some students their homework in the classroom now

Does Homework Really Help Students Learn?

A conversation with a Wheelock researcher, a BU student, and a fourth-grade teacher

“Quality homework is engaging and relevant to kids’ lives,” says Wheelock’s Janine Bempechat. “It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.” Photo by iStock/Glenn Cook Photography

Do your homework.

If only it were that simple.

Educators have debated the merits of homework since the late 19th century. In recent years, amid concerns of some parents and teachers that children are being stressed out by too much homework, things have only gotten more fraught.

“Homework is complicated,” says developmental psychologist Janine Bempechat, a Wheelock College of Education & Human Development clinical professor. The author of the essay “ The Case for (Quality) Homework—Why It Improves Learning and How Parents Can Help ” in the winter 2019 issue of Education Next , Bempechat has studied how the debate about homework is influencing teacher preparation, parent and student beliefs about learning, and school policies.

She worries especially about socioeconomically disadvantaged students from low-performing schools who, according to research by Bempechat and others, get little or no homework.

BU Today  sat down with Bempechat and Erin Bruce (Wheelock’17,’18), a new fourth-grade teacher at a suburban Boston school, and future teacher freshman Emma Ardizzone (Wheelock) to talk about what quality homework looks like, how it can help children learn, and how schools can equip teachers to design it, evaluate it, and facilitate parents’ role in it.

BU Today: Parents and educators who are against homework in elementary school say there is no research definitively linking it to academic performance for kids in the early grades. You’ve said that they’re missing the point.

Bempechat : I think teachers assign homework in elementary school as a way to help kids develop skills they’ll need when they’re older—to begin to instill a sense of responsibility and to learn planning and organizational skills. That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success. If we greatly reduce or eliminate homework in elementary school, we deprive kids and parents of opportunities to instill these important learning habits and skills.

We do know that beginning in late middle school, and continuing through high school, there is a strong and positive correlation between homework completion and academic success.

That’s what I think is the greatest value of homework—in cultivating beliefs about learning and skills associated with academic success.

You talk about the importance of quality homework. What is that?

Quality homework is engaging and relevant to kids’ lives. It gives them autonomy and engages them in the community and with their families. In some subjects, like math, worksheets can be very helpful. It has to do with the value of practicing over and over.

What are your concerns about homework and low-income children?

The argument that some people make—that homework “punishes the poor” because lower-income parents may not be as well-equipped as affluent parents to help their children with homework—is very troubling to me. There are no parents who don’t care about their children’s learning. Parents don’t actually have to help with homework completion in order for kids to do well. They can help in other ways—by helping children organize a study space, providing snacks, being there as a support, helping children work in groups with siblings or friends.

Isn’t the discussion about getting rid of homework happening mostly in affluent communities?

Yes, and the stories we hear of kids being stressed out from too much homework—four or five hours of homework a night—are real. That’s problematic for physical and mental health and overall well-being. But the research shows that higher-income students get a lot more homework than lower-income kids.

Teachers may not have as high expectations for lower-income children. Schools should bear responsibility for providing supports for kids to be able to get their homework done—after-school clubs, community support, peer group support. It does kids a disservice when our expectations are lower for them.

The conversation around homework is to some extent a social class and social justice issue. If we eliminate homework for all children because affluent children have too much, we’re really doing a disservice to low-income children. They need the challenge, and every student can rise to the challenge with enough supports in place.

What did you learn by studying how education schools are preparing future teachers to handle homework?

My colleague, Margarita Jimenez-Silva, at the University of California, Davis, School of Education, and I interviewed faculty members at education schools, as well as supervising teachers, to find out how students are being prepared. And it seemed that they weren’t. There didn’t seem to be any readings on the research, or conversations on what high-quality homework is and how to design it.

Erin, what kind of training did you get in handling homework?

Bruce : I had phenomenal professors at Wheelock, but homework just didn’t come up. I did lots of student teaching. I’ve been in classrooms where the teachers didn’t assign any homework, and I’ve been in rooms where they assigned hours of homework a night. But I never even considered homework as something that was my decision. I just thought it was something I’d pull out of a book and it’d be done.

I started giving homework on the first night of school this year. My first assignment was to go home and draw a picture of the room where you do your homework. I want to know if it’s at a table and if there are chairs around it and if mom’s cooking dinner while you’re doing homework.

The second night I asked them to talk to a grown-up about how are you going to be able to get your homework done during the week. The kids really enjoyed it. There’s a running joke that I’m teaching life skills.

Friday nights, I read all my kids’ responses to me on their homework from the week and it’s wonderful. They pour their hearts out. It’s like we’re having a conversation on my couch Friday night.

It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Bempechat : I can’t imagine that most new teachers would have the intuition Erin had in designing homework the way she did.

Ardizzone : Conversations with kids about homework, feeling you’re being listened to—that’s such a big part of wanting to do homework….I grew up in Westchester County. It was a pretty demanding school district. My junior year English teacher—I loved her—she would give us feedback, have meetings with all of us. She’d say, “If you have any questions, if you have anything you want to talk about, you can talk to me, here are my office hours.” It felt like she actually cared.

Bempechat : It matters to know that the teacher cares about you and that what you think matters to the teacher. Homework is a vehicle to connect home and school…for parents to know teachers are welcoming to them and their families.

Ardizzone : But can’t it lead to parents being overbearing and too involved in their children’s lives as students?

Bempechat : There’s good help and there’s bad help. The bad help is what you’re describing—when parents hover inappropriately, when they micromanage, when they see their children confused and struggling and tell them what to do.

Good help is when parents recognize there’s a struggle going on and instead ask informative questions: “Where do you think you went wrong?” They give hints, or pointers, rather than saying, “You missed this,” or “You didn’t read that.”

Bruce : I hope something comes of this. I hope BU or Wheelock can think of some way to make this a more pressing issue. As a first-year teacher, it was not something I even thought about on the first day of school—until a kid raised his hand and said, “Do we have homework?” It would have been wonderful if I’d had a plan from day one.

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Senior Contributing Editor

Sara Rimer A journalist for more than three decades, Sara Rimer worked at the Miami Herald , Washington Post and, for 26 years, the New York Times , where she was the New England bureau chief, and a national reporter covering education, aging, immigration, and other social justice issues. Her stories on the death penalty’s inequities were nominated for a Pulitzer Prize and cited in the U.S. Supreme Court’s decision outlawing the execution of people with intellectual disabilities. Her journalism honors include Columbia University’s Meyer Berger award for in-depth human interest reporting. She holds a BA degree in American Studies from the University of Michigan. Profile

She can be reached at [email protected] .

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There are 81 comments on Does Homework Really Help Students Learn?

Insightful! The values about homework in elementary schools are well aligned with my intuition as a parent.

when i finish my work i do my homework and i sometimes forget what to do because i did not get enough sleep

same omg it does not help me it is stressful and if I have it in more than one class I hate it.

Same I think my parent wants to help me but, she doesn’t care if I get bad grades so I just try my best and my grades are great.

I think that last question about Good help from parents is not know to all parents, we do as our parents did or how we best think it can be done, so maybe coaching parents or giving them resources on how to help with homework would be very beneficial for the parent on how to help and for the teacher to have consistency and improve homework results, and of course for the child. I do see how homework helps reaffirm the knowledge obtained in the classroom, I also have the ability to see progress and it is a time I share with my kids

The answer to the headline question is a no-brainer – a more pressing problem is why there is a difference in how students from different cultures succeed. Perfect example is the student population at BU – why is there a majority population of Asian students and only about 3% black students at BU? In fact at some universities there are law suits by Asians to stop discrimination and quotas against admitting Asian students because the real truth is that as a group they are demonstrating better qualifications for admittance, while at the same time there are quotas and reduced requirements for black students to boost their portion of the student population because as a group they do more poorly in meeting admissions standards – and it is not about the Benjamins. The real problem is that in our PC society no one has the gazuntas to explore this issue as it may reveal that all people are not created equal after all. Or is it just environmental cultural differences??????

I get you have a concern about the issue but that is not even what the point of this article is about. If you have an issue please take this to the site we have and only post your opinion about the actual topic

This is not at all what the article is talking about.

This literally has nothing to do with the article brought up. You should really take your opinions somewhere else before you speak about something that doesn’t make sense.

we have the same name

so they have the same name what of it?

lol you tell her

totally agree

What does that have to do with homework, that is not what the article talks about AT ALL.

Yes, I think homework plays an important role in the development of student life. Through homework, students have to face challenges on a daily basis and they try to solve them quickly.I am an intense online tutor at 24x7homeworkhelp and I give homework to my students at that level in which they handle it easily.

More than two-thirds of students said they used alcohol and drugs, primarily marijuana, to cope with stress.

You know what’s funny? I got this assignment to write an argument for homework about homework and this article was really helpful and understandable, and I also agree with this article’s point of view.

I also got the same task as you! I was looking for some good resources and I found this! I really found this article useful and easy to understand, just like you! ^^

i think that homework is the best thing that a child can have on the school because it help them with their thinking and memory.

I am a child myself and i think homework is a terrific pass time because i can’t play video games during the week. It also helps me set goals.

Homework is not harmful ,but it will if there is too much

I feel like, from a minors point of view that we shouldn’t get homework. Not only is the homework stressful, but it takes us away from relaxing and being social. For example, me and my friends was supposed to hang at the mall last week but we had to postpone it since we all had some sort of work to do. Our minds shouldn’t be focused on finishing an assignment that in realty, doesn’t matter. I completely understand that we should have homework. I have to write a paper on the unimportance of homework so thanks.

homework isn’t that bad

Are you a student? if not then i don’t really think you know how much and how severe todays homework really is

i am a student and i do not enjoy homework because i practice my sport 4 out of the five days we have school for 4 hours and that’s not even counting the commute time or the fact i still have to shower and eat dinner when i get home. its draining!

i totally agree with you. these people are such boomers

why just why

they do make a really good point, i think that there should be a limit though. hours and hours of homework can be really stressful, and the extra work isn’t making a difference to our learning, but i do believe homework should be optional and extra credit. that would make it for students to not have the leaning stress of a assignment and if you have a low grade you you can catch up.

Studies show that homework improves student achievement in terms of improved grades, test results, and the likelihood to attend college. Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.” On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn’t have homework. A majority of studies on homework’s impact – 64% in one meta-study and 72% in another – showed that take home assignments were effective at improving academic achievement. Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.

So how are your measuring student achievement? That’s the real question. The argument that doing homework is simply a tool for teaching responsibility isn’t enough for me. We can teach responsibility in a number of ways. Also the poor argument that parents don’t need to help with homework, and that students can do it on their own, is wishful thinking at best. It completely ignores neurodiverse students. Students in poverty aren’t magically going to find a space to do homework, a friend’s or siblings to help them do it, and snacks to eat. I feel like the author of this piece has never set foot in a classroom of students.

THIS. This article is pathetic coming from a university. So intellectually dishonest, refusing to address the havoc of capitalism and poverty plays on academic success in life. How can they in one sentence use poor kids in an argument and never once address that poor children have access to damn near 0 of the resources affluent kids have? Draw me a picture and let’s talk about feelings lmao what a joke is that gonna put food in their belly so they can have the calories to burn in order to use their brain to study? What about quiet their 7 other siblings that they share a single bedroom with for hours? Is it gonna force the single mom to magically be at home and at work at the same time to cook food while you study and be there to throw an encouraging word?

Also the “parents don’t need to be a parent and be able to guide their kid at all academically they just need to exist in the next room” is wild. Its one thing if a parent straight up is not equipped but to say kids can just figured it out is…. wow coming from an educator What’s next the teacher doesn’t need to teach cause the kid can just follow the packet and figure it out?

Well then get a tutor right? Oh wait you are poor only affluent kids can afford a tutor for their hours of homework a day were they on average have none of the worries a poor child does. Does this address that poor children are more likely to also suffer abuse and mental illness? Like mentioned what about kids that can’t learn or comprehend the forced standardized way? Just let em fail? These children regularly are not in “special education”(some of those are a joke in their own and full of neglect and abuse) programs cause most aren’t even acknowledged as having disabilities or disorders.

But yes all and all those pesky poor kids just aren’t being worked hard enough lol pretty sure poor children’s existence just in childhood is more work, stress, and responsibility alone than an affluent child’s entire life cycle. Love they never once talked about the quality of education in the classroom being so bad between the poor and affluent it can qualify as segregation, just basically blamed poor people for being lazy, good job capitalism for failing us once again!

why the hell?

you should feel bad for saying this, this article can be helpful for people who has to write a essay about it

This is more of a political rant than it is about homework

I know a teacher who has told his students their homework is to find something they are interested in, pursue it and then come share what they learn. The student responses are quite compelling. One girl taught herself German so she could talk to her grandfather. One boy did a research project on Nelson Mandela because the teacher had mentioned him in class. Another boy, a both on the autism spectrum, fixed his family’s computer. The list goes on. This is fourth grade. I think students are highly motivated to learn, when we step aside and encourage them.

The whole point of homework is to give the students a chance to use the material that they have been presented with in class. If they never have the opportunity to use that information, and discover that it is actually useful, it will be in one ear and out the other. As a science teacher, it is critical that the students are challenged to use the material they have been presented with, which gives them the opportunity to actually think about it rather than regurgitate “facts”. Well designed homework forces the student to think conceptually, as opposed to regurgitation, which is never a pretty sight

Wonderful discussion. and yes, homework helps in learning and building skills in students.

not true it just causes kids to stress

Homework can be both beneficial and unuseful, if you will. There are students who are gifted in all subjects in school and ones with disabilities. Why should the students who are gifted get the lucky break, whereas the people who have disabilities suffer? The people who were born with this “gift” go through school with ease whereas people with disabilities struggle with the work given to them. I speak from experience because I am one of those students: the ones with disabilities. Homework doesn’t benefit “us”, it only tears us down and put us in an abyss of confusion and stress and hopelessness because we can’t learn as fast as others. Or we can’t handle the amount of work given whereas the gifted students go through it with ease. It just brings us down and makes us feel lost; because no mater what, it feels like we are destined to fail. It feels like we weren’t “cut out” for success.

homework does help

here is the thing though, if a child is shoved in the face with a whole ton of homework that isn’t really even considered homework it is assignments, it’s not helpful. the teacher should make homework more of a fun learning experience rather than something that is dreaded

This article was wonderful, I am going to ask my teachers about extra, or at all giving homework.

I agree. Especially when you have homework before an exam. Which is distasteful as you’ll need that time to study. It doesn’t make any sense, nor does us doing homework really matters as It’s just facts thrown at us.

Homework is too severe and is just too much for students, schools need to decrease the amount of homework. When teachers assign homework they forget that the students have other classes that give them the same amount of homework each day. Students need to work on social skills and life skills.

I disagree.

Beyond achievement, proponents of homework argue that it can have many other beneficial effects. They claim it can help students develop good study habits so they are ready to grow as their cognitive capacities mature. It can help students recognize that learning can occur at home as well as at school. Homework can foster independent learning and responsible character traits. And it can give parents an opportunity to see what’s going on at school and let them express positive attitudes toward achievement.

Homework is helpful because homework helps us by teaching us how to learn a specific topic.

As a student myself, I can say that I have almost never gotten the full 9 hours of recommended sleep time, because of homework. (Now I’m writing an essay on it in the middle of the night D=)

I am a 10 year old kid doing a report about “Is homework good or bad” for homework before i was going to do homework is bad but the sources from this site changed my mind!

Homeowkr is god for stusenrs

I agree with hunter because homework can be so stressful especially with this whole covid thing no one has time for homework and every one just wants to get back to there normal lives it is especially stressful when you go on a 2 week vaca 3 weeks into the new school year and and then less then a week after you come back from the vaca you are out for over a month because of covid and you have no way to get the assignment done and turned in

As great as homework is said to be in the is article, I feel like the viewpoint of the students was left out. Every where I go on the internet researching about this topic it almost always has interviews from teachers, professors, and the like. However isn’t that a little biased? Of course teachers are going to be for homework, they’re not the ones that have to stay up past midnight completing the homework from not just one class, but all of them. I just feel like this site is one-sided and you should include what the students of today think of spending four hours every night completing 6-8 classes worth of work.

Are we talking about homework or practice? Those are two very different things and can result in different outcomes.

Homework is a graded assignment. I do not know of research showing the benefits of graded assignments going home.

Practice; however, can be extremely beneficial, especially if there is some sort of feedback (not a grade but feedback). That feedback can come from the teacher, another student or even an automated grading program.

As a former band director, I assigned daily practice. I never once thought it would be appropriate for me to require the students to turn in a recording of their practice for me to grade. Instead, I had in-class assignments/assessments that were graded and directly related to the practice assigned.

I would really like to read articles on “homework” that truly distinguish between the two.

oof i feel bad good luck!

thank you guys for the artical because I have to finish an assingment. yes i did cite it but just thanks

thx for the article guys.

Homework is good

I think homework is helpful AND harmful. Sometimes u can’t get sleep bc of homework but it helps u practice for school too so idk.

I agree with this Article. And does anyone know when this was published. I would like to know.

It was published FEb 19, 2019.

Studies have shown that homework improved student achievement in terms of improved grades, test results, and the likelihood to attend college.

i think homework can help kids but at the same time not help kids

This article is so out of touch with majority of homes it would be laughable if it wasn’t so incredibly sad.

There is no value to homework all it does is add stress to already stressed homes. Parents or adults magically having the time or energy to shepherd kids through homework is dome sort of 1950’s fantasy.

What lala land do these teachers live in?

Homework gives noting to the kid

Homework is Bad

homework is bad.

why do kids even have homework?

Comments are closed.

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Rethinking Homework for This Year—and Beyond

A schoolwide effort to reduce homework has led to a renewed focus on ensuring that all work assigned really aids students’ learning.

I used to pride myself on my high expectations, including my firm commitment to accountability for regular homework completion among my students. But the trauma of Covid-19 has prompted me to both reflect and adapt. Now when I think about the purpose and practice of homework, two key concepts guide me: depth over breadth, and student well-being.

Homework has long been the subject of intense debate, and there’s no easy answer with respect to its value. Teachers assign homework for any number of reasons: It’s traditional to do so, it makes students practice their skills and solidify learning, it offers the opportunity for formative assessment, and it creates good study habits and discipline. Then there’s the issue of pace. Throughout my career, I’ve assigned homework largely because there just isn’t enough time to get everything done in class.

A Different Approach

Since classes have gone online, the school where I teach has made a conscious effort as a teaching community to reduce, refine, and distill our curriculum. We have applied guiding questions like: What is most important? What is most transferable? What is most relevant? Refocusing on what matters most has inevitably made us rethink homework.

We have approached both asking and answering these questions through a science of learning lens. In Make It Stick: The Science of Successful Learning , the authors maintain that deep learning is slow learning. Deep learning requires time for retrieval, practice, feedback, reflection, and revisiting content; ultimately it requires struggle, and there is no struggle without time.

As someone who has mastered the curriculum mapping style of “get it done to move on to get that next thing done,” using an approach of “slow down and reduce” has been quite a shift for me. However, the shift has been necessary: What matters most is what’s best for my students, as opposed to my own plans or mandates imposed by others.

Listening to Students

To implement this shift, my high school English department has reduced content and texts both in terms of the amount of units and the content within each unit. We’re more flexible with dates and deadlines. We spend our energy planning the current unit instead of the year’s units. In true partnership with my students, I’m constantly checking in with them via Google forms, Zoom chats, conferences, and Padlet activities. In these check-ins, I specifically ask students how they’re managing the workload for my class and their other classes. I ask them how much homework they’re doing. And I adjust what I do and expect based on what they tell me. For example, when I find out a week is heavy with work in other classes, I make sure to allot more time during class for my tasks. At times I have even delayed or altered one of my assignments.

To be completely transparent, the “old” me is sheepish in admitting that I’ve so dramatically changed my thinking with respect to homework. However, both my students and I have reaped numerous benefits. I’m now laser-focused when designing every minute of my lessons to maximize teaching and learning. Every decision I make is now scrutinized through the lens of absolute worth for my students’ growth: If it doesn’t make the cut, it’s cut. I also take into account what is most relevant to my students.

For example, our 10th-grade English team has redesigned a unit that explores current manifestations of systemic oppression. This unit is new in approach and longer in duration than it was pre-Covid, and it has resulted in some of the deepest and hardest learning, as well as the richest conversations, that I have seen among students in my career. Part of this improved quality comes from the frequent and intentional pauses that I instruct students to take in order to reflect on the content and on the arc of their own learning. The reduction in content that we need to get through in online learning has given me more time to assign reflective prompts, and to let students process their thoughts, whether that’s at the end of a lesson as an exit slip or as an assignment.

Joining Forces to Be Consistent

There’s no doubt this reduction in homework has been a team effort. Within the English department, we have all agreed to allot reading time during class; across each grade level, we’re monitoring the amount of homework our students have collectively; and across the whole high school, we have adopted a framework to help us think through assigning homework.

Within that framework, teachers at the school agree that the best option is for students to complete all work during class. The next best option is for students to finish uncompleted class work at home as a homework assignment of less than 30 minutes. The last option—the one we try to avoid as much as possible—is for students to be assigned and complete new work at home (still less than 30 minutes). I set a maximum time limit for students’ homework tasks (e.g., 30 minutes) and make that clear at the top of every assignment.

This schoolwide approach has increased my humility as a teacher. In the past, I tended to think my subject was more important than everyone else’s, which gave me license to assign more homework. But now I view my students’ experience more holistically: All of their classes and the associated work must be considered, and respected.

As always, I ground this new pedagogical approach not just in what’s best for students’ academic learning, but also what’s best for them socially and emotionally. 2020 has been traumatic for educators, parents, and students. There is no doubt the level of trauma varies greatly ; however, one can’t argue with the fact that homework typically means more screen time when students are already spending most of the day on their devices. They need to rest their eyes. They need to not be sitting at their desks. They need physical activity. They need time to do nothing at all.

Eliminating or reducing homework is a social and emotional intervention, which brings me to the greatest benefit of reducing the homework load: Students are more invested in their relationship with me now that they have less homework. When students trust me to take their time seriously, when they trust me to listen to them and adjust accordingly, when they trust me to care for them... they trust more in general.

And what a beautiful world of learning can be built on trust.

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How to use homework to support student success.

• by: Sandra Chafouleas
• January 13, 2022
• Community Engagement

Editor’s Note: Board of Trustees Distinguished Professor Sandra Chafouleas shares insights on supporting students’ homework during the pandemic in the following piece, which originally appeared  in Psychology Today , where she publishes a blog.

COVID has brought many changes in education. What does it mean for homework?

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

“ Debates about the value of homework center around two primary issues: amount and inequity.”

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched..

First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion.

One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management, and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices.

The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self-management. With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper..

When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication.

Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness.

Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

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Help your students succeed in exams with these targeted and teacher-tested homework strategies

Source: © Natalia Smu/Shutterstock

Targeted homework tasks can be a student’s (and their teacher’s) best friend when it comes to exam performance

Homework plays a vital role in consolidating in-class learning. Effective science homework provides the extension to learning that students need to succeed, and gives us vital data to inform our planning. An EEF study on the impact of homework in secondary schools  says that regular homework can have the same positive effect as five additional months in the classroom, as well as ‘enabling pupils to undertake independent learning to practise and consolidate skills and revise for exams’. That said, getting students to complete homework is no mean feat.

There are multiple strategies we can implement to ensure homework has meaning and students appreciate the benefits of homework in their learning. This is especially useful when they’re preparing for exams.

Strategies to engage your students

A few strategies have worked well for me with exam classes.

I deliver the homework in chunks (eg half termly), clearly explaining the rationale. As an example, my year 11 chemistry students performed poorly on electrolysis and titration calculation in their mock exams so, after reteaching, I wanted to ensure they rehearsed the concepts. As part of the homework they had to repeat tasks on these concepts. We then reviewed and adjusted the plan as a class to focus on their weaker areas.

I give praise often. Students love rewards in whatever form. I always discuss what rewards the class prefers. You can use stickers, certificates, etc.

It’s important to be flexible. An exam year can be a stressful time for students and so flexibility is key. I ask my students about the minimum they could manage. They feel valued and part of the decision-making process, making them more likely to complete it.

Identify students/parents/carers who need support. With some of my students, I had the most success in this area by meeting with or emailing their parents/carers and providing strategies for completion, such as doing the homework every Saturday at a specific time. An email every so often to check how they are doing goes a long way.

Using online platforms

When I was a faculty lead, homework was a key focus for our department and so we did some research into online retrieval platforms which were easy to manage, self-marking and provided both students and teachers with information on learning gaps. We found several platforms to fit our criteria, such as quizzing platforms,  Kay Science  – great for missed learning catch up, revision and intervention for small groups – and  Carousel – that helps students embed long-term knowledge. We then took a few key steps to increase buy-in.

Often students struggled with passwords, regardless of ease, so we booked laptops for all classes and the teacher modelled logging in, and checked every student could log in and complete a task. At times students would say they didn’t know the answers, but often this was because they’d not watched the videos. So we reminded them to do that first. There was also a short video of how to log in on the school’s homework platform for extra support.

We mapped homework to the curriculum. Students had to be familiar with the content, so homework tasks supplemented in-class learning.

We did everything we could to minimise barriers. All students who had a record of incomplete homework were encouraged to attend homework club and we allowed extensions in case they just forgot. The barriers to completing homework varied between households and sometimes a conversation to identify them and offer support was all that was needed.

The senior leadership team knew what platform we were using, so they could discuss it with all students, parents and governors. We also presented the chosen retrieval platform to parents and carers to increase buy-in.

Over time we noticed a spike in submissions as students got more familiar with the platform. Teachers praised students who showed the most progress, which meant previously disengaged students felt successful and motivated to complete more tasks.

Thandi Banda

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What we know about homework

I went looking for evidence and found lots of it: there are at least a half dozen systematic reviews about the importance and effectiveness of homework, and all of its nuances.  The Center for Public Education and the Association for Supervision and Curriculum Development both provide comprehensive essays that summarize the evidence on homework.

One 2007 analysis published by Duke University researchers in particular caught my attention . It included 50 separate studies on homework research that asked the specific question, “Does homework improve academic achievement?”  This study followed an earlier meta-analysis of approximately 100 studies published by the same researchers in 1989. Both reviews conclude that homework does help to improve academic achievement, primarily in the middle and high school.  For children in elementary school, the review concludes that while homework can help children develop good study habits, it does not help to improve students’ grades or standardized test scores.

Here are some other interesting take-home messages about homework:

• Students are more likely to complete and learn from homework assignments that have a purpose, for example, reviewing important concepts, improving students’ independence or providing opportunities to explore topics students are interested in.
• Homework assignments are most successful when they are easy enough for students to complete independently, but challenging enough to be interesting.
• Finding appropriate ways to involve parents with their children’s homework leads to improved academic performance.
• Homework provides more academic benefits for older students. For younger students, some homework can help them to establish study habits and routines, but too much homework detracts from family and play activities after school.
• There is strong evidence that homework improves learning for students with learning disabilities, most likely because these students benefit from additional time to practice new skills.

On a personal note, the evidence makes me wonder if my son receives a little too much homework for his age. In first grade, he receives a reading and a math assignment every day, and he often groans about completing them. I certainly plan to discuss the evidence about homework with his teacher at our first conference.

Homework word looks very easy, but for students they know more about it means. From a tutor point of view, Here are some other interesting take-home messages about homework like If a student will take homework help from experts, they will feel free to complete their own homework before deadline. They can feel stress free and can study well. Thanks

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Student Engagement

How has the pandemic changed the way educators think about homework, by daniel lempres     jan 19, 2022.

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This article is part of the guide: Voices of Change.

Ray Salazar has been teaching high school Journalism and English in Chicago Public Schools for over twenty years. He usually begins the academic year with lessons on written profiles, but in the fall of 2020, he felt that wouldn’t meet the moment. Instead, he crafted an entirely new curriculum that he felt would better resonate with students, a series of reading and writing assignments that looked at the stages of grief.

“I think that now more than ever we need to make sure that whatever we’re teaching has some relevance to the real world,” Salazar said. “It doesn’t mean that everything has to be connected to the pandemic, but students have to be able to find meaning in what they’re doing.”

Salazar used to craft assignments as preparation for upcoming classes, but he noticed the pandemic has made it more difficult for many students to get their work done. So he made a small adjustment: He stopped tying class discussions to the previous night’s homework. “That just decreases the chances of them engaging in the next class,” he says.

Salazar is part of a growing movement of educators rethinking homework in light of the pandemic. The heightened stress of COVID-19 has led many teachers to think more critically about their impact on students’ mental wellbeing, and districts around the country are turning toward social-emotional learning as a way to nurture and better support students during this time of isolation and increased anxiety. The pandemic has also reignited a debate that teachers and academics have struggled with for decades: What is the most effective strategy for assigning and grading homework?

Studies show that the pandemic caused a drop in test scores in reading and math, with the students who were already struggling showing the largest declines . But educators disagree about how they should respond. According to a study conducted by Challenge Success, a school reform nonprofit, high school students are already doing more homework than they were before the pandemic, averaging 3 hours of homework a night, up from 2.7 hours before the pandemic. Over 40 percent of students report that they’re sleeping less, and close to 3 in 5 students say they’re more stressed about school than they were before.

Supporters say homework is necessary to reinforce what happens in the classroom. Homework helps build certain life skills like organization, perseverance and problem-solving. It also gives parents a chance to be involved in their child’s education. But other educators have a different view. They say students need time to exercise, socialize and recharge. They cite homework’s impact on the achievement gap between students of differing socioeconomic backgrounds. Assignments requiring online access have become ubiquitous over the last decade, and according to one Pew survey , close to one in five teenagers reported that unreliable access to a computer or internet connection interfered with their schoolwork even before the pandemic. School districts and educators have responded in a variety of ways.

The pandemic has led to what are akin to “triaging decisions,” says Andrew Maxey, director of strategic initiatives for Tuscaloosa City Schools in Alabama. Maxey has spent over two decades in public education, both in the classroom and at the administrative level. He spearheads the Alabama Conference on Grading and Assessment in Learning , an annual event where educators discuss best practices for testing and grading students.

Many educators have been in “survival mode,” Maxey says. They’re providing additional flexibility, assigning and grading less homework in light of the pandemic.

“Some of those things are a really solid practices that because we’ve made them in the context of a pandemic, we’re setting ourselves up to not come back to them when we’re through this experience,” he adds.

Giving Students Choices

Because independent schools have more flexibility, some were able to take a more innovative approach, says Denise Pope, a professor of education at Stanford University and co-founder of Challenge Success. “Some of these independent schools had kids online during normal school hours,” Pope says. “But you won’t have to do homework after 3 o’clock.” Other schools saw having kids in remote class all day wasn’t feasible. These teachers would hold an optional session akin to office hours for students to ask questions and get extra help. Her research has found that both of these strategies were more effective than an entire day of remote classes followed by traditional homework.

Some school districts in California are doing away with failing grades, choosing instead to give students an opportunity to retake tests or resubmit assignments. A proposal under review in Arlington County, Va., suggests no longer grading homework at all, leaning instead on assessments, while elementary schools across the country have moved away from homework entirely, citing numerous studies that reflect little to no benefit for younger students. (Research does reflect a benefit for older students, but that research wasn’t carried out during extended periods of remote learning, says Pope.)

Perhaps greater than the crisis of lower test scores, Pope says, is the epidemic of disengagement educators are seeing. She said the pandemic has caused many students to simply check out. “Once the light of learning goes off in their eyes,” she says, “It’s really hard to get it back on.”

Half of students reported spending more time on schoolwork during the pandemic, but over 40 percent also reported putting less effort into that work, and feeling less engaged, according to the Challenge Success study. This worries Pope, because engagement with learning is closely tied to academic achievement and mental wellbeing. “It’s disheartening,” she says. “The idea that kids are just going through the motions, not really finding it cognitively engaging.”

In his classroom, Ray Salazar now tries to assign less homework, and assign things that give students choices. “Homework should make them feel like they have some power over their learning,” he says.

He doesn’t think pushing students harder will repair the damage of the pandemic, and says it’s wrong to compare students to pre-pandemic test scores. To that end, the focus on learning loss might not benefit students, especially students of color. “I don’t believe in talking about how we’re behind. We are where we are,” he said. “The world has shifted.” He says telling students they’re behind is counterproductive. “Sometimes we just have to say, ‘we’re doing enough.’”

This story is part of an EdSurge Research series chronicling diverse educator experiences. These stories are made publicly available with support from the Chan Zuckerberg Initiative . EdSurge maintains editorial control over all content. (Read our ethics statement here .) This work is licensed under a CC BY-NC-ND 4.0 .

Daniel is a freelance reporter and researcher based in Oakland, Calif.

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Making Homework Central to Learning

Three Reasons Teachers Continue to Grade Homework

"if i don't grade it, they won't do it.", "hard work should be rewarded.", "homework grades help students who test poorly.", what to do instead, practice 1. evaluate each assignment to determine whether to grade it., practice 2. tie homework to assessments., practice 3. focus on demonstration of learning, not task completion..

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U.S. teachers lead the world in their predilection for grading homework. In a study of educational practices in 50 countries, almost 70 percent of U.S. teachers said that they used homework assignments to calculate student grades, compared with 20 percent of teachers in Canada, 14 percent in Japan, and 9 percent in Singapore (Baker & LeTendre, 2005). It's worthwhile to ask whether the hours spent scoring student homework and calculating it into grades pay off. This study said no; in fact, it found a negative correlation between grading homework and increased achievement:Not only did we fail to find any positive relationships, the overall correlations between national average student achievement and national averages in the frequency, total amount, and percentage of teachers who used homework in grading are all negative ! (pp. 127–128)

Even though teachers at Glenn Westlake Middle School in Lombard, Illinois, no longer count homework in students' grades, students still understand that homework must be done, teachers still document which work has been completed and when, and teachers still give learners feedback about their homework. Explaining this fact to parents was a big part of the transition. Glenn Westlake's principal, Phil Wieczorek, met with parent groups several times:The parents had a lot of misconceptions. We had to explain to them this did not mean there was not going to be homework. Homework would still be looked at, kept track of, and given feedback. It just wasn't going to be averaged into the student's grade.

Schools that still wish to grade some homework should separate homework into formative and summative assessments. Formative assessments, such as practice with math problems, spelling, or vocabulary, should not be factored into the overall course grade. Summative assessments, such as research papers or portfolios of student work, may be. Many district policies outline these differences in their grading and homework policies, such as this guideline from the Rockwood School District in Eureka, Missouri:Homework is an important part of teaching, learning, and parent involvement in the Rockwood School District. Student work should always receive feedback to further student learning. Teachers will exclude homework from the course grade if it was assigned for pre-assessment or early learning guided practice. Homework assigned as a summative assessment may be included in the course grade based on curriculum guidelines.

The easiest way to tie homework to assessments in students' minds is to allow them to use homework assignments and notes when taking a test. Another method is to correlate the amount of homework completed with test scores. One teacher does this by writing two numbers at the top of each test or quiz—the student's test score and the student's number of missing homework assignments. This not only helps the students see the connection, but also shows the teacher which students are not benefiting from a specific homework task and which students may know the content so well that they don't need to do homework. Patricia Scriffiny (2008), a teacher at Montrose High School in Colorado, makes the connection explicit:When I assign homework, I discuss with my students where and how it applies to their assessments… Some students don't do all of the homework that I assign, but they know that they are accountable for mastering the standard connected to it. (p. 72)

Figure 1. Sample Monthly Feedback Form for English 11

Making Homework Central to Learning- table

Baker, D. P., & LeTendre, G. K. (2005). National differences, global similarities: World culture and the future of schooling . Stanford, CA: Stanford University Press.

Cushman, K. (2010). Fires in the mind: What kids can tell us about motivation and mastery . San Francisco: Jossey-Bass.

O'Connor, K. (2009). How to grade for learning K–12 . (3rd ed.). Thousand Oaks, CA: Corwin.

O'Donnell, H. (2010, October 8). Grading for learning: Dealing with the student who "won't work" (Revisited) [blog post]. Retrieved from The Thoughtful Teacher at http://repairman.wordpress.com/2010/10/08/grading-for-learning-dealing-with-the-student-who-wont-work-revisited .

Pink, D. (2009). Drive: The surprising truth about what motivates us . New York: Riverhead Books.

Scriffiny, P. L. (2008). Seven reasons for standards-based grading. Educational Leadership, 66 (2), 70–74.

Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs . Alexandria, VA: ASCD.

Cathy Vatterott is professor emeritus of education at the University of Missouri–St. Louis. Referred to as the "homework lady," Vatterott has been researching, writing, and speaking about K–12 homework for more than 20 years.

She frequently presents at a variety of state and national educational conferences and also serves as a consultant and workshop presenter for K–12 schools on a variety of topics.

She serves on the Parents magazine advisory board and is author of two ASCD books: Rethinking Homework: Best Practices That Support Diverse Needs, 2nd edition (2018) and Rethinking Grading: Meaningful Assessment for Standards Based Learning   (2015).

ASCD is a community dedicated to educators' professional growth and well-being.

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What we know about online learning and the homework gap amid the pandemic

America’s K-12 students are returning to classrooms this fall after 18 months of virtual learning at home during the COVID-19 pandemic. Some students who lacked the home internet connectivity needed to finish schoolwork during this time – an experience often called the “ homework gap ” – may continue to feel the effects this school year.

Here is what Pew Research Center surveys found about the students most likely to be affected by the homework gap and their experiences learning from home.

Children across the United States are returning to physical classrooms this fall after 18 months at home, raising questions about how digital disparities at home will affect the existing homework gap between certain groups of students.

Methodology for each Pew Research Center poll can be found at the links in the post.

With the exception of the 2018 survey, everyone who took part in the surveys is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the  ATP’s methodology .

The 2018 data on U.S. teens comes from a Center poll of 743 U.S. teens ages 13 to 17 conducted March 7 to April 10, 2018, using the NORC AmeriSpeak panel. AmeriSpeak is a nationally representative, probability-based panel of the U.S. household population. Randomly selected U.S. households are sampled with a known, nonzero probability of selection from the NORC National Frame, and then contacted by U.S. mail, telephone or face-to-face interviewers. Read more details about the NORC AmeriSpeak panel methodology .

Around nine-in-ten U.S. parents with K-12 children at home (93%) said their children have had some online instruction since the coronavirus outbreak began in February 2020, and 30% of these parents said it has been very or somewhat difficult for them to help their children use technology or the internet as an educational tool, according to an April 2021 Pew Research Center survey .

Gaps existed for certain groups of parents. For example, parents with lower and middle incomes (36% and 29%, respectively) were more likely to report that this was very or somewhat difficult, compared with just 18% of parents with higher incomes.

This challenge was also prevalent for parents in certain types of communities – 39% of rural residents and 33% of urban residents said they have had at least some difficulty, compared with 23% of suburban residents.

Around a third of parents with children whose schools were closed during the pandemic (34%) said that their child encountered at least one technology-related obstacle to completing their schoolwork during that time. In the April 2021 survey, the Center asked parents of K-12 children whose schools had closed at some point about whether their children had faced three technology-related obstacles. Around a quarter of parents (27%) said their children had to do schoolwork on a cellphone, 16% said their child was unable to complete schoolwork because of a lack of computer access at home, and another 14% said their child had to use public Wi-Fi to finish schoolwork because there was no reliable connection at home.

Parents with lower incomes whose children’s schools closed amid COVID-19 were more likely to say their children faced technology-related obstacles while learning from home. Nearly half of these parents (46%) said their child faced at least one of the three obstacles to learning asked about in the survey, compared with 31% of parents with midrange incomes and 18% of parents with higher incomes.

Of the three obstacles asked about in the survey, parents with lower incomes were most likely to say that their child had to do their schoolwork on a cellphone (37%). About a quarter said their child was unable to complete their schoolwork because they did not have computer access at home (25%), or that they had to use public Wi-Fi because they did not have a reliable internet connection at home (23%).

A Center survey conducted in April 2020 found that, at that time, 59% of parents with lower incomes who had children engaged in remote learning said their children would likely face at least one of the obstacles asked about in the 2021 survey.

A year into the outbreak, an increasing share of U.S. adults said that K-12 schools have a responsibility to provide all students with laptop or tablet computers in order to help them complete their schoolwork at home during the pandemic. About half of all adults (49%) said this in the spring 2021 survey, up 12 percentage points from a year earlier. An additional 37% of adults said that schools should provide these resources only to students whose families cannot afford them, and just 13% said schools do not have this responsibility.

While larger shares of both political parties in April 2021 said K-12 schools have a responsibility to provide computers to all students in order to help them complete schoolwork at home, there was a 15-point change among Republicans: 43% of Republicans and those who lean to the Republican Party said K-12 schools have this responsibility, compared with 28% last April. In the 2021 survey, 22% of Republicans also said schools do not have this responsibility at all, compared with 6% of Democrats and Democratic leaners.

Even before the pandemic, Black teens and those living in lower-income households were more likely than other groups to report trouble completing homework assignments because they did not have reliable technology access. Nearly one-in-five teens ages 13 to 17 (17%) said they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection, a 2018 Center survey of U.S. teens found.

One-quarter of Black teens said they were at least sometimes unable to complete their homework due to a lack of digital access, including 13% who said this happened to them often. Just 4% of White teens and 6% of Hispanic teens said this often happened to them. (There were not enough Asian respondents in the survey sample to be broken out into a separate analysis.)

A wide gap also existed by income level: 24% of teens whose annual family income was less than $30,000 said the lack of a dependable computer or internet connection often or sometimes prohibited them from finishing their homework, but that share dropped to 9% among teens who lived in households earning $75,000 or more a year.

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Katherine Schaeffer is a research analyst at Pew Research Center .

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How to make school life a little less difficult for kids

Actually useful ways to help children with homework, bullying, and mental health.

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In early 2020, around the onset of Covid-19 lockdowns, Jessica Mungekar noticed her seventh grade honor student, Layla, retreat. “I knew that she felt really uncomfortable and she wanted to fall into the background,” Mungekar says. “She didn’t want to be noticed and I didn’t quite understand it.”

Meanwhile, Layla was keeping the source of her pain secret from her mother: She was being bullied and was struggling with her identity as a biracial teen in a predominantly white town. Layla feared if she told her mom about the extent of the bullying, Jessica would have called the school, making the problem even worse.

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Things came to a head the summer before Layla’s first year of high school when she shared with her mom details of a traumatic event. Layla urged her mother not to make decisions on her behalf in the aftermath. Instead, Jessica went into what she calls “mama bear mode” and made demands of her daughter: Cut off contact with these friends, join these extracurricular activities, you are only allowed out of the house during these hours. Layla felt like her autonomy was being taken away.

Over the course of a few months, mother and daughter worked to repair their relationship and communication. Now, Jessica says she is sure to listen to Layla instead of immediately offering advice, validates her daughter’s feelings, and gives her freedom to express herself. For her part, Layla confides in her mother all the time, even about her dating life. Her friends often seek out Jessica for counsel, too. “She’s become a safe place where people go to get advice,” Layla, now 16, says. “She’s joyous and doesn’t pass judgment.”

Students are faced with a daily barrage of potential stressors: a demanding course load, tricky social dynamics, managing both their time and emotions. In a four-year study designed to estimate the prevalence of mental disorders in kindergarteners through 12th graders, findings showed one in six students exhibited enough symptoms to meet the criteria for one or more childhood mental disorders, such as anxiety disorders and attention-deficit/hyperactivity disorder. According to a 2019 Pew Research Center report, 61 percent of teens said they felt a lot of pressure to get good grades. About 22 percent of 12- to 18-year-old students reported being bullied during the school year in 2019, per a National Center for Education Statistics survey . None of these statistics takes into account the toll of the pandemic, which set students back academically and had negative effects on their mental health .

Once kids leave the house, parents and other adults in their lives have little influence on their students’ school days. Unable to witness or guide children through the difficulties in and out of the classroom, parents often get piecemeal or incomplete views of how their kids spent the last hours, especially if the child is young and can’t adequately verbalize their struggles or frustrations. Signs that a student may be experiencing hardship at school include increased irritability, difficulty sleeping or lack of sleep, and changes in appetite, says Jessica Kendorski , the chair of the school psychology department and professor at the Philadelphia College of Osteopathic Medicine. They may also say they feel sick in order to stay home, when in reality they may be stressed or anxious about school, Kendorski says.

Another indicator of a struggling child includes extreme people-pleasing, says Meredith Draughn , the school counselor at B. Everett Jordan Elementary School in Graham, NC, and the 2023 American School Counselor Association Counselor of the Year. High school students may also exhibit a “freeze” response, Draughn says. “It’s like well, that kid just doesn’t care, right? That kid’s super apathetic,” she says. “What we find when we dig into it more is they’re so overwhelmed by everything that’s happening that they just choose to do nothing because they don’t know how to address it.”

What, then, is the right way to support the students in your life? The tactics will vary based on the age of your child and the issues they’re facing. Regardless of your approach, experts say to always keep your kids in the loop of any decisions you’re making about their emotional and academic success.

Encourage growth mindset tactics for academic achievement

From homework to challenging classes, students experience a number of academic hurdles. Sometimes, they may fail a test or drop the ball on a project. While some students may criticize themselves (“I’m not smart enough”) or claim the material was too difficult, parents should promote a growth mindset : the ability to learn from setbacks, implement new processes, and improve. “You want to praise the effort and the strategies that they used,” Kendorski says. “If they fail something, you want to talk through ‘Why did you fail this? Let’s talk about what you can do to be successful next time.’”

A fixed mindset is one where people believe their skills are set in stone and they have no possibility of improving. When students in his classroom share fixed mindset sentiments like “I can’t do this,” elementary school teacher Josh Monroe is quick to amend the statement: “You can’t do this yet .” The power of yet helps students “understand that you don’t have to know it all right now — and it’s important that you don’t, that’s how you grow,” he says.

While it’s crucial to encourage a growth mindset with students who use negative self-talk, like “I’ll never learn this” or “I’m not good enough,” a fixed mindset can also backfire if you constantly tell a student “You’re so smart,” Kendorski says. “When things start to get really difficult, you might find kids that don’t want to take chances,” she says, “because they think that if I fail, I’m going to lose that ‘I’m so smart’ title.” Instead, she says, focus on accomplishments based on effort and strategies: “I’m really proud of you for organizing a study group with your friends.”

To help ensure your kids get their homework done and prepare for tests, Kendorski encourages a routine: dedicating a time and a place for schoolwork. If your student retains information more effectively if they study for a little bit each day instead of cramming, offer that as an option.

When the kid in your life asks for help with homework and you’re a little rusty on, say, algebra, don’t feel ashamed to admit you don’t know how to solve the problem, Draughn says. Monroe recommends the online educational tool Khan Academy , which features videos that guide both parents and students through all levels of educational concepts and lessons. For additional academic resources, reach out to your student’s teacher who will know about after-school tutoring sessions or extra guidance, Draughn says. “Going to teachers early and often, when help is needed, is the most crucial part of it,” she says, “because there are those programs, but they do fill up pretty quickly.”

Empower students to navigate difficult social situations with confidence

School can be a social minefield, with kids learning how to independently interact with peers and regulate their emotions. If your child shares that they’re being picked on or ostracized in school, Draughn suggests that you first validate their experience and never downplay their emotions. Ask them what level of support they want: Do they think it would be helpful to talk to a school counselor or a teacher? Or do they prefer you to reach out to the teacher directly? In Layla Mungekar’s experience, she would have opted for her mother to not interfere with her social life. “Letting them lead the way on that is important,” Draughn says. “They may say, I feel like I have the tools to handle this — and that’s great. Then you check in. But doing nothing and just not mentioning it again is not going to help anything.”

You might also start counseling your kid on self-advocacy and assertiveness at home, too, Draughn says, helping them identify moments where they should speak out against bad behavior and pointing out trustworthy adults to whom they can report issues, regardless of whether they are on the receiving end or have witnessed another student being bullied. “If someone is making you feel socially or physically unsafe, that’s the time to speak up,” says Tracee Perryman , the author of Elevating Futures: A Model For Empowering Black Elementary Student Success . Again, only reach out to the school yourself after talking it over with your kid.

However, your child may simply be shy and reserved, not the victim of bullying. Perryman says to help build confidence with the kids in your life by reminding them that what they have to say is important and they have valuable interests and insights worth sharing with others.

When it comes to social media, Jessica Mungekar discovered teens will “do what they’re going to do, whether you want them to or not,” she says. It’s better to listen if your child is involved with social media-related conflict, remind them they are not in trouble, and support them as you work to create a plan together. “I think it’s important in this day and age for kids to have social media because otherwise they get [alienated] by their peers,” Layla Mungekar says. “But it’s a lot safer when parents have those conversations, like yeah, this is going to happen and when it does happen, you should feel safe to come to me and not be blamed for that.”

Experts emphasize the transitory nature of school. While it’s crucial for students to apply themselves academically and make strides socially, remind them that one speed bump, fight with a friend, blunder, or bad grade will not drastically alter the trajectory of their lives. “It’s better that I make those mistakes now,” Layla says, “while I have someone there to help me.”

Promote balance to minimize stress

Just like adults, kids can get stressed due to the demands of school and extracurriculars, as well as conflicts with friends and family. If kids are sleeping very late on weekends or too tired to do activities they typically enjoy, like spending time with friends, they might need more balance in their schedules, Perryman says.

Ask your kid directly: “Are you playing T-ball three nights a week because you like it or you feel like you have to?” or “You had three extracurriculars last semester and it was really overwhelming for you. Do you want to pick two for this coming semester?” Draughn suggests. Remind your kid that just because they step away from a hobby now doesn’t mean they can’t come back to it in the future. Make sure students have one weeknight and one weekend day solely devoted to downtime, too, Draughn says. However, don’t discount the fact that sports and other activities can be rejuvenating for kids, even if they’re not resting.

Parents and supportive adults are quick to problem-solve for the kids in their lives, but Kendorski stresses the importance of asking, “Do you want me to listen? Or do you want me to help?” Your child might just want to vent about a tough baseball practice. When Layla wants validation and a hug from her mom, she asks her “to be a waterfall.” When she’s feeling less emotionally charged, then Layla and her mom can problem-solve.

For high-achieving students who may be stressed about grades and college applications, Kendorski suggests asking your kids what story they’re telling themselves about success. For example, they might worry that a bad test grade means they’ll never get into their dream college. Help them map more realistic outcomes by thinking about the absolute worst-case scenario and alternative paths. For example, the worst that could happen if they fail a single test is maybe they get a C for the quarter. But reinforce how if they study and complete all their homework, the likelihood of failing is minimized.

Remember not to make your stress their stress. Children are intuitive and can pick up on how the adults in their lives are feeling, Kendorski says. Instead of turning away from uncomfortable emotions, encourage open communication. If you’re disappointed in a mediocre grade, try saying, “I’m feeling a little bummed about the C on that test, but that’s my issue. I know you work hard and with some more practice, I know you’ll do better next time.”

Parents should always validate their child’s struggles and encourage caring for their mental health. Whether they’re seeking support from a trusted teacher or you think they’d benefit from speaking with a therapist — ask them how they’d feel about chatting with a professional before scheduling an appointment — remind them that “mental health is health,” Draughn says. That matters more than any test score.

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Study shows students in ‘active learning’ classrooms learn more than they think

For decades, there has been evidence that classroom techniques designed to get students to participate in the learning process produces better educational outcomes at virtually all levels.

And a new Harvard study suggests it may be important to let students know it.

The study , published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.

Lead author Louis Deslauriers , the director of science teaching and learning and senior physics preceptor, knew that students would learn more from active learning. He published a key study in Science in 2011 that showed just that. But many students and faculty remained hesitant to switch to it.

“Often, students seemed genuinely to prefer smooth-as-silk traditional lectures,” Deslauriers said. “We wanted to take them at their word. Perhaps they actually felt like they learned more from lectures than they did from active learning.”

In addition to Deslauriers, the study is authored by director of sciences education and physics lecturer Logan McCarty , senior preceptor in applied physics Kelly Miller, preceptor in physics Greg Kestin , and Kristina Callaghan, now a physics lecturer at the University of California, Merced.

The question of whether students’ perceptions of their learning matches with how well they’re actually learning is particularly important, Deslauriers said, because while students eventually see the value of active learning, initially it can feel frustrating.

“Deep learning is hard work. The effort involved in active learning can be misinterpreted as a sign of poor learning,” he said. “On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are.”

To understand that dichotomy, Deslauriers and his co-authors designed an experiment that would expose students in an introductory physics class to both traditional lectures and active learning.

For the first 11 weeks of the 15-week class, students were taught using standard methods by an experienced instructor. In the 12th week, half the class was randomly assigned to a classroom that used active learning, while the other half attended highly polished lectures. In a subsequent class, the two groups were reversed. Notably, both groups used identical class content and only active engagement with the material was toggled on and off.

Following each class, students were surveyed on how much they agreed or disagreed with statements such as “I feel like I learned a lot from this lecture” and “I wish all my physics courses were taught this way.” Students were also tested on how much they learned in the class with 12 multiple-choice questions.

When the results were tallied, the authors found that students felt as if they learned more from the lectures, but in fact scored higher on tests following the active learning sessions. “Actual learning and feeling of learning were strongly anticorrelated,” Deslauriers said, “as shown through the robust statistical analysis by co-author Kelly Miller, who is an expert in educational statistics and active learning.”

Those results, the study authors are quick to point out, shouldn’t be interpreted as suggesting students dislike active learning. In fact, many studies have shown students quickly warm to the idea, once they begin to see the results. “In all the courses at Harvard that we’ve transformed to active learning,” Deslauriers said, “the overall course evaluations went up.”

Co-author Kestin, who in addition to being a physicist is a video producer with PBS’ NOVA, said, “It can be tempting to engage the class simply by folding lectures into a compelling ‘story,’ especially when that’s what students seem to like. I show my students the data from this study on the first day of class to help them appreciate the importance of their own involvement in active learning.”

McCarty, who oversees curricular efforts across the sciences, hopes this study will encourage more of his colleagues to embrace active learning.

“We want to make sure that other instructors are thinking hard about the way they’re teaching,” he said. “In our classes, we start each topic by asking students to gather in small groups to solve some problems. While they work, we walk around the room to observe them and answer questions. Then we come together and give a short lecture targeted specifically at the misconceptions and struggles we saw during the problem-solving activity. So far we’ve transformed over a dozen classes to use this kind of active-learning approach. It’s extremely efficient — we can cover just as much material as we would using lectures.”

A pioneer in work on active learning, Balkanski Professor of Physics and Applied Physics Eric Mazur hailed the study as debunking long-held beliefs about how students learn.

“This work unambiguously debunks the illusion of learning from lectures,” he said. “It also explains why instructors and students cling to the belief that listening to lectures constitutes learning. I recommend every lecturer reads this article.”

Dean of Science Christopher Stubbs , Samuel C. Moncher Professor of Physics and of Astronomy, was an early convert. “When I first switched to teaching using active learning, some students resisted that change. This research confirms that faculty should persist and encourage active learning. Active engagement in every classroom, led by our incredible science faculty, should be the hallmark of residential undergraduate education at Harvard.”

Ultimately, Deslauriers said, the study shows that it’s important to ensure that neither instructors nor students are fooled into thinking that lectures are the best learning option. “Students might give fabulous evaluations to an amazing lecturer based on this feeling of learning, even though their actual learning isn’t optimal,” he said. “This could help to explain why study after study shows that student evaluations seem to be completely uncorrelated with actual learning.”

This research was supported with funding from the Harvard FAS Division of Science.

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

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

By Kim Lepre

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

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

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

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

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

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

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

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

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

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

Mistake #2: Not setting and maintaining expectations

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

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

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

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

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

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

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

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

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

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

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

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

Mistake #4: Not involving parents and other adults

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

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

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

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

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

What this means for your policies

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

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

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

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

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While many schools have policies that clearly spell out homework expectations and sound simple enough—all students will have one hour of homework every night—every teacher knows that the reality of assigning and monitoring homework every day for a group of 20–30 students is anything but simple.

When the subject of homework arose in a recent workshop for K–8 teachers, the questions and concerns flooded out:

• “What about the children who never do their homework? I’ve tried just about everything and nothing helps.”
• “What about the students who only do part of the assignment?”
• “What about the kids who don’t do it because there’s no one around at home to help them?”

If you’re like most teachers, you’ve probably experienced all of these problems and more. Is it possible to make them all disappear? Unlikely. But it is possible to greatly reduce the number of problems and to increase the chances that all students will experience success. In this article I offer a few key strategies which have proven successful.

Take the time to teach homework

The typical approach to introducing homework is to talk with students about homework expectations. We tell them how they are to do their homework; we may even talk about good homework habits. We then send them off to do it alone, and more often than not, we’re disappointed with the results.

The critical step that’s missing here is practice. If we really want students to understand our expectations for homework and successfully meet these expectations, then we must be willing to “teach” homework. This means introducing homework slowly and incrementally and providing plenty of time for students to practice the routine under our guidance before expecting them to do it at home independently.

At the K.T. Murphy School in Stamford, Connecticut, for example, during the first six weeks of school, primary grade students complete all written homework in class. Older students do the same for the first two to four weeks. During this practice period, teachers and students work to define expectations for high-quality homework and students bring home their completed “homework” to share with parents. In this way, parents gain a better understanding of homework expectations and are better able to hold their children to these expectations.

It’s never too late to begin

A proactive approach to homework early in the school year has helped many teachers keep students on track academically and away from the negative lessons of detention or missed recess. But no matter what time of the year it is, if your students are struggling with homework, you might want to spend a week or two re-introducing it to your class.

As nearly every page of The First Six Weeks of School reminds us, taking the time to slowly introduce classroom procedures, curriculum, and materials is vital to students’ success. The same holds true for homework, and the strategies used during the first six weeks of school can be applied to any time of the school year.

Be flexible and individualize as needed

It’s often the case that all students are given identical homework assignments. This practice guarantees failure for some students. Discouraged by their inability to meet expectations, many students invent ingenious excuses each morning for their failure. Their willingness to invest energy creating excuses, however, is a sign of their continued eagerness to do what is expected of them. Other students, more defeated, simply respond to the question of “Where’s your homework?” with “I don’t know.”

If we are to increase students’ success with homework, we must be willing to be flexible and to individualize assignments. As Melvin Konner, author of Childhood: A Multicultural View, states, “In order to be treated fairly and equally, children have to be treated differently.” Yes, differentiated homework, like differentiated instruction, will be more work for the teacher in the short run, but the long-term payoff of student success and investment will be worth it.

I suggest that teachers apply the same “3 R’s” they use for choosing logical consequences—consequences should be respectful, related, and reasonable—to choosing homework. That is, homework should be:

• respectful of the child’s ability and development level,
• related to the work of the classroom and, where possible, to the interest of the individual student, and
• reasonable in amount and degree of difficulty.

This does not mean that teachers need to create different homework assignments for every student every day, of course. There are obviously some assignments that everyone has to do and can easily accomplish, like writing in a journal or practicing spelling words. This work, like project homework in which students have had some choice in the assignment, is differentiated by default because students will choose how much they do in these situations.

Specific differentiation is needed, however, for those students whose ability or work ethic is in need of support. There may be a student, for example, who struggles with math. For this child, completing the standard homework assignment of 20 math problems could mean two hours of grueling work as opposed to the 20 minutes it takes for most. Anticipating this, the teacher might adjust the length of the assignment accordingly.

Other modifications might include arranging for a child to get help with a homework assignment from a parent or sibling or modifying the way in which an assignment is done (for example, dictating rather than writing, or having a parent read a chapter from a textbook to a child rather than the child reading it him/herself).

The important question to ask is, “How might I modify this assignment to fit this child’s learning style and needs?” By having students complete homework assignments in school during the early weeks of school, teachers can learn a lot about students’ varying abilities to work independently, information that can be used to adjust expectations accordingly.

Involve parents

The most important strategy for involving parents is to inform them of your homework practices. Clearly, the more informed parents are about homework expectations, the better able they’ll be to help their children meet these expectations. Many teachers and schools send a letter to parents at the beginning of the school year explaining the homework policy and expectations and enlisting parent support. At K.T. Murphy School, this letter arrives with a packet of information, in several languages, offering guidelines for setting up a space and time for homework and a checklist for homework expectations.

A great early-in-the-year class project could be to write your own “Homework Manual” as a class, perhaps with a “homework hint” from each student, and send the manual home to parents. As mentioned earlier, having students complete their first homework assignments at school and bringing them home to share with their family will also help parents gain a clear understanding of homework expectations.

. . . and if students still forget or don’t finish their homework?

And, of course, this will happen. One approach is to use logical consequences. A student who has been given reasonable, respectful, and related homework and who still has occasional creative excuses needs to experience equally creative consequences that send the message that completing homework is a requirement of being a member of the class.

Perhaps homework is the students’ ticket into homeroom. No hanging out with friends or participating in Morning Meeting until homework is completed. If a child does not have his/her homework, s/he goes directly to a buddy teacher’s classroom to complete it. Or, perhaps a child has a choice of where to complete the homework, in the classroom within earshot of the activities of the class, or in the library or guidance counselor’s office.

These consequences are liable to work for the usually conscientious student. For the more frequent offender, a more careful proactive approach is warranted. I call this approach “incremental success” and favor it over daily failure. Here’s how it works:

Marie has not successfully completed a homework assignment for several weeks. I have a conference with her to ascertain what the problem is and to let her know I’m willing to work jointly on this. Then I ask her what a reasonable number of, say, math problems is for tonight’s assignment. If she says “none,” I say, “That’s not an option.” If she says “three,” I say, “Great! Bring in three beautifully done problems tomorrow.”

When Marie brings in the completed homework, I present her with a “learning log” or record sheet which I have prepared for her to keep track of her own progress. In it she records her successes and failures, her ups and downs, as we proceed through math homework for a month or two. I check in frequently with her during this time, and periodically we review her progress and adjust assignments accordingly.

At the end of a two-month period, with more success than failure now a daily occurrence, we decide together when to eliminate the log. I have used this approach successfully with first graders and sixth graders and am always delighted in the increased responsibility and sense of pride shown by the students. Of course, there are ups and downs to this process for the teacher, too, but in the end, this proactive effort often yields dramatic results.

We ask a lot from children when we ask them to do homework—we ask them to follow directions, to organize their materials, to manage their time, and to work independently. It’s a tall order and its value lies in students experiencing success. Only then will homework be effective in improving students’ sense of responsibility and accomplishment, their academic skills, and their independent study habits.

Related Resources

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Remote students are more stressed than their peers in the classroom, study shows

As debates rage across the country over whether schools should teach online or in person, students like Sean Vargas-Arcia have experienced the pros and cons of both.

“I’m much happier in person,” said Sean, 16, a junior at Yonkers Middle High School in New York. As Covid-19 rates have fluctuated, he has gone back and forth between online classes and attending in person two days per week.

It’s stressful worrying about contracting the coronavirus at school, said Sean, who has health issues including epilepsy and a grandmother who lives with his family. But his online classes wear him down.

“When I’m at home, fully remote, it’s more like a sluggish feeling,” he said. “I’m usually feeling distressed and tired and I just don’t want anything to do with school anymore.”

There’s no question that the pandemic has been hard on children , whether or not their schools have reopened. A flood of research in recent months has found alarming spikes in depression and anxiety among children and their parents. Multiple studies have found that students — especially those with disabilities and from low-income families — are learning less than they should.

But a new study from NBC News and Challenge Success , a nonprofit affiliated with the Stanford Graduate School of Education, is one of the first to shed light on the differences between students whose classes have been exclusively online and those who’ve been able to attend in person at least one day per week.

All this week, watch “NBC Nightly News with Lester Holt” and the "TODAY" show for more on “Kids Under Pressure," a series examining the impact of the pandemic on children

The survey last fall of more than 10,000 students in 12 U.S. high schools, including Yonkers, found that students who’d spent time in the classroom reported lower rates of stress and worry than their online peers.

While just over half of all students surveyed said they were more stressed about school in 2020 than they had been previously, the issue was more pronounced among remote students. Eighty-four percent of remote students reported exhaustion, headaches, insomnia or other stress-related ailments, compared to 82 percent of students who were in the classroom on some days and 78 percent of students who were in the classroom full time.

Remote students were also slightly less likely to say they had an adult they could go to with a personal problem and slightly more likely to fret about grades than their peers in the classroom. And the remote students did more homework, reporting an average of 90 additional minutes per week, the study found.

“Remote learning — and I don’t think this is a surprise to anyone — is just more challenging,” said Sarah Miles, the director of research and programs at Challenge Success and one of the leaders of the study. “It’s harder for kids to feel connected. It’s harder for teachers, for the adults in the school, to connect and that’s a foundational element. In order for kids to learn, they need to feel safe and connected. Everything else rests on top of that.”

Challenge Success, an education research and school support organization, surveys most students in dozens of schools a year to help teachers and administrators better meet their needs. The 12 schools surveyed last fall, in Arizona, Texas, New York and the Midwest, are demographically similar to the nation in terms of student family income, though not necessarily in terms of race, Miles said.

The debate around reopening U.S. schools has become increasingly fraught, with parents and political leaders including President Joe Biden loudly calling for schools to reopen and teachers in some parts of the country threatening to walk off the job over safety concerns . On Friday, the Biden administration released guidelines for how to safely reopen schools, advising precautions including masks, social distancing and contact tracing.

Miles said the new research doesn't mean that schools should rush to reopen before putting safety protocols in place. Instead, she said, it shows the importance of making sure teachers and staff members feel comfortable returning to the classroom.

“If they don’t feel safe and supported, kids won’t feel safe and supported,” she said.

But, at the same time, she said, the study underscores the damage online learning is doing.

“We need to prioritize getting to a place where everyone feels comfortable going back to school,” Miles said, “because it’s urgent.”

‘A bit of magic’ in the classroom

All of Jordan Salhoobi’s chemistry students at Yonkers Middle High School are getting the same lessons at the same time.

The ones wearing masks in his classroom hear the same lectures and see the same demonstrations as students watching the livestream at home. When he writes or draws on his computer tablet, students at home see the same images on their screens that students in the classroom see projected on the wall.

But Salhoobi’s students are not getting the same benefits, he said.

“In the room, you get more eye contact,” he said. “On the screen, oftentimes the kid could be sitting in front of a window. You can’t see them, so it’s hard to make sure they’re attentive.”

While it’s difficult to compare his students’ performance, Salhoobi said his in-person students sometimes stay after class for extra help that online students rarely ask for. Online students seem more reluctant to raise their hands and they often look tired.

“I think that actually coming to school and getting dressed makes kids feel more like they have a purpose in life,” he said.

When Yonkers started offering a hybrid option in October that allows students to attend in person either Monday and Tuesday or Thursday and Friday, most students chose to remain online. Only about a third of students are currently in the hybrid program, a Yonkers district spokeswoman said, leaving many classrooms with just a handful of students.

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Yonkers principal Jade Sharp said that she hasn’t seen significant differences in grades or test scores between remote and hybrid students, but that she wasn’t surprised to see survey data showing that her remote students are more stressed.

“I feel sorry for our students in this Covid situation,” she said, noting that many of her 1,100 high school students have responsibilities at home such as caring for younger siblings in addition to their schoolwork. Three-quarters come from families the state considers economically disadvantaged, including many from immigrant families. Some have parents who’ve lost jobs. Some lost loved ones to Covid-19. And many are reeling from the social and political tensions of the past year.

The school goes out of its way to support students, Sharp said, limiting instruction to half days on “wellness Wednesdays,” and hosting after-school clubs focused on mental health.

But none of that offers what even a couple of days in the classroom interacting with teachers and peers can do, said Tara O’Sullivan, who teaches U.S. history at Yonkers.

“There’s a bit of magic that can happen in a classroom,” O’Sullivan said. “There’s nothing like the rapport and energy of kids working with each other, the sort of flow of conversation and bouncing off ideas that’s obviously present in person.”

Headaches and eye strain

Tanya Palmer, 16, a Yonkers junior, has managed to keep up her grades this year — but only because she puts in extra time to make up for what she’s missing in class.

“I don't feel like I'm really learning much,” said Tanya, who chose to stay remote to protect her 75-year-old grandfather, who lives with her family. “There’s a lot of teaching myself things.”

Things have gotten better since the beginning of the school year when technical glitches were more common and teachers were still adjusting. But when she finishes her five hours of online classes each day, she’s often staring down hours of extra research and reading to actually learn the material.

“I get a lot of headaches and eye strain,” she said. “My eyes are so dry, and I get back pain, too.”

The NBC News and Challenge Success study found that online-only students in Yonkers reported an average of 31 minutes more homework on the weekend and 70 more minutes during the week than their classmates in the hybrid program. Though most students were not getting anywhere close to the nine hours of sleep recommended for adolescents, reporting just over six hours, the hybrid students reported sleeping an average of about 10 minutes more per night than their online peers.

“It’s 10 o’clock and I see her on the computer,” said Tanya Gonzalez, Tanya’s mother. “I get close to her, thinking maybe she’s watching a video, but no, she’s doing classwork.”

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Sean Vargas-Arcia had more energy when he was in school two days a week, and more ways to understand his coursework, he said, recalling how he struggled last semester to visualize the molecular structure of fatty acids known as lipids until he saw a 3-D model in his biology classroom.

“I was like, ‘Oh, that helps,’ because I could actually see it,” he said.

These days, however, Sean is back to being fully online. So few students returned when the school reopened last month after closing for a few weeks because of higher infection rates that he was the only student in some of his classes. He decided there wasn’t much point, so now he wakes up, walks across his room and sits down in front of a computer from 7:45 a.m. to 1 p.m. without a break. A quirk in his schedule put his lunch hour at the end of the day.

With college applications looming, Sean worries his grades in online classes will suffer, costing him his shot at his first-choice, Brown University, next year.

“There’s a lot of anxiety that surrounds thinking about my future,” he said.

He’s also struggling with isolation from his friends. He used the quiet hours over the summer for reflection and, in September, came out to family and friends as transgender. He announced his name change on social media, but most of his classmates haven’t seen him in person since then.

Everything has been more difficult this year for students at Yonkers, an academically selective school that draws a diverse mix of students — half Latino, 20 percent white, 15 percent Asian, 13 percent Black — from the city of the same name just north of New York City. Sports and after-school programs are largely gone, and school events, like the gala Yonkers traditionally throws in the spring to celebrate the many cultures in the school, have been canceled.

For some students, it’s a small price to pay to keep their families safe, said Emma Maher, 17, a junior who chose the online option because her sister has asthma and her grandmother has a compromised immune system.

“The sacrifice is worth it,” she said, “because I value the health of my family and loved ones.”

But educators worry about the long-term impact on a generation of children who are stressed out, struggling to learn and missing their friends.

“You took away so much from these kids,” said Salhoobi, the chemistry teacher. “You took away sports. You took away interactions. It’s kind of like kids are in jail now when they’re 100 percent online.”

Erin Einhorn is a national reporter for NBC News, based in Detroit. 

Why Millions of Teens Can't Finish Their Homework

The push toward technology-focused education overlooks the students who lack the resources needed to complete their assignments.

In decades past, students needed little more than paper, pencils, and time to get their schoolwork done. For the vast majority of students, that's no longer the case. Most schoolwork these days necessitates a computer and an internet connection, and that includes work to be done at home. One federal survey found that 70 percent of American teachers  assign homework that needs to be done online; 90 percent of high schoolers say they have to do internet-based homework at least a few times a month. Nearly half of all students say they get such assignments daily or almost daily.

Yet despite the seemingly ever-growing embrace of digital learning in schools, access to the necessary devices remains unequal, with a new report from the Pew Research Center finding that 15 percent of U.S. households with school-age children lack high-speed internet at home. The problem is particularly acute for low-income families: One in three households that make below $30,000 a year lacks internet. This is despite an emerging reality in which poorer students are attending schools that evangelize technology-based learning while their more affluent counterparts, as The New York Times reported this past weekend, are “going back to wooden toys and the luxury of human interaction.”

It’s a glaring irony that’s also a major force behind class- and race-based discrepancies in academic achievement. In what’s often referred to as the “homework gap,” the unequal access to digital devices and high-speed internet prevents 17 percent of teens from completing their homework assignments, according to the new Pew analysis, which surveyed 743 students ages 13 through 17. Black teens are especially burdened by the homework gap: One in four of them at least sometimes struggle to complete assignments because of a lack of technology at home. And close to half of teenagers in the bottom income bracket have to do their homework on a cellphone occasionally or often.

Read: The futile resistance against classroom tech

From a history-class assignment on the political debate over immigration to required participation in an online discussion board for AP Environmental Science, access to a functioning computer and high-speed internet is all but a prerequisite for success in high school. This is becoming especially true as schools gravitate toward software where students file assignments and papers virtually, as well as schools that equip each student with a laptop or tablet ; one 2017 survey found that half of U.S. teachers have one device for each of their students, up 10 percentage points from the year prior. Close to two in three teachers use technology in their classroom daily, according to a separate 2017 survey .

The homework gap can have major consequences, with some studies suggesting that teens who lack access to a computer at home are less likely to graduate from high school than their more technologically equipped peers. The “challenge to complete homework in safe, predictable, and productive environments can have lifelong impacts on their ability to achieve their full potential,” wrote John Branam, who runs an initiative to provide lacking teens with internet access, in an op-ed for The Hechinger Report last year.

Although the big telecom providers offer subsidies to low-income families, these programs are generally underused . And while disadvantaged students can resort to public libraries and other venues that offer free Wi-Fi, such alternatives are still major obstacles to finishing homework every night. “Your aunt has internet access [at home] but she lives a 40-minute bus trip across town,” Branam wrote, illustrating the roadblocks for teens without internet access. “The public library does, but it has a 30-minute computer use limit and, as a young woman, you don’t feel comfortable there late at night. McDonald’s has free Wi-Fi but it’s noisy, you have to buy food and you can’t linger there forever.”

Read: When students can’t go online

With a team of researchers, the University of Texas at Austin professor S. Craig Watkins spent a year and a half observing and interacting with high schoolers to better understand the digital divide. The researchers’ forthcoming book, The Digital Edge: How Black and Latino Youth Navigate Digital Inequality , chronicles the ways low-income students of color get around not having access to the internet and a computer. In what Watkins calls “social hacking,” students often “reengineer their socioeconomic circumstances in order to get access to technology that they otherwise would not have access to.” For example, the researchers observed that students without such resources at home were adept at developing relationships with teachers who could, say, give them special weekend access to laptops and software for use at home. They also tended to rely on other needy classmates to find work-arounds, sharing with one another smartphones and tablets that more affluent students often take for granted, for instance. “It was an inventive way of cultivating social capital,” Watkins says, “but it also created a kind of sharing economy.”

Watkins says the digital divide is an “institutional blind spot” for many school leaders and policy makers. “I suspect that people a pay grade or two above teachers likely don’t understand the depth at which this access- and participation-gap divide still exists,” he says.

While embedding technology into the curriculum is all the rage in some schools, “oftentimes there’s a lack of clarity and vision in terms of what learning should look like with technology,” Watkins says. “There’s this assumption that just by providing access to technology you’re somehow creating a better learning future for kids, but that is not always the case.” After all, technology in schools is going to be of limited success if kids don’t have access to the internet and a computer once the final bell rings.

Editorial: How can kids learn without homework and rigid deadlines? Quite well, it turns out

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The usual system for grading students is, bit by bit, going by the wayside in favor of one that emphasizes learning over traditional measures. It’s a healthy shift, though traditionalists no doubt are raising their eyebrows and muttering darkly about lowered standards and kids skating through school. The skepticism is especially likely now that the changes are being hastened by the realization that the current system puts students of color and those from lower-income households at a distinct disadvantage.

So-called mastery-based grading and a very similar method known as specs (for specifications) grading have been written about in academic circles for decades. But schools have stuck to an outdated system that relies heavily on students’ compliance — completing homework, behaving in class, meeting deadlines and correctly answering questions on a one-time test — as a proxy for learning, rather than measuring the learning itself.

That’s been a disservice to all students, whether they are academically gifted or struggling. It rewards students for grade-grubbing and has them feeling like failures when conditions at home — such as crowding, the need to work a part-time job to help the family finances or caring for younger siblings — make it especially hard to meet all the course requirements on a rigid deadline.

If there were a valid reason for this, that would be one thing. But obeying arbitrary and sometimes unfair rules doesn’t translate into better learning. The goal should be assessing the skills and knowledge students gained and how well they think. Mastery-based education and specs grading, and some of the elements that go with them, put the emphasis back on learning. Imagine that.

It shouldn’t matter, for example, whether students get a sterling grade on the first chapter test on human anatomy, or if they learn from their mistakes and go on to ace a second test. Students who redo an essay, even two or three times, in ways that show they’ve grasped concepts of research and critical thinking, and can write cogent and well-organized sentences, are showing that they’re gaining important skills. That willingness to try and try again until a skill is mastered is something to celebrate, not penalize with points off for multiple efforts.

It sounds vague and perhaps airy-fairy, but education experts point out that, in some ways, this kind of grading is more rigorous. Under the specs model, students are graded pass/fail on their tests, but they don’t pass unless they do well — usually at a minimum level of 80%, or a low B. There’s no passing with a C or D. It’s the opposite of skating by; students don’t move to the next level of skills with minimal grasp of the material.

Rather than being given a grade or a comment that they failed to meet a couple of deadlines, students receive specific information about their progress and what they need to do to move forward. This system transfers more of the responsibility for learning to the student.

Several states, including Vermont and Maine, already have adopted this model for their public schools. A middle school in Brooklyn, N.Y., witnessed phenomenal improvement in students’ scores on standardized tests after a few years of mastery-based learning, even though it is in ways the antithesis of a one-time, standardized test. And in case this seems like just the latest instance of touchy-feely liberal thinking limited to the Northeast, Idaho adopted mastery-based education in 2015.

The concept’s roots lie in the 1960s work of Benjamin Bloom , an education psychologist at the University of Chicago who said that given the right conditions, almost any student could achieve at high levels. Now the Black Lives Matter movement has raised awareness that traditional schools are assessing the learning of students — especially Black and Latino children — in ways that both discourage them and fail to hold them to high expectations. In addition, more than a year of remote learning has familiarized students with how to use technological tools to learn; in the classroom, those can be used to individualize instruction so that teachers have a chance to work with small groups.

The Los Angeles Unified School District is shifting toward this new model of grading this year by encouraging teachers to give kids a chance to redo tests or reports and to base grades on what students have learned, not on their work habits. It’s off to a slow start, but that’s the better way to go when introducing an era of assessment so radically different from how it’s been for the last century.

Teachers need time to understand, embrace and start incorporating these practices. And they’ll need training, administrative help and aides to help instruct small groups and track progress.

In other words, careful implementation is as important as the reform. This is where new education initiatives tend to fall apart. Too often, L.A. Unified has used changes in course and grading requirements to lower its standards. Kids can’t infinitely skip school and miss deadlines; that’s not how college or the work world operate. Students should be given extra time to learn, but the schools can’t keep a student in middle school indefinitely, while he or she builds crucial skills.

Mastery-based learning gets students to think about their own progress and encourages them to take their skills as far as they can. If done right — and not as an excuse for lack of progress — it could reinvigorate classrooms and give students a sense of control over their own educational destiny.

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Opinion: Should California schools stick to phonics-based reading ‘science’? It’s not so simple

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What Students Are Saying About Tech in the Classroom

Does technology help students be more organized, efficient and prepared for the future? Or is it just a distraction?

By The Learning Network

Is there a problem with screens in schools?

We invited students to weigh in on that question in our Picture Prompt Tech in the Classroom , which was based on an Opinion essay arguing that we should “get tech out of the classroom before it’s too late.”

Is there too much tech in your school day? — we asked students. Would you prefer more screen-free time while you are learning, or even during lunch or free periods?

Below, they share the good, the bad and the ugly about technology use in school.

Thank you to everyone who participated in the conversation on our writing prompts this week!

Please note: Student comments have been lightly edited for length.

Some students saw the value of technology in schools, including its ability to prepare students for the future.

I believe that technology in the classroom is a good thing when it is properly moderated. I think completely taking away screens from a student will not help them develop computer skills which they will most likely need in a world like ours, where most of everything is online. Sometimes phones cannot get the job done, and computers will be needed. If schools completely remove devices from the curriculum, then students will be completely clueless when they take classes involving a computer. Too much screen time can be bad for the student, but if it is well moderated, then screen time won’t be an issue.

— Saheed, GMS

I personally do not mind the amount of technology in the classroom. I personally find typing to be a lot easier instead of writing. On top of that, this amount of technology is used in adults’ day to day lives, too. Writing has become less and less relevant for everyone, because most jobs require a computer nowadays. So I think it’s actually better to have the amount of technology we do in the classroom.

— Timothy, Greenbelt Middle

They said, even though there might be down sides, the good outweighs the bad.

Screens in the classroom allows students to complete work in a more organized manner and use online resources to help them learn. It helps teachers to be able to make sure students turn work in before a certain time. However, having screens in the classroom raises students overall screen time which is bad for their eye health and sleep.

— Emily, Greenbelt Middle

I believe that computers should definitely be used at school because it has more pros than cons. They help with everything. The only problem with them is the people using them. The people using them are often misusing them and not charging them.

— Deegan, California

And they argued that tech is so entrenched in the student experience that taking it away would cause a lot of disruption.

There are no problems with screens in school. I believe without screens, school would be much less productive, produce so much waste of paper, and assignments would be lost a lot. Also when I have paper homework, which is almost never, almost every time I get it I forget because everything is on the iPad. This is important because if there is any change in the iPads we use, it’ll affect everyone drastically. Also it would just be really annoying to get used to a whole new thing.

— August, GBW

But another contingent of students said, “There is definitely a problem with screens in school.” They called them a distraction.

There is definitely a problem with screens in school. While regular technology use in school is highly efficient and much more convenient than using textbooks and paper, I still feel like using technology as the main method for learning is detrimental. There are plenty of students in my classes who are hiding behind their iPads to play games or go on their phones rather than utilizing their technology to enhance their learning experience. So in turn, I think we need to minimize (but not completely take away) the prominence of tech in our classrooms. This matters because it’s so important for students to learn how to completely pay attention and focus in on one task so that they are prepared for the moments in life where they don’t get the opportunity to look at their phone if they’re bored or to text their friends. Trust me, this may seem like I’m one hundred percent anti-phones but the truth is I love my phone and am somewhat addicted to it, so I realize that it’s a major distraction for myself in the classroom. Moreover, staring at an iPad screen for 7 hours a day puts significant strain on our eyes, so for the sake of our health and our attention spans, we need to minimize tech use in school.

— Mary, Glenbard West High School

Tech inside classrooms has had many positive effects and many negative effects. Without technology, it would take forever to find sources/information and it would also take ages to do complex things. With technology, people can easily find information and they can easily do many things but the big downside is that they can easily just search up games and get distracted. On one side, it has provided many different changes to students so they can learn in a fun and entertaining way but in another, people are mostly on their phones scrolling through YouTube or Instagram. Many people don’t have control over their body and have a big urge to go on their cellphones.

— Srikanth, Greenbelt Middle School

In my opinion, yes there is a problem with screens in schools. It distracts kids from focusing on their work. Many students are always on their phone during class, and it is disrespectful as well as sad for them. They will not be able to learn the material that is being taught. Personally, I think that screens should be reduced in class, but I do not think that is possible. Whenever a teacher takes away someone’s phone, they get very mad and say that it is their right to have their phone. In these cases it is very confusing on how to act for the teacher!

— Kadambari, gms

Some reported that their peers use technology to cheat.

It might be a problem depending on what people are doing. If it is used for school, like typing an essay, working on homework, or checking your grades it’s okay, but I know people who abuse this privilege. They go onto YouTube and watch things, listen to music when they aren’t supposed to, and play games. Many people cheat to the point where it takes forever to start a test because people don’t close out their tabs. It helps to be able to do these ‘Quick Writes’ as we call them in my ELA class because I can write faster (I know it’s called typing). It’s harder to access things because of the restriction because people mess around so they block so many useful websites and words from our computer. I like to type on the computer, but I feel people abuse this privilege too much.

— Nina, California

When the teachers assign tests on computers, sometimes teachers have to lock students’ screens to make sure they’re not cheating. Sometimes they do it on paper and they try to cheat while hiding their phones in their laps. And then if another student sees them doing that, they will tell and the student who would have the phone out could start a big argument.

— Taylor, Huntington Beach

Several lamented the sheer number of hours teenagers spend in front of screens.

I feel that we have become too comfortable with using screens for nearly every lesson in school, because it has gotten to the point where we are spending upwards of 4 hours on our laptops in school alone. I understand that it would be hard to switch back to using journals and worksheets, but it would be very beneficial for kids if we did.

— Chase, school

I think we should reduce the tech a little just because most students are going straight to screens when they get home, after a full day of screens … Although I know this would be very difficult to do because everything in the world now seems to go online.

— Jaydin, California

And they even worried about their handwriting in a world full of typing.

I think technology in a class is very helpful, but I think that we should incorporate more writing. Since the pandemic, most of the work has been online and it never gave students the opportunity to write as much. When we came back from lockdown, I almost forgot how to write with a pencil. My handwriting was very different. And now we don’t get much time to write with our hands so I think we should have fewer screens.

— Eric, Greenbelt

Some students said that less time spent on screens in school would give them a break from the always-on digital culture they live in.

Although typing is useful and using the internet is very useful, I think we should go back to how it was about 20-40 years ago when all people used the computer for was to type an essay. Drama didn’t get spread in a millisecond, we didn’t have to worry as much about stereotypes. Now all kids want to do is text each other and watch videos. I’m well aware that I have fallen into this trap and I want out, but our lives revolve around technology. You can’t get away from it. I know this is about schools not using technology, which the world without it would be impossible now, but life would be so much simpler again.

— Ivy, Huntington Beach, CA

I will say that my phone is usually always with me during school hours, but I don’t use it all the time. I may check the time or play a short game as a brain break. But I do see some people absolutely glued to their phones during class time, and it’s honestly embarrassing. You really can’t go without your phone for an hour?? It’s almost like an addiction at this point. I understand using your phone to quickly distract yourself; I do it too. And I also think it’s okay to have your phone/electronic during lunch time or free periods. But using it to the point that you can’t properly pay attention in class is just embarrassing. So, in summary, I do think that schools are having a problem with screens.

— Allison, Greenbelt Middle School

And they named classes in which they think screens do and do not have a place.

I feel like for classes for younger kids, technology is definitely not good. Kids should be playing, using their hands, and actually experiencing things instead of being on tablets in kindergarten. I think using computers in school is good though. It’s a lot more efficient, and we live in a society where fast and efficient things are the trend.

— sarah, maryland

I think screens have their place, and will always have their place, in schools and education. The capabilities of computers will always surpass anything else, and they should not be banned from school environments. Still, I have one exception: English class. Other than final drafts of essays, everything in English should be on paper. You can formulate ideas better and minimize outside influence on your thinking.

— Addie, The Potomac School

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