do students get stress from homework

Is it time to get rid of homework? Mental health experts weigh in.

It's no secret that kids hate homework. And as students grapple with an ongoing pandemic that has had a wide range of mental health impacts, is it time schools start listening to their pleas about workloads?

Some teachers are turning to social media to take a stand against homework. 

Tiktok user @misguided.teacher says he doesn't assign it because the "whole premise of homework is flawed."

For starters, he says, he can't grade work on "even playing fields" when students' home environments can be vastly different.

"Even students who go home to a peaceful house, do they really want to spend their time on busy work? Because typically that's what a lot of homework is, it's busy work," he says in the video that has garnered 1.6 million likes. "You only get one year to be 7, you only got one year to be 10, you only get one year to be 16, 18."

Mental health experts agree heavy workloads have the potential do more harm than good for students, especially when taking into account the impacts of the pandemic. But they also say the answer may not be to eliminate homework altogether.

Emmy Kang, mental health counselor at Humantold , says studies have shown heavy workloads can be "detrimental" for students and cause a "big impact on their mental, physical and emotional health."

"More than half of students say that homework is their primary source of stress, and we know what stress can do on our bodies," she says, adding that staying up late to finish assignments also leads to disrupted sleep and exhaustion.

Cynthia Catchings, a licensed clinical social worker and therapist at Talkspace , says heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression. 

And for all the distress homework  can cause, it's not as useful as many may think, says Dr. Nicholas Kardaras, a psychologist and CEO of Omega Recovery treatment center.

"The research shows that there's really limited benefit of homework for elementary age students, that really the school work should be contained in the classroom," he says.

For older students, Kang says, homework benefits plateau at about two hours per night. 

"Most students, especially at these high achieving schools, they're doing a minimum of three hours, and it's taking away time from their friends, from their families, their extracurricular activities. And these are all very important things for a person's mental and emotional health."

Catchings, who also taught third to 12th graders for 12 years, says she's seen the positive effects of a no-homework policy while working with students abroad.

"Not having homework was something that I always admired from the French students (and) the French schools, because that was helping the students to really have the time off and really disconnect from school," she says.

The answer may not be to eliminate homework completely but to be more mindful of the type of work students take home, suggests Kang, who was a high school teacher for 10 years.

"I don't think (we) should scrap homework; I think we should scrap meaningless, purposeless busy work-type homework. That's something that needs to be scrapped entirely," she says, encouraging teachers to be thoughtful and consider the amount of time it would take for students to complete assignments.

The pandemic made the conversation around homework more crucial 

Mindfulness surrounding homework is especially important in the context of the past two years. Many students will be struggling with mental health issues that were brought on or worsened by the pandemic , making heavy workloads even harder to balance.

"COVID was just a disaster in terms of the lack of structure. Everything just deteriorated," Kardaras says, pointing to an increase in cognitive issues and decrease in attention spans among students. "School acts as an anchor for a lot of children, as a stabilizing force, and that disappeared."

But even if students transition back to the structure of in-person classes, Kardaras suspects students may still struggle after two school years of shifted schedules and disrupted sleeping habits.

"We've seen adults struggling to go back to in-person work environments from remote work environments. That effect is amplified with children because children have less resources to be able to cope with those transitions than adults do," he explains.

'Get organized' ahead of back-to-school

In order to make the transition back to in-person school easier, Kang encourages students to "get good sleep, exercise regularly (and) eat a healthy diet."

To help manage workloads, she suggests students "get organized."

"There's so much mental clutter up there when you're disorganized. ... Sitting down and planning out their study schedules can really help manage their time," she says.

Breaking up assignments can also make things easier to tackle.

"I know that heavy workloads can be stressful, but if you sit down and you break down that studying into smaller chunks, they're much more manageable."

If workloads are still too much, Kang encourages students to advocate for themselves.

"They should tell their teachers when a homework assignment just took too much time or if it was too difficult for them to do on their own," she says. "It's good to speak up and ask those questions. Respectfully, of course, because these are your teachers. But still, I think sometimes teachers themselves need this feedback from their students."

More: Some teachers let their students sleep in class. Here's what mental health experts say.

More: Some parents are slipping young kids in for the COVID-19 vaccine, but doctors discourage the move as 'risky'

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More than two hours of homework may be counterproductive, research suggests.

A Stanford education researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.   "Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .   The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students' views on homework.   Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.   Students in these schools average about 3.1 hours of homework each night.   "The findings address how current homework practices in privileged, high-performing schools sustain students' advantage in competitive climates yet hinder learning, full engagement and well-being," Pope wrote.   Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.   Their study found that too much homework is associated with:   • Greater stress : 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.   • Reductions in health : In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.   • Less time for friends, family and extracurricular pursuits : Both the survey data and student responses indicate that spending too much time on homework meant that students were "not meeting their developmental needs or cultivating other critical life skills," according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.   A balancing act   The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.   Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as "pointless" or "mindless" in order to keep their grades up.   "This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points," said Pope, who is also a co-founder of Challenge Success , a nonprofit organization affiliated with the GSE that conducts research and works with schools and parents to improve students' educational experiences..   Pope said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.   "Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development," wrote Pope.   High-performing paradox   In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. "Young people are spending more time alone," they wrote, "which means less time for family and fewer opportunities to engage in their communities."   Student perspectives   The researchers say that while their open-ended or "self-reporting" methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for "typical adolescent complaining" – it was important to learn firsthand what the students believe.   The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

Clifton B. Parker is a writer at the Stanford News Service .

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The Truth About Homework Stress: What Parents & Students Need to Know

• Fact Checked

Written by:

published on:

• December 21, 2023

Updated on:

• January 9, 2024

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Homework is generally given out to ensure that students take time to review and remember the days lessons. It can help improve on a student’s general performance and enhance traits like self-discipline and independent problem solving.

Parents are able to see what their children are doing in school, while also helping teachers determine how well the lesson material is being learned. Homework is quite beneficial when used the right way and can improve student  performance.

This well intentioned practice can turn sour if it’s not handled the right way. Studies show that if a student is inundated with too much homework, not only do they get lower scores, but they are more likely to get stressed.

The age at which homework stress is affecting students is getting lower, some even as low as kindergarten. Makes you wonder what could a five year old possibly need to review as homework?

One of the speculated reasons for this stress is that the complexity of what a student is expected to learn is increasing, while the breaks for working out excess energy are reduced. Students are getting significantly more homework than recommended by the education leaders, some even nearly three times more.

To make matters worse, teachers may give homework that is both time consuming and will keep students busy while being totally non-productive.

Remedial work like telling students to copy notes word for word from their text books will  do nothing to improve their grades or help them progress. It just adds unnecessary stress.

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Effects of homework stress at home

Both parents and students tend to get stressed out at the beginning of a new school year due to the impending arrival of homework.

Nightly battles centered on finishing assignments are a household routine in houses with students.

Research has found that too much homework can negatively affect children. In creating a lack of balance between play time and time spent doing homework, a child can get headaches, sleep deprivation or even ulcers.

And homework stress doesn’t just impact grade schoolers. College students are also affected, and the stress is affecting their academic performance.

Even the parent’s confidence in their abilities to help their children with homework suffers due increasing stress levels in the household.

Fights and conflict over homework are more likely in families where parents do not have at least a college degree. When the child needs assistance, they have to turn to their older siblings who might already be bombarded with their own homework.

Parents who have a college degree feel more confident in approaching the school and discussing the appropriate amount of school work.

“It seems that homework being assigned discriminates against parents who don’t have college degree, parents who have English as their second language and against parents who are poor.” Said Stephanie Donaldson Pressman, the contributing editor of the study and clinical director of the New England Center for Pediatric Psychology.

With all the stress associated with homework, it’s not surprising that some parents have opted not to let their children do homework. Parents that have instituted a no-homework policy have stated that it has taken a lot of the stress out of their evenings.

The recommended amount homework

The standard endorsed by the National Education Association is called the “10 minute rule”; 10 minutes per grade level per night. This recommendation was made after a number of studies were done on the effects of too much homework on families.

The 10 minute rule basically means 10 minutes of homework in the first grade, 20 minute for the second grade all the way up to 120 minutes for senior year in high school. Note that no homework is endorsed in classes under the first grade.

Parents reported first graders were spending around half an hour on homework each night, and kindergarteners spent 25 minutes a night on assignments according to a study carried out by Brown University.

Making a five year old sit still for half an hour is very difficult as they are at the age where they just want to move around and play.

A child who is exposed to 4-5 hours of homework after school is less likely to find the time to go out and play with their friends, which leads to accumulation of stress energy in the body.

Their social life also suffers because between the time spent at school and doing homework, a child will hardly have the time to pursue hobbies. They may also develop a negative attitude towards learning.

The research highlighted that 56% of students consider homework a primary source of stress.

And if you’re curious how the U.S stacks up against other countries in regards to how much time children spend on homework, it’s pretty high on the list .

Signs to look out for on a student that has homework stress

Since not every student is affected by homework stress in the same way, it’s important to be aware of some of the signs your child might be mentally drained from too much homework.

Here are some common signs of homework stress:

• Sleep disturbances
• Frequent stomachaches and headaches
• Decreased appetite or changed eating habits
• New or recurring fears
• Not able to relax
• Regressing to behavior they had when younger
• Bursts of anger crying or whining
• Becoming withdrawn while others may become clingy
• Drastic changes in academic performance
• Having trouble concentrating or completing homework
• Constantly complains about their ability to do homework

If you’re a parent and notice any of these signs in your child, step in to find out what’s going on and if homework is the source of their stress.

If you’re a student, pay attention if you start experiencing any of these symptoms as a result of your homework load. Don’t be afraid to ask your teacher or parents for help if the stress of homework becomes too much for you.

What parents do wrong when it comes to homework stress

Most parents push their children to do more and be more, without considering the damage being done by this kind of pressure.

Some think that homework brought home is always something the children can deal with on their own. If the child cannot handle their homework then these parents get angry and make the child feel stupid.

This may lead to more arguing and increased dislike of homework in the household. Ultimately the child develops an even worse attitude towards homework.

Another common mistake parents make is never questioning the amount of homework their children get, or how much time they spend on it. It’s easy to just assume whatever the teacher assigned is adequate, but as we mentioned earlier, that’s not always the case.

Be proactive and involved with your child’s homework. If you notice they’re spending hours every night on homework, ask them about it. Just because they don’t complain doesn’t mean there isn’t a problem.

How can parents help?

• While every parent wants their child to become successful and achieve the very best, it’s important to pull back on the mounting pressure and remember that they’re still just kids. They need time out to release their stress and connect with other children.
• Many children may be afraid to admit that they’re overwhelmed by homework because they might be misconstrued as failures. The best thing a parent can do is make home a safe place for children to express themselves freely. You can do this by lending a listening ear and not judging your kids.
• Parents can also take the initiative to let the school know that they’re unhappy with the amount of homework being given. Even if you don’t feel comfortable complaining, you can approach the school through the parent-teacher association available and request your representative to plead your case.
• It may not be all the subjects that are causing your child to get stressed. Parents should find out if there is a specific subject of homework that is causing stress. You could also consult with other parents to see what they can do to fix the situation. It may be the amount or the content that causes stress, so the first step is identifying the problem.
• Work with your child to create a schedule for getting homework done on time. You can set a specific period of time for homework, and schedule time for other activities too. Strike a balance between work and play.
• Understanding that your child is stressed about homework doesn’t mean you have to allow them not to try. Let them sit down and work on it as much as they’re able to, and recruit help from the older siblings or a neighbor if possible.
• Check out these resources to help your child with their homework .

The main idea here is to not abolish homework completely, but to review the amount and quality of homework being given out. Stress, depression and lower grades are the last things parents want for their children.

The schools and parents need to work together to find a solution to this obvious problem.

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Stanford research shows pitfalls of homework

A Stanford researcher found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance and even alienation from society. More than two hours of homework a night may be counterproductive, according to the study.

Education scholar Denise Pope has found that too much homework has negative effects on student well-being and behavioral engagement. (Image credit: L.A. Cicero)

A Stanford researcher found that too much homework can negatively affect kids, especially their lives away from school, where family, friends and activities matter.

“Our findings on the effects of homework challenge the traditional assumption that homework is inherently good,” wrote Denise Pope , a senior lecturer at the Stanford Graduate School of Education and a co-author of a study published in the Journal of Experimental Education .

The researchers used survey data to examine perceptions about homework, student well-being and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California communities. Along with the survey data, Pope and her colleagues used open-ended answers to explore the students’ views on homework.

Median household income exceeded $90,000 in these communities, and 93 percent of the students went on to college, either two-year or four-year.

Students in these schools average about 3.1 hours of homework each night.

“The findings address how current homework practices in privileged, high-performing schools sustain students’ advantage in competitive climates yet hinder learning, full engagement and well-being,” Pope wrote.

Pope and her colleagues found that too much homework can diminish its effectiveness and even be counterproductive. They cite prior research indicating that homework benefits plateau at about two hours per night, and that 90 minutes to two and a half hours is optimal for high school.

Their study found that too much homework is associated with:

• Greater stress: 56 percent of the students considered homework a primary source of stress, according to the survey data. Forty-three percent viewed tests as a primary stressor, while 33 percent put the pressure to get good grades in that category. Less than 1 percent of the students said homework was not a stressor.

• Reductions in health: In their open-ended answers, many students said their homework load led to sleep deprivation and other health problems. The researchers asked students whether they experienced health issues such as headaches, exhaustion, sleep deprivation, weight loss and stomach problems.

• Less time for friends, family and extracurricular pursuits: Both the survey data and student responses indicate that spending too much time on homework meant that students were “not meeting their developmental needs or cultivating other critical life skills,” according to the researchers. Students were more likely to drop activities, not see friends or family, and not pursue hobbies they enjoy.

A balancing act

The results offer empirical evidence that many students struggle to find balance between homework, extracurricular activities and social time, the researchers said. Many students felt forced or obligated to choose homework over developing other talents or skills.

Also, there was no relationship between the time spent on homework and how much the student enjoyed it. The research quoted students as saying they often do homework they see as “pointless” or “mindless” in order to keep their grades up.

“This kind of busy work, by its very nature, discourages learning and instead promotes doing homework simply to get points,” Pope said.

She said the research calls into question the value of assigning large amounts of homework in high-performing schools. Homework should not be simply assigned as a routine practice, she said.

“Rather, any homework assigned should have a purpose and benefit, and it should be designed to cultivate learning and development,” wrote Pope.

High-performing paradox

In places where students attend high-performing schools, too much homework can reduce their time to foster skills in the area of personal responsibility, the researchers concluded. “Young people are spending more time alone,” they wrote, “which means less time for family and fewer opportunities to engage in their communities.”

Student perspectives

The researchers say that while their open-ended or “self-reporting” methodology to gauge student concerns about homework may have limitations – some might regard it as an opportunity for “typical adolescent complaining” – it was important to learn firsthand what the students believe.

The paper was co-authored by Mollie Galloway from Lewis and Clark College and Jerusha Conner from Villanova University.

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Should We Get Rid of Homework?

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

By Jeremy Engle and Michael Gonchar

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

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

Should we get rid of homework?

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

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

Mr. Kang argues:

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

Students, read the entire article, then tell us:

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

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

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

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

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

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

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

Is there a way to make homework more effective?

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

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

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

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

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Is Homework a Waste of Students' Time? Study Finds It's the Biggest Cause of Teen Stress

As the debate over the need for homework continues, a new study found that it's the biggest cause of teen stress, leading to sleepless nights and poor academic performance

Julie Mazziotta is the Sports Editor at PEOPLE, covering everything from the NFL to tennis to Simone Biles and Tom Brady. She was previously an Associate Editor for the Health vertical for six years, and prior to joining PEOPLE worked at Health Magazine. When not covering professional athletes, Julie spends her time as a (very) amateur athlete, training for marathons, long bike trips and hikes.

It’s the bane of every teen’s existence. After sitting through hours at school, they leave only to get started on mountains of homework. And educators are mixed on its effectiveness . Some say the practice reinforces what students learned during the day, while others argue that it put unnecessary stress on kids and parents , who are often stuck nagging or helping.

According to a new study, conducted by the Better Sleep Council , that homework stress is the biggest source of frustration for teens, with 74 percent of those surveyed ranking it the highest, above self-esteem (51 percent) parental expectations (45 percent) and bullying (15 percent).

Homework is taking up a large chunk of their time , too — around 15-plus hours a week, with about one-third of teens reporting that it’s closer to 20-plus hours.

The stress and excessive homework adds up to lost sleep, the BSC says. According to the survey, 57 percent of teenagers said that they don’t get enough sleep, with 67 reporting that they get just five to seven hours a night — a far cry from the recommended eight to ten hours. The BSC says that their research shows that when teens feel more stressed, their sleep suffers. They go to sleep later, wake up earlier and have more trouble falling and staying asleep than less-stressed teens.

“We’re finding that teenagers are experiencing this cycle where they sacrifice their sleep to spend extra time on homework, which gives them more stress — but they don’t get better grades,” said Mary Helen Rogers, the vice president of marketing and communications for the BSC.

RELATED VIDEO: To Help Or Not To Help: Moms Talk About Whether Or Not They Help Their Children With Homework

Another interesting finding from this study: students who go to bed earlier and wake up earlier do better academically than those who stay up late, even if those night owls are spending that time doing homework.

To end this cycle of sleep deprivation and stress, the BSC recommends that students try setting a consistent time to go to sleep each night, regardless of leftover homework. And their other sleep tips are good for anyone, regardless of age — keep the temperature between 65 and 67 degrees, turn off the electronic devices before bed, make sure the mattress is comfy and reduce noise with earplugs or sound machines.

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., homework wars: high school workloads, student stress, and how parents can help.

Studies of typical homework loads vary : In one, a Stanford researcher found that more than two hours of homework a night may be counterproductive. The research , conducted among students from 10 high-performing high schools in upper-middle-class California communities, found that too much homework resulted in stress, physical health problems and a general lack of balance.

Additionally, the  2014 Brown Center Report on American Education , found that with the exception of nine-year-olds, the amount of homework schools assign has remained relatively unchanged since 1984, meaning even those in charge of the curricula don't see a need for adding more to that workload.

But student experiences don’t always match these results. On our own Student Life in America survey, over 50% of students reported feeling stressed, 25% reported that homework was their biggest source of stress, and on average teens are spending one-third of their study time feeling stressed, anxious, or stuck.

The disparity can be explained in one of the conclusions regarding the Brown Report:

Of the three age groups, 17-year-olds have the most bifurcated distribution of the homework burden. They have the largest percentage of kids with no homework (especially when the homework shirkers are added in) and the largest percentage with more than two hours.

So what does that mean for parents who still endure the homework wars at home?

Read More: Teaching Your Kids How To Deal with School Stress

It means that sometimes kids who are on a rigorous college-prep track, probably are receiving more homework, but the statistics are melding it with the kids who are receiving no homework. And on our survey, 64% of students reported that their parents couldn’t help them with their work. This is where the real homework wars lie—not just the amount, but the ability to successfully complete assignments and feel success.

Parents want to figure out how to help their children manage their homework stress and learn the material.

Our Top 4 Tips for Ending Homework Wars

1. have a routine..

Every parenting advice article you will ever read emphasizes the importance of a routine. There’s a reason for that: it works. A routine helps put order into an often disorderly world. It removes the thinking and arguing and “when should I start?” because that decision has already been made. While routines must be flexible to accommodate soccer practice on Tuesday and volunteer work on Thursday, knowing in general when and where you, or your child, will do homework literally removes half the battle.

2. Have a battle plan.

Overwhelmed students look at a mountain of homework and think “insurmountable.” But parents can look at it with an outsider’s perspective and help them plan. Put in an extra hour Monday when you don’t have soccer. Prepare for the AP Chem test on Friday a little at a time each evening so Thursday doesn’t loom as a scary study night (consistency and repetition will also help lock the information in your brain). Start reading the book for your English report so that it’s underway. Go ahead and write a few sentences, so you don’t have a blank page staring at you. Knowing what the week will look like helps you keep calm and carry on.

3. Don’t be afraid to call in reserves.

You can’t outsource the “battle” but you can outsource the help ! We find that kids just do better having someone other than their parents help them —and sometimes even parents with the best of intentions aren’t equipped to wrestle with complicated physics problem. At The Princeton Review, we specialize in making homework time less stressful. Our tutors are available 24/7 to work one-to-one in an online classroom with a chat feature, interactive whiteboard, and the file sharing tool, where students can share their most challenging assignments.

4. Celebrate victories—and know when to surrender.

Students and parents can review completed assignments together at the end of the night -- acknowledging even small wins helps build a sense of accomplishment. If you’ve been through a particularly tough battle, you’ll also want to reach reach a cease-fire before hitting your bunk. A war ends when one person disengages. At some point, after parents have provided a listening ear, planning, and support, they have to let natural consequences take their course. And taking a step back--and removing any pressure a parent may be inadvertently creating--can be just what’s needed.

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How Much Homework Is Too Much for Our Teens?

Here's what educators and parents can do to help kids find the right balance between school and home.

Does Your Teen Have Too Much Homework?

Today’s teens are under a lot of pressure.

They're under pressure to succeed, to win, to be the best and to get into the top colleges. With so much pressure, is it any wonder today’s youth report being under as much stress as their parents? In fact, during the school year, teens say they experience stress levels higher than those reported by adults, according to a previous American Psychological Association "Stress in America" survey.

Odds are if you ask a teen what's got them so worked up, the subject of school will come up. School can cause a lot of stress, which can lead to other serious problems, like sleep deprivation . According to the National Sleep Foundation, teens need between eight and 10 hours of sleep each night, but only 15 percent are even getting close to that amount. During the school week, most teens only get about six hours of zzz’s a night, and some of that sleep deficit may be attributed to homework.

When it comes to school, many adults would rather not trade places with a teen. Think about it. They get up at the crack of dawn and get on the bus when it’s pitch dark outside. They put in a full day sitting in hours of classes (sometimes four to seven different classes daily), only to get more work dumped on them to do at home. To top it off, many kids have after-school obligations, such as extracurricular activities including clubs and sports , and some have to work. After a long day, they finally get home to do even more work – schoolwork.

[Read: What Parents Should Know About Teen Depression .]

Homework is not only a source of stress for students, but it can also be a hassle for parents. If you are the parent of a kid who strives to be “perfect," then you know all too well how much time your child spends making sure every bit of homework is complete, even if it means pulling an all-nighter. On the flip side, if you’re the parent of a child who decided that school ends when the last bell rings, then you know how exhausting that homework tug-of-war can be. And heaven forbid if you’re that parent who is at their wit's end because your child excels on tests and quizzes but fails to turn in assignments. The woes of academics can go well beyond the confines of the school building and right into the home.

This is the time of year when many students and parents feel the burden of the academic load. Following spring break, many schools across the nation head into the final stretch of the year. As a result, some teachers increase the amount of homework they give. The assignments aren’t punishment, although to students and parents who are having to constantly stay on top of their kids' schoolwork, they can sure seem that way.

From a teacher’s perspective, the assignments are meant to help students better understand the course content and prepare for upcoming exams. Some schools have state-mandated end of grade or final tests. In those states these tests can account for 20 percent of a student’s final grade. So teachers want to make sure that they cover the entire curriculum before that exam. Aside from state-mandated tests, some high school students are enrolled in advanced placement or international baccalaureate college-level courses that have final tests given a month or more before the end of the term. In order to cover all of the content, teachers must maintain an accelerated pace. All of this means more out of class assignments.

Given the challenges kids face, there are a few questions parents and educators should consider:

Is homework necessary?

Many teens may give a quick "no" to this question, but the verdict is still out. Research supports both sides of the argument. Personally, I would say, yes, some homework is necessary, but it must be purposeful. If it’s busy work, then it’s a waste of time. Homework should be a supplemental teaching tool. Too often, some youth go home completely lost as they haven’t grasped concepts covered in class and they may become frustrated and overwhelmed.

For a parent who has been in this situation, you know how frustrating this can be, especially if it’s a subject that you haven’t encountered in a while. Homework can serve a purpose such as improving grades, increasing test scores and instilling a good work ethic. Purposeful homework can come in the form of individualizing assignments based on students’ needs or helping students practice newly acquired skills.

Homework should not be used to extend class time to cover more material. If your child is constantly coming home having to learn the material before doing the assignments, then it’s time to contact the teacher and set up a conference. Listen when kids express their concerns (like if they say they're expected to know concepts not taught in class) as they will provide clues about what’s happening or not happening in the classroom. Plus, getting to the root of the problem can help with keeping the peace at home too, as an irritable and grumpy teen can disrupt harmonious family dynamics .

[Read: What Makes Teens 'Most Likely to Succeed?' ]

How much is too much?

According to the National PTA and the National Education Association, students should only be doing about 10 minutes of homework per night per grade level. But teens are doing a lot more than that, according to a poll of high school students by the organization Statistic Brain . In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast, some polls have shown that U.S. high school students report doing about seven hours of homework per week.

Much of a student's workload boils down to the courses they take (such as advanced or college prep classes), the teaching philosophy of educators and the student’s commitment to doing the work. Regardless, research has shown that doing more than two hours of homework per night does not benefit high school students. Having lots of homework to do every day makes it difficult for teens to have any downtime , let alone family time .

How do we respond to students' needs?

As an educator and parent, I can honestly say that oftentimes there is a mismatch in what teachers perceive as only taking 15 minutes and what really takes 45 minutes to complete. If you too find this to be the case, then reach out to your child's teacher and find out why the assignments are taking longer than anticipated for your child to complete.

Also, ask the teacher about whether faculty communicate regularly with one another about large upcoming assignments. Whether it’s setting up a shared school-wide assignment calendar or collaborating across curriculums during faculty meetings, educators need to discuss upcoming tests and projects, so students don’t end up with lots of assignments all competing for their attention and time at once. Inevitably, a student is going to get slammed occasionally, but if they have good rapport with their teachers, they will feel comfortable enough to reach out and see if alternative options are available. And as a parent, you can encourage your kid to have that dialogue with the teacher.

Often teens would rather blend into the class than stand out. That’s unfortunate because research has shown time and time again that positive teacher-student relationships are strong predictors of student engagement and achievement. By and large, most teachers appreciate students advocating for themselves and will go the extra mile to help them out.

Can there be a balance between home and school?

Students can strike a balance between school and home, but parents will have to help them find it. They need your guidance to learn how to better manage their time, get organized and prioritize tasks, which are all important life skills. Equally important is developing good study habits. Some students may need tutoring or coaching to help them learn new material or how to take notes and study. Also, don’t forget the importance of parent-teacher communication. Most educators want nothing more than for their students to succeed in their courses.

Learning should be fun, not mundane and cumbersome. Homework should only be given if its purposeful and in moderation. Equally important to homework is engaging in activities, socializing with friends and spending time with the family.

[See: 10 Concerns Parents Have About Their Kids' Health .]

Most adults don’t work a full-time job and then go home and do three more hours of work, and neither should your child. It's not easy learning to balance everything, especially if you're a teen. If your child is spending several hours on homework each night, don't hesitate to reach out to teachers and, if need be, school officials. Collectively, we can all work together to help our children de-stress and find the right balance between school and home.

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Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

Print article

You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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Top 10 Stress Management Techniques for Students

Elizabeth Scott, PhD is an author, workshop leader, educator, and award-winning blogger on stress management, positive psychology, relationships, and emotional wellbeing.

Akeem Marsh, MD, is a board-certified child, adolescent, and adult psychiatrist who has dedicated his career to working with medically underserved communities.

Most students experience significant amounts of stress. This can significantly affect their health, happiness, relationships, and grades. Learning stress management techniques can help these students avoid negative effects in these areas.

Why Stress Management Is Important for Students

A study by the American Psychological Association (APA) found that teens report stress levels similar to adults. This means teens are experiencing significant levels of chronic stress and feel their stress levels generally exceed their ability to cope effectively .

Roughly 30% of the teens reported feeling overwhelmed, depressed, or sad because of their stress.

Stress can also affect health-related behaviors. Stressed students are more likely to have problems with disrupted sleep, poor diet, and lack of exercise. This is understandable given that nearly half of APA survey respondents reported completing three hours of homework per night in addition to their full day of school work and extracurriculars.

Common Causes of Student Stress

Another study found that much of high school students' stress originates from school and activities, and that this chronic stress can persist into college years and lead to academic disengagement and mental health problems.

Top Student Stressors

Common sources of student stress include:

• Extracurricular activities
• Social challenges
• Transitions (e.g., graduating, moving out , living independently)
• Relationships
• Pressure to succeed

High school students face the intense competitiveness of taking challenging courses, amassing impressive extracurriculars, studying and acing college placement tests, and deciding on important and life-changing plans for their future. At the same time, they have to navigate the social challenges inherent to the high school experience.

This stress continues if students decide to attend college. Stress is an unavoidable part of life, but research has found that increased daily stressors put college-aged young adults at a higher risk for stress than other age groups.

Making new friends, handling a more challenging workload, feeling pressured to succeed, being without parental support, and navigating the stresses of more independent living are all added challenges that make this transition more difficult. Romantic relationships always add an extra layer of potential stress.

Students often recognize that they need to relieve stress . However, all the activities and responsibilities that fill a student’s schedule sometimes make it difficult to find the time to try new stress relievers to help dissipate that stress.

10 Stress Management Techniques for Students

Here you will learn 10 stress management techniques for students. These options are relatively easy, quick, and relevant to a student’s life and types of stress .

Get Enough Sleep

Blend Images - Hill Street Studios / Brand X Pictures / Getty Images

Students, with their packed schedules, are notorious for missing sleep. Unfortunately, operating in a sleep-deprived state puts you at a distinct disadvantage. You’re less productive, may find it more difficult to learn, and may even be a hazard behind the wheel.

Research suggests that sleep deprivation and daytime sleepiness are also linked to impaired mood, higher risk for car accidents, lower grade point averages, worse learning, and a higher risk of academic failure.

Don't neglect your sleep schedule. Aim to get at least 8 hours a night and take power naps when needed.

Use Guided Imagery

David Malan / Getty Images

Guided imagery can also be a useful and effective tool to help stressed students cope with academic, social, and other stressors. Visualizations can help you calm down, detach from what’s stressing you, and reduce your body’s stress response.

You can use guided imagery to relax your body by sitting in a quiet, comfortable place, closing your eyes, and imagining a peaceful scene. Spend several minutes relaxing as you enjoy mentally basking in your restful image.

Consider trying a guided imagery app if you need extra help visualizing a scene and inducting a relaxation response. Research suggests that such tools might be an affordable and convenient way to reduce stress.

Exercise Regularly

One of the healthiest ways to blow off steam is to get regular exercise . Research has found that students who participate in regular physical activity report lower levels of perceived stress. While these students still grapple with the same social, academic, and life pressures as their less-active peers, these challenges feel less stressful and are easier to manage.

Finding time for exercise might be a challenge, but there are strategies that you can use to add more physical activity to your day. Some ideas that you might try include:

• Doing yoga in the morning
• Walking or biking to class
• Reviewing for tests with a friend while walking on a treadmill at the gym
• Taking an elective gym class focused on leisure sports or exercise
• Joining an intramural sport

Exercise can help buffer against the negative effects of student stress. Starting now and keeping a regular exercise practice throughout your lifetime can help you live longer and enjoy your life more.

Take Calming Breaths

When your body is experiencing a stress response, you’re often not thinking as clearly as you could be. You are also likely not breathing properly. You might be taking short, shallow breaths. When you breathe improperly, it upsets the exchange of oxygen and carbon dioxide in your body.

Studies suggest this imbalance can contribute to various physical symptoms, including increased anxiety, fatigue, stress, emotional problems, and panic attacks.

A quick way to calm down is to practice breathing exercises . These can be done virtually anywhere to relieve stress in minutes.

Because they are fast-acting, breathing exercises are a great way to cope with moments of acute stress , such as right before an exam or presentation. But they can also help manage longer-lasting stress such as dealing with relationships, work, or financial problems.

Practice Progressive Muscle Relaxation (PMR)

Another great stress management technique for students that can be used during tests, before bed, or at other times when stress has you physically wound up is progressive muscle relaxation ( PMR ).

This technique involves tensing and relaxing all muscles until the body is completely relaxed. With practice, you can learn to release stress from your body in seconds. This can be particularly helpful for students because it can be adapted to help relaxation efforts before sleep for a deeper sleep.

Once a person learns how to use PMR effectively, it can be a quick and handy way to induce relaxation in any stressful situation, such as bouts of momentary panic before a speech or exam, dealing with a disagreement with your roommate, or preparing to discuss a problem with your academic advisor.

Listen to Music

A convenient stress reliever that has also shown many cognitive benefits, music can help relieve stress and calm yourself down or stimulate your mind depending on what you need in the moment.

Research has found that playing upbeat music can improve processing speed and memory. Stressed students may find that listening to relaxing music can help calm the body and mind. One study found that students who listened to the sounds of relaxing music were able to recover more quickly after a stressful situation.

Students can harness the benefits of music by playing classical music while studying, playing upbeat music to "wake up" mentally, or relaxing with the help of their favorite slow melodies.

Build Your Support Network

Halfpoint Images / Getty Images

Having emotional support can help create a protective buffer against stress. Unfortunately,  interpersonal relationships can also sometimes be a source of anxiety for students. Changes in friendships, romantic breakups, and life transitions such as moving away for college can create significant upheaval and stress for students.

One way to combat feelings of loneliness and make sure that you have people to lean on in times of need is to expand your support network and nurture your relationships.

Look for opportunities to meet new people, whether it involves joining study groups or participating in other academic, social, and leisure activities.

Remember that different types of relationships offer differing types of support . Your relationships with teachers, counselors, and mentors can be a great source of information and resources that may help you academically. Relationships with friends can provide emotional and practical support.

Widening your social circle can combat student stress on various fronts and ensure you have what you need to succeed.

Eat a Healthy Diet

Niedring/Drentwett / Getty Images

You may not realize it, but your diet can either boost your brainpower or sap you of mental energy. It can also make you more reactive to the stress in your life. As a result, you might find yourself turning to high-sugar, high-fat snacks to provide a temporary sense of relief.

A healthy diet can help combat stress in several ways. Improving your diet can keep you from experiencing diet-related mood swings, light-headedness, and more.

Unfortunately, students are often prone to poor dietary habits. Feelings of stress can make it harder to stick to a consistently healthy diet, but other concerns such as finances, access to cooking facilities, and time to prepare healthy meals can make it more challenging for students.

Some tactics that can help students make healthy choices include:

• Eating regularly
• Carrying a water bottle to class
• Keeping healthy snacks such as fruits and nuts handy
• Limiting caffeine, nicotine, and alcohol intake

Find Ways to Minimize Stress

One way to improve your ability to manage student stress is to look for ways you cut stress out of your life altogether. Evaluate the things that are bringing stress or anxiety into your life. Are they necessary? Are they providing more benefits than the toll they take on your mental health? If the answer is no, sometimes the best option is just to ditch them altogether.

This might mean cutting some extracurricular activities out of your schedule. It might mean limiting your use of social media. Or it might mean learning to say no to requests for your time, energy, and resources. 

While it might be challenging at first, learning how to prioritize yourself and your mental well-being is an important step toward reducing your stress.

Try Mindfulness

When you find yourself dealing with stress—whether it's due to academics, relationships, financial pressures, or social challenges—becoming more aware of how you feel in the moment may help you respond more effectively.

Mindfulness involves becoming more aware of the present moment. Rather than judging, reacting, or avoiding problems, the goal is to focus on the present, become more aware of how you are feeling, observe your reactions, and accept these feelings without passing judgment on them.

Research suggests that mindfulness-based stress management practices can be a useful tool for reducing student stress. Such strategies may also help reduce feelings of anxiety and depression.

A Word From Verywell

It is important to remember that stress isn't the same for everyone. Figuring out what works for you may take some trial and error. A good start is to ensure that you are taking care of yourself physically and emotionally and to experiment with different stress relief strategies to figure out what works best to help you feel less stressed.

If stress and anxiety are causing distress or making it difficult to function in your daily life, it is important to seek help. Many schools offer resources that can help, including face-to-face and online mental health services. You might start by talking to your school counselor or student advisor about the stress you are coping with. You can also talk to a parent, another trusted adult, or your doctor.

If you or a loved one are struggling with anxiety, contact the  Substance Abuse and Mental Health Services Administration (SAMHSA) National Helpline  at 1-800-662-4357 for information on support and treatment facilities in your area.

For more mental health resources, see our  National Helpline Database .

American Psychological Association. Stress in America: Are Teens Adopting Adults' Stress Habits?

Leonard NR, Gwadz MV, Ritchie A, et al. A multi-method exploratory study of stress, coping, and substance use among high school youth in private schools . Front Psychol. 2015;6:1028. doi:10.3389/fpsyg.2015.01028

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By Elizabeth Scott, PhD Elizabeth Scott, PhD is an author, workshop leader, educator, and award-winning blogger on stress management, positive psychology, relationships, and emotional wellbeing.

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.

Full coverage of the coronavirus outbreak

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. 

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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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

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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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Does Homework Cause Stress? Exploring the Impact on Students’ Mental Health

How much homework is too much?

Jump to: The Link Between Homework and Stress | Homework’s Impact on Mental Health | Benefits of Homework | How Much Homework Should Teacher’s Assign? | Advice for Students | How Healium Helps

Homework has become a matter of concern for educators, parents, and researchers due to its potential effects on students’ stress levels. It’s no secret that students often find themselves grappling with high levels of stress and anxiety throughout their academic careers, so understanding the extent to which homework affects those stress levels is important. 

By delving into the latest research and understanding the underlying factors at play, we hope to provide valuable insights for educators, parents, and students who are wondering about how much stress homework is causing in their lives.

The Link Between Homework and Stress: What the Research Says

Over the years, numerous studies have been conducted to investigate the relationship between homework and stress levels in students. 

One study published in the Journal of Experimental Education found that students who reported spending more than two hours per night on homework experienced higher stress levels and physical health issues . Those same students reported over three hours of homework a night on average.

This study, conducted by Stanford lecturer Denise Pope, has been heavily cited throughout the years, with WebMD even producing the below video on the topic– part of their special report series on teens and stress : 

Additional studies published by Sleep Health Journal found that long hours on homework on may be a risk factor for depression while also suggesting that reducing workload outside of class may benefit sleep and mental fitness .

Lastly, a study presented by Frontiers in Psychology highlighted significant health implications for high school students facing chronic stress, including emotional exhaustion and alcohol and drug use.

Overall, it appears clear that the answer to whether or not homework is a significant stressor for students is “Yes, depending on the workload assigned to students.” As such, teachers and parents alike should be wary of how much work they are truly putting on the shoulders of teenagers. 

Homework’s Impact on Mental Health and Well-being

Homework-induced stress on students is far-reaching and involves both psychological and physiological side effects. 

1. Potential Psychological Effects of Homework-Induced Stress:

• Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming.

• Sleep Disturbances : Homework-related stress can disrupt students’ sleep patterns, leading to sleep anxiety or sleep deprivation, both of which can negatively impact cognitive function and emotional regulation.

• Reduced Motivation: Excessive homework demands can drain students’ motivation, causing them to feel fatigued and disengaged from their studies. Reduced motivation may lead to a lack of interest in learning, hindering overall academic performance.

2. Potential Physical Effects of Homework-Induced Stress:

• Impaired Immune Function: Prolonged stress can weaken the immune system, making students more susceptible to illnesses and infections.

• Disrupted Hormonal Balance : The body’s stress response triggers the release of hormones like cortisol, which, when chronically elevated due to stress, can disrupt the delicate hormonal balance and lead to various health issues.

• Gastrointestinal Disturbances: Stress has been known to affect the gastrointestinal system, leading to symptoms such as stomachaches, nausea, and other digestive problems.

• Cardiovascular Impact: The increased heart rate and elevated blood pressure associated with stress can strain the cardiovascular system, potentially increasing the risk of heart-related issues in the long run.

• Brain impact: Prolonged exposure to stress hormones may impact the brain’s functioning , affecting memory, concentration, and cognitive abilities.

The Benefits of Homework

It’s important to note that homework also offers many benefits that contribute to students’ academic growth and development, such as: 

• Development of Time Management Skills: Completing homework within specified deadlines encourages students to manage their time efficiently. This valuable skill extends beyond academics and becomes essential in various aspects of life.

• Preparation for Future Challenges : Homework helps prepare students for future academic challenges and responsibilities. It fosters a sense of discipline and responsibility, qualities that are crucial for success in higher education and professional life.

• Enhanced Problem-Solving Abilities: Homework often presents students with challenging problems to solve. Tackling these problems independently nurtures critical thinking and problem-solving skills.

However, while homework can foster discipline, time management, and self-directed learning, it is crucial to strike a balance that promotes both academic growth and mental well-being .

How Much Homework Should Teachers Assign?

As a general guideline, educators should consider assigning a workload that allows students to grasp concepts effectively without overwhelming them . Quality over quantity is key, ensuring that homework assignments are purposeful, relevant, and targeted towards specific objectives. 

Advice for Students: How to balance Homework and Well-being

Finding a balance between academic responsibilities and well-being is crucial for students. Here are some practical tips and techniques to help manage homework-related stress and foster a healthier approach to learning:

• Effective Time Management : Encourage students to create a structured study schedule that allocates sufficient time for homework, breaks, and other activities. Prioritizing tasks and setting realistic goals can prevent last-minute rushes and reduce the feeling of being overwhelmed.

• Break Tasks into Smaller Chunks : Large assignments can be daunting and may contribute to stress. Students should break such tasks into smaller, manageable parts. This approach not only makes the workload seem less intimidating but also provides a sense of accomplishment as each section is completed.

• Find a Distraction-Free Zone : Establish a designated study area that is free from distractions like smartphones, television, or social media. This setting will improve focus and productivity, reducing time needed to complete homework.

• Be Active : Regular exercise is known to reduce stress and enhance mood. Encourage students to incorporate physical activity into their daily routine, whether it’s going for a walk, playing a sport, or doing yoga.

• Practice Mindfulness and Relaxation Techniques : Encourage students to engage in mindfulness practices, such as deep breathing exercises or meditation, to alleviate stress and improve concentration. Taking short breaks to relax and clear the mind can enhance overall well-being and cognitive performance.

• Seek Support : Teachers, parents, and school counselors play an essential role in supporting students. Create an open and supportive environment where students feel comfortable expressing their concerns and seeking help when needed.

How Healium is Helping in Schools

We find it gratifying to not only explore the impact of homework on stress levels but also to take part in the solution. Our innovative mental fitness tool is playing a role in teaching students how to learn to self-regulate their stress and downshift in a drugless way. Schools implementing Healium have seen improvements in student outcomes, from supporting dysregulated students and ADHD challenges to empowering students with body awareness and learning to self-regulate stress . Here’s one of their stories. 

By providing students with the tools they need to self-manage stress and anxiety, we represent a forward-looking approach to education that prioritizes the holistic development of every student. Healium equips students with vital skills that will serve them well beyond the classroom. 

To learn more about how Healium works, watch the video below!

About the Author

Sarah Hill , a former interactive TV news journalist at NBC, ABC, and CBS affiliates in Missouri, gained recognition for pioneering interactive news broadcasting using Google Hangouts. She is now the CEO of Healium, the world’s first biometrically powered VR/AR channel, helping those with stress, anxiety, insomnia, and other struggles through biofeedback storytelling. With patents, clinical validation, and over seven million views, she has reshaped the landscape of immersive media.

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March 13, 2024

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Study tracks shifts in student mental health during college

by Dartmouth College

A four-year study by Dartmouth researchers captures the most in-depth data yet on how college students' self-esteem and mental health fluctuates during their four years in academia, identifying key populations and stressors that the researchers say administrators could target to improve student well-being.

The study also provides among the first real-time accounts of how the coronavirus pandemic affected students' behavior and mental health. The stress and uncertainty of COVID-19 resulted in long-lasting behavioral changes that persisted as a "new normal" even as the pandemic diminished, including feeling more stressed, less socially engaged, and sleeping more.

The researchers tracked more than 200 Dartmouth undergraduates in the classes of 2021 and 2022 for all four years of college. Students volunteered to let a specially developed app called StudentLife tap into the sensors that are built into smartphones. The app cataloged their daily physical and social activity , how long they slept, their location and travel, the time they spent on their phone, and how often they listened to music or videos. Students also filled out weekly behavioral surveys, and selected students gave post-study interviews.

The study—which is the longest mobile-sensing study ever conducted—is published in Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies .

The researchers will present it at the Association of Computing Machinery's UbiComp/ISWC 2024 conference in Melbourne, Australia, in October. The team made their anonymized data set publicly available —including self-reports, surveys, and phone-sensing and brain-imaging data—to help advance research into the mental health of students during their college years.

Andrew Campbell, the paper's senior author and Dartmouth's Albert Bradley 1915 Third Century Professor of Computer Science said that the study's extensive data reinforces the importance of college and university administrators across the country being more attuned to how and when students' mental well-being changes during the school year.

"For the first time, we've produced granular data about the ebb and flow of student mental health. It's incredibly dynamic—there's nothing that's a steady state through the term, let alone through the year," he said. "These sorts of tools will have a tremendous impact on projecting forward and developing much more data-driven ways to intervene and respond exactly when students need it most."

First-year and female students are especially at risk for high anxiety and low self-esteem , the study finds. Among first-year students, self-esteem dropped to its lowest point in the first weeks of their transition from high school to college but rose steadily every semester until it was about 10% higher by graduation.

"We can see that students came out of high school with a certain level of self-esteem that dropped off to the lowest point of the four years. Some said they started to experience 'imposter syndrome' from being around other high-performing students," Campbell said. "As the years progress, though, we can draw a straight line from low to high as their self-esteem improves. I think we would see a similar trend class over class. To me, that's a very positive thing."

Female students—who made up 60% of study participants—experienced, on average, 5% greater stress levels and 10% lower self-esteem than male students. More significantly, the data show that female students tended to be less active, with male students walking 37% more often.

Sophomores were 40% more socially active compared to their first year, the researchers report. However, these students also reported feeling 13% more stressed than during their first year as their workload increased, they felt pressure to socialize, or as first-year social groups dispersed.

One student in a sorority recalled that having pre-arranged activities "kind of adds stress as I feel like I should be having fun because everyone tells me that it is fun." Another student noted that after the first year," students have more access to the whole campus, and that is when you start feeling excluded from things."

In a novel finding, the researchers identify an "anticipatory stress spike" of 17% experienced in the last two weeks of summer break. While still lower than mid-academic year stress, the spike was consistent across different summers.

In post-study interviews, some students pointed to returning to campus early for team sports. Others specified reconnecting with family and high school friends during their first summer home, saying they felt "a sense of leaving behind the comfort and familiarity of these long-standing friendships" as the break ended, the researchers report.

"This is a foundational study," said Subigya Nepal, first author of the study and a Ph.D. candidate in Campbell's research group. "It has more real-time granular data than anything we or anyone else has provided before. We don't know yet how it will translate to campuses nationwide, but it can be a template for getting the conversation going."

The depth and accuracy of the study data suggest that mobile-sensing software could eventually give universities the ability to create proactive mental-health policies specific to certain student populations and times of year, Campbell said.

For example, a paper Campbell's research group published in 2022 based on StudentLife data showed that first-generation students experienced lower self-esteem and higher levels of depression than other students throughout their four years of college.

"We will be able to look at campus in much more nuanced ways than waiting for the results of an annual mental health study and then developing policy," Campbell said. "We know that Dartmouth is a small and very tight-knit campus community. But if we applied these same methods to a college with similar attributes, I believe we would find very similar trends."

Weathering the pandemic

When students returned home at the start of the coronavirus pandemic, the researchers found that self-esteem actually increased during the pandemic by 5% overall and by another 6% afterward when life returned closer to what it was before. One student suggested in their interview that getting older came with more confidence. Others indicated that being home led to them spending more time with friends, talking on the phone, on social media, or streaming movies together.

The data show that phone usage—measured by the duration a phone was unlocked—indeed increased by nearly 33 minutes, or 19%, during the pandemic, while time spent in physical activity dropped by 52 minutes, or 27%. By 2022, phone usage fell from its pandemic peak to just above pre-pandemic levels, while engagement in physical activity had recovered to exceed the pre-pandemic period by three minutes.

Despite reporting higher self-esteem, students' feelings of stress increased by more than 10% during the pandemic. Since the pandemic, stress fell by less than 2% of its pandemic peak, indicating that the experience had a lasting impact on student well-being, the researchers report.

In early 2021, as students returned to campus, the reunion with friends and community was tempered by an overwhelming concern of the still-rampant coronavirus. "There was the first outbreak in winter 2021 and that was terrifying," one student recalls. Another student adds, "You could be put into isolation for a long time even if you did not have COVID. Everyone was afraid to contact-trace anyone else in case they got mad at each other."

Female students were especially concerned about the coronavirus, on average 13% more than male students. "Even though the girls might have been hanging out with each other more, they are more aware of the impact," one female student reported. "I actually had COVID and exposed some friends of mine. All the girls that I told tested as they were worried. They were continually checking up to make sure that they did not have it and take it home to their family."

Students still learning remotely had social levels 16% higher than students on campus, who engaged in activity an average of 10% less often than when they were learning from home. However, on-campus students used their phones 47% more often. When interviewed after the study, these students reported spending extended periods of time video-calling or streaming movies with friends and family.

Social activity and engagement had not yet returned to pre-pandemic levels by the end of the study in June 2022, recovering by a little less than 3% after a nearly 10% drop during the pandemic. Similarly, the pandemic seems to have made students stick closer to home, with their distance traveled cut by nearly half during the pandemic and holding at that level in the time since.

Campbell and several of his fellow researchers are now developing a smartphone app known as MoodCapture that uses artificial intelligence paired with facial-image processing software to reliably detect the onset of depression before the user even knows something is wrong.

Provided by Dartmouth College

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• Mental Health

Why Zero Stress Shouldn’t Be Your Goal

H ow many times have you heard that squashing stress is crucial for good health? Stress has become such a wellness buzzword that the quest to get rid of it can feel, well, stressful. But stress isn’t always the enemy. In fact, research suggests some is actually good for you , with potential benefits ranging from enhanced brain function to healthier aging .

In recent decades, some people have grown overly fearful of stress, concluding that it's "the most horrible thing that can happen to you," says Daniela Kaufer, a professor of integrative biology at the University of California, Berkeley. But “it’s a much more complex story," she says. "Stress is a vital, required response.”

What is stress, anyway?

For one thing, it’s ubiquitous: research suggests people feel at least some stress on up to 90% of their days. But what’s actually going on in your body when you’re dealing with family drama or work deadlines?

In a high-stakes situation, your brain directs the adrenal glands to release hormones including adrenaline, causing physiological changes throughout the body that lead to the sweaty palms, fast breathing, and racing heart many people experience when they’re under pressure. The body also releases oxytocin , or the "bonding hormone," during times of stress.

When stress festers for a long time, unaddressed, it’s linked to mental and physical health issues, even raising your risk for chronic conditions like heart disease . But in an immediate sense, a stress response is vital. It can help you power through a hard time or even escape physical danger. And, when acute stress is managed well, it can set you up for better health and well-being in the future.

How stress improves health

In toxicology, there’s a phenomenon known as “hormesis,” which describes substances that are beneficial at low doses but dangerous at high doses. Assaf Oshri, an associate professor of human development and family science at the University of Georgia, has applied that concept to his research on adversity , demonstrating that it works in largely the same way.

Chronic stress, as well as stress resulting from highly traumatic experiences, can be damaging—but moderate amounts of stress can benefit the body and mind, improving cognitive function and boosting resilience , according to Oshri's work. In studies on rats , Kaufer has also demonstrated that acute stress may help the brain work better and prime animals for better reactions next time they encounter stressors.

“ Resilience is a process. It’s not a trait,” Oshri says. “It emerges from your interactions with the environment.” If people aren’t exposed to any stress, he says, they may not build up that resilience muscle. If they’re exposed to too much—or to particularly traumatic forms, like abuse or discrimination—their well-being may suffer. But there seems to be a sweet spot in between, where stress fortifies psychological health and helps people bounce back from difficult situations. (Exactly where that sweet spot is may vary from person to person, Oshri says.)

Even physical health can benefit from some level of stress. Exercising is, at its core, a process of putting stress on the body so it can grow stronger. And some studies also show that short-term stress exposure boosts immune function.

How you deal with stress matters

It’s not just the amount of pressure you’re under that influences well-being; it’s also how you respond to it. Studies have shown that people who believe they can learn and grow from hard experiences fare better during challenging times, as opposed to those who view stressors as completely negative.

Still, it’s okay—even healthy—to be a little rattled by life’s curveballs. A 2024 study found that there’s a “Goldilocks zone” when it comes to emotional responses to stress. People who tend to have either extremely strong or extremely weak reactions to challenging situations are at increased risk of poor health and well-being, explains co-author Jonathan Rush, an assistant professor of psychology at the University of Victoria in Canada. People in the middle, who respond a little but not too much, tend to be healthiest, he says.

“One of the main purposes of having emotions is that they alert us to things in our environment” so we can deal with them appropriately, Rush says. Blocking out your emotions entirely is akin to ignoring a leaky faucet in your bathroom: “eventually,” Rush says, “you’re going to have a flood in your home.”

Mindfulness practices like yoga and meditation can help people cultivate a balance between going off and shutting down in the face of stress, Rush says. Mindfulness isn’t about ignoring negative feelings, but rather acknowledging them so you can manage them in healthier ways, he explains.

Leaning on loved ones during tough times is important too, Kaufer adds, since social support can serve as a buffer against the negative effects of stress and trauma. And if you can, she says, remind yourself that stress is a difficult but necessary part of life.

“You can’t choose exactly what happens to you, but you can choose your response in the moment,” Kaufer says. “Having the idea that you can overcome things, you can grow from things, whatever happens you will have a path forward”—that’s what matters most.

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