

I'm a mom of four, a Certified Parent Educator, and the author of Happy You, Happy Family . I believe if you want a loving parent-child relationship that will last into the teenage years and beyond, the time for nurturing that kind of relationship is now . The good news? All you need is 10 minutes a day. Start here »

Note: All information on this site is for educational purposes only. Happy You, Happy Family does not provide medical advice. If you suspect medical problems or need professional advice, please consult a physician.

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22 Comments

YES!!! I fully agree with this! 7 hours of school is plenty for a young child-they shouldn’t have to keep doing it when they get home. My daughter’s 1st grade teacher last year sent home homework just about every night and we both hated it. This year, her 2nd grade teacher has told me that kids need time to be kids and she rarely sends any home. As a result, we’re able to spend more time reading (which is the best homework of all anyways) and playing.

My son has homework in Kindergarten Monday thru Thursday. It’s a nightmare trying to get it done. In school they are so busy trying to teach them what once used to be 1st grade curriculum that we are forced to teach them the stuff that used to be taught in Kindergarten at home. It is incredibly sad hearing my son at 6 saying he hates school.

Beautifully written! It’s been so depressing since my daughter started school 2 years ago to see how she’s gone from excited when I say, “Let’s do an experiment” or “Let’s go get a new book” to “I hate reading” and “I hate school.” We need to start a stop-the-homework movement!

I agree that ” Worksheet Homework” is Pointless. That is why I started talking to the people I work with about using “Invitations To Play” Instead to Practice or Review what they learned that day. I believe that children can’t be expected to sit for 6 hours a day. They need to engage.

Great points! It was also a nightmare for homework in our household. Last year for my 2nd grader, he would be working on his homework for 2 hours. Finally we broke it down into sections, and I set the timer. I said “let’s see if you can get the next section done in 10 minutes”. It really got him to focus. I always gave him more time than he needed.

I wish more parents and schools realized the research shows there are no proven benefits to doing homework! An alternative solution: Montessori schools. As families, we should be spending more quality time with our children, playing outside, eating dinner often at the dinner table, reading, and doing practical life work! This would make our children more well rounded as a “whole individual.” Children are natural learners and we need to inspire their tendency to seek out knowledge that they are genuinely interested in!

My child has just entered middle school and no longer has recess or PE, for an 11 year old boy that’s horrible. Not only do we have nightly homework, we now have weekend homework, projects and Monday tests. It is a constant battle and I don’t know how to make it any better. It is frustrating as a parent seeing my child not getting to play and have fun and get some good EXERCISE every day!

I have been a teacher for the past 21 years. I agree that homework for the sake of doing homework does not increase anything but frustration. I plan my day around the needs of my class. If someone doesn’t complete something due to difficulty, it makes no sense to send it home and have them continue to be frustrated. I hang onto the assignment and we work on it the next day. If a child is goofing off and not using his time wisely , he will get to take it home to complete the task. This is a rare occurrence. Most of my students love knowing that when school is over they get a break. We all need that!!!

Hate to be a buzz-kill, but all of the articles at the beginning of this article point to stories that base their findings on the same Harris Cooper study; therefore, they are redundant and not useful in corroborating the narrative.

Now, don’t get me wrong, I absolutely agree with the sentiments and story in this article. I too have the same conflicts with my 3rd grade daughter and I share the same findings on the efficacy of homework at this age.

The fact is that our teachers are teaching from the same patterns that they learned from. They are unable to remove themselves and look at the problem objectively. There is also a large contingency of pediatricians and researchers who look at the use of iPhones and other screen based technology and assert that it is harmful. The fact is that to truly make the next leap in human development, we need to innovate and move beyond the current paradigm and teach our kids in a manner consistent with what we ANTICIPATE their future needs to be rather than our own inefficient methods.

But you decided to point this out anyway to what? Look smarter than everyone else. Yet you agree with the overall message.? I bet you’re part of the grammar police brigade as well.

seems like he’s just playing devils advocate and suggesting that we come up with a paradigm that allows us to base our teachings on future issues the kids will face vs. on what we think they need to know (e.g. how to spell “faucet” in the first grade).. He also makes a good point that citing studies which all cite the same study will lesson the effectiveness of an argument made to someone who does NOT buy into this idea that homework is harmful. Good points, Zack!

As a teacher, i refuse to give homework and as a parent i would never enforce homework with my son.

The school must be clear on the purpose of homeworks/assignments. To measure how each student understood the day’s lessons. If the y don’t like assignments–a test the following day can also be an alternative to measure each students’ understanding but will take away few minutes or hour from regular classroom teaching.

Just one of the MANY reasons we finally started homeschooling! It’s heartbreaking. :(

We are really fortunate that there is minimal homework in our house this year and it’s all coming from our freshman. Neither my kindergartener nor my 5th grader have had homework this year. It’s wonderful and they get to leave school work at school.

My second grader did not have homework the first month of school, for this very reason. The teacher knew it took away from important family time, etc. However, once the kids started to struggle with the concepts in the classroom, they started getting a math sheet sent home every night to complete. I have the same struggles with my kiddo. He has almost said the very words your daughter has said. “Why?! It doesn’t matter anyway! We just throw it away! It isn’t for a grade.” And the list goes on and on. Thank you for sharing your story and trying to help everyone out there understand that some things cause more harm than good!

I am not sure I believe that parents are asking for homework. This sounds like a cop out to me that could be easily addressed by surveying parents at each grade level on their preferences and getting actual data. Then you would know parents’ opinions and see what approach to take.

As a kindergarten teacher, I believe that children should be free to be children after school, and not be saddled with busy work. The charter school where I currently teach is a no homework school, for which I’m so grateful, our children love to learn. When at a district 5 years ago, the parents were asking for homework, so I had to make worksheets to keep them happy. Those parents seemed to think that it made their children smarter if they had homework every night, so I had to comply to their wishes.

I’m still going to school for education. Do you think sending home sheets with only say, 5-6 problems on and the only instructions is for them to try, and its only so the teacher can evaluate understanding after it it entering their head at x point in the day and seeing what stuck and what needs reviewed on the next day, and do it gets a reward like a classroom treat or something?

As an elementary level teacher, I think that children need time away from the learning they’ve been doing all day in order to process the learning and to have time to make choices to read, to play, etc. If they haven’t learned a concept in 6 – 7 hours of school, boring worksheets are not going to strengthen their knowledge. When you go home after a long day, do you want to still be faced with paperwork? (Sorry, as a teacher you will be doing lots of work after hours, but is it helpful to do this to children?)

Intrinsic motivation is better than any reward system. Children who do things for rewards often will only do things if they can get something for it, and this can train them to be “getters” rather than “doers”.

Education at the early elementary levels is for the most part developmentally inappropriate, as is forcing children to continue busy work after school. We want children to love learning, but how can they when the work is tedious and of little value to their real learning?

They. Were. Aweful. My kiddo was also 8 and in second grade. The homework battle each night was causing huge upheaval in our home and I knew it was not good for my 8 year old, or his 2 year old twin brothers, or my husband, or I. My son had also come to hate school and lost his love of books. I did not particularly want to homeschool, but for this reason, I knew I had to do something to protect my son and our family, and we started 3rd grade as a homeschool family. It hasn’t been easy, but it has been way better than what was happening the other way.

I love this article so much – I will show it to my teacher

You can nurture a warm + loving relationship with your child—in just 10 minutes a day.

I’m Kelly—a mom of four, a Certified Parent Educator, and an author.

If you want to nurture a loving parent-child relationship that will last into the teenage years and beyond, the time for nurturing that kind of relationship is  now .

I believe with a few small tweaks, you can build a home your kids will want to come home to—without having to sacrifice your own personal needs.

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Your Childhood Home Might Never Stop Haunting You

Many of us feel pulled toward the places where we grew up. But it can be weird when old and new selves collide.

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I n a drawer in the living room of my childhood home, you can find the drumsticks I got in elementary school, the calculator I used in middle school, and a to-do list I wrote in high school. (“Shoes—tell mom,” it reads, and, in all caps: “CUT NAILS.”) In my bedroom are prom pictures, concert posters, a photo of my round-faced teen self printed for a fake ID I never got. In the bathroom: expired acne medication; crunchy, dried-up mascara; an old retainer. My mother, who still lives in the house, would like me to clear out my stuff. I keep stalling.

The funny thing is, I’m not all that attached to these objects. I could throw most of them away after a few moments of bemused recollection; the pictures, I could take back with me to Brooklyn. But that would make it possible for my mom to sell the house, which she’s been trying to do for years. I can’t seem to stop standing in the way.

Why? If home is “ where the heart is ” or “ wherever I’m with you ,” I should be fine with my mom moving anywhere—especially to a nearby apartment, as she plans to, where she’ll doubtless have a place for me to sleep whenever I want. Instead, any mention of a future sale prompts an ache akin to the homesickness I felt as a kid at summer camp—except that now I ache for my future self. I imagine her standing outside that suburban New Jersey house, pacing back and forth, insisting that some piece of her remains in this one edifice on a certain corner of a specific street, even though she hasn’t lived there for decades.

Read: What the suburb haters don’t understand

It’s a weird, anticipatory grief—but it’s not unfounded. For his 2011 book, Returning Home: Reconnecting With Our Childhoods , Jerry M. Burger, a Santa Clara University psychologist, interviewed hundreds of people and found that about a third had traveled as adults to visit a childhood home; another third hoped to. The subjects who’d made the trip largely no longer had parents in the house; in many cases, they arrived unannounced, ready to knock and ask the residing strangers to let them in. Others discovered that their old home physically no longer existed. Giving up such a formative space, Burger told me, is “like a dancer losing a leg. It’s a really important part of you. And now it’s gone.” So many people cried during interviews that Burger started arriving with tissues.

You might think that only people with rosy childhood memories would feel compelled home, perhaps to relive their golden days or try to regain some of the comfort of being young. But that’s not true—some of Burger’s subjects had experienced such trauma at home that going back was probably a terrible idea; one person turned and ran out of the space immediately after setting foot inside it. Rather, Burger found, people with all kinds of relationships to where they grew up shared another motivation: They felt like a stranger to their old selves. And they wanted to reconnect.

A ttempting to pull a thread between past and present is a common human impulse, what the Northwestern University psychologist Dan McAdams calls a search for “narrative identity”—this life story we draft as we go, trying to make sense of who we are and why. Marya Schechtman, a philosopher at the University of Illinois at Chicago, told me that humans are constantly negotiating a contradiction: On the one hand, “it’s just sort of taken as a given that you’re a single individual from roughly cradle to grave.” On the other hand, this isn’t really how we experience life. Certain parts of our history resonate more than others, and some former selves don’t feel like us at all. (“I have already lost touch with a couple of people I used to be; one of them, a seventeen-year-old,” Joan Didion wrote . “It would be of some interest to me to know again what it feels like to sit on a river levee drinking vodka-and-orange-juice and listening to Les Paul and Mary Ford.”)

Many of us actively try to “make our pasts and our futures real to us,” Shechtman said. So although we eagerly make plans and envision ourselves in new places, with new people, we also flip through photo albums and reread our old journals. (Didion on keeping a notebook: “Remember what it was to be me: that is always the point.”) But sometimes, those methods aren’t enough to really take us back. Burger kept hearing a similar story: Subjects would find photos of themselves as kids, but “they’re feeling like they can’t relate to this person in the picture,” he told me. “And it’s important to kind of get that sense of wholeness, to keep that part of yourself alive.”

Going home can be a much more effective way to time travel. Our past isn’t just preserved in knickknacks and memorabilia; it lingers in the spaces we once occupied. When we talk about our experiences, we often focus, understandably, on the people who’ve shaped us, and we “treat the physical environment like a backdrop,” Lynne Manzo, a landscape-architecture professor at the University of Washington, told me. But setting can be its own character; it colors our day-to-day, and we endow it with agency and meaning. If social interactions and relationships are the bricks constructing our identities, our surroundings are the scaffolding.

Setting is also central to how we remember. Recalling events (as opposed to information) involves “episodic memory,” which is deeply tied to location. Many researchers, in fact, believe that episodic memory evolved to help us physically orient ourselves in the world. (One very sad study —partial title: “Implications for Strandings”—found that some sea lions with damage to the hippocampus, the hub of episodic memory, get lost and wander ashore.) When you’re in a given space, your brain tends to “pull up the relevant memories” that happened there—even ones that have long been dormant, Charan Ranganath, a neuroscientist and the author of Why We Remember: Unlocking Memory’s Power to Hold On to What Matters , told me. People remembering a specific moment can even demonstrate what Ranganath called a “reboot” of the brain-activity patterns they showed during the original event.

But without the physical space to visit, it can be hard to mentally transport yourself back. When the 19th-century French writer Stendhal wrote his memoir The Life of Henry Brulard , detailing a difficult and lonely childhood, he drew the places of his youth again and again, in an obsessive attempt to spur his memory. “Winding staircase—Large, cheerless courtyard—Magnificent inlaid chest-of-drawers surmounted by a clock,” he scrawled under a sketch, as if the incantation might apparate him to his grandfather’s imposing Grenoble townhouse. Yet his recollection remained, as he put it, like a fresco , solid for stretches and elsewhere crumbling apart.

Read: Nostalgia is a shield against unhappiness

I can relate to the yearning for preservation: If my mom leaves my childhood home, I’ll lose the particular sweet smell—I can’t even describe it—that wafts through the living room on hot days. And the pinch of acorns under my bare feet in the yard. And the specific lilt of the birdsong in the early mornings, so different from what I hear now, just over 15 miles away. I’m scared that without those sensations, the filing cabinet deep in my mind, holding all these everyday snippets of memory, will get pushed just out of my reach.

V isiting home doesn’t always clarify or heal; it won’t necessarily make the scattered fragments of your story click into place. Sometimes, it just leaves you confused. For most people, what comes up is thorny—not only because good and bad events alike occurred at home, but because as much as you might long for your old and current selves to collide, it’s strange when they do.

Going back can highlight how faulty your recollections were in the first place—and how subjective your perceptions still are. Anne Wilson, a Wilfrid Laurier University psychologist who studies identity, gave me an example: You might remember your old bedroom as large, the hallway from it running on and on, not just because the memory is from a child’s perspective but also because you associate it with enchantment—or with powerlessness. If you return to the house and find a short hallway, a tiny bedroom, it can feel disturbing. That’s not to mention material changes that might have been made to the house, which Burger said his participants reliably hated . To encounter such a familiar space transformed, and without your consent—as if someone has snuck into your memories and moved things around—is an affront. Your version doesn’t exist anymore.

Even if family still lives in your old home, returning can be unnerving. Several people have told me, in casual conversation, that they’ve felt themselves regressing on visits back—they let their mom do their laundry or address their parents like a bratty 15-year-old. That tendency has to do with relationships as much as with physical space; our habits of interaction can be stubborn. But the setting itself can cue you to act a certain way. Just think about it evolutionarily, Schechtman told me: “If you’re a bunny, and you’re in the location where the hawk was last time, you should start feeling scared”—and get out of there. When a place triggers a rush of episodic memories, you might feel the frustration, the helplessness, the loneliness you did when you were young, and lapse into old behaviors.

Read: Welcome to kidulthood

All of this can feel odd, maybe even a little heartbreaking. Confronting change requires confronting loss. And confronting loss, of course, means acknowledging our mortality: If our old selves have slipped beyond our grasp, our current self will too. “The moment you stop to reflect, even on the present, that moment is gone,” Ranganath told me. “Everything is in the world of memory.”

But if you can let the melancholy of that truth wash over you, you might find that it’s beautiful too. So often, I feel stranded in the present or the recent past—stricken by the dumb thing I said yesterday but unable to conjure what it felt like to be 6, or 12, or 20. It’s hard to really feel that right now is one point in a larger life trajectory, even if I know it on some level. Going home is one of the rare times I can glimpse the larger perspective.

One of these days—after I’ve emptied the living-room drawer of the paper scraps and almost-spent gift cards—returning will be harder for me. But I can imagine my future self joining the ranks of Burger’s pilgrims, arriving on my old street looking for meaning, some story to tell about the past. That might sound sad, but such a visit isn’t just about holding on. It’s also about letting go—that thing I’ve been struggling to do.

Manzo, the landscape-architecture professor, suggested that I enact a ritual to bid farewell to my mom’s house: walk through the rooms, take pictures, pocket a stone. I could sketch like Stendhal, try to capture all the angles. I will lose some memories, but maybe I’ll come away with some sense of the wholeness that Burger said so many people seek. I keep thinking about the woman who ran out of her old home—she wanted wholeness too. Eventually, her brother bought the place and bulldozed it to the ground. She had just one more request: Where the house once stood, she asked him to plant some flowers.

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