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Is Homework Bad? Here Is What Research Says

By Med Kharbach, PhD | Last Update: April 30, 2024

Homework is a controversial topic and the object of differing opinions among teachers, parents, and educators . While some highly value it considering it key in scholarly achievement and academic performance, others view it as a nuisance to students’ independence and a cause for unwarranted emotional and physical stress for kids. 

The controversy surrounding homework does not only revolve around its value, but also around questions such as: How much homework is enough homework? How much time should be allotted to homework? How frequent should homework be assigned? Does help from others (e.g., parents or other students) undermine the value of homework? Should homework be banned? Should kids be assigned homework? and many more.

However, as the research cited in this article demonstrates, homework, controversial as it is, has some benefits for students although these benefits differ according to various factors including students age, skill and grade level, students socio-economic status, purpose behind homework, duration of the homework, among other considerations. In this article, I cover some of the key issues related to homework and provide research resources to help teachers and parents learn more about homework.

What Does Homework Mean? 

According to Cooper (1989), homework is defined as “tasks assigned to students by school teachers that are meant to be carried out during non-school hours”. Cooper’s definition is similar to the one found in Cambridge Dictionary which defines homework as “work that teachers give their students to do at home” or as “studying that students do at home to prepare for school”.

There is way more to homework than what these general definitions outline. Homework assignments are not equal and there are various variables that can affect the value and effectiveness of homework.

Some of these variables, according to Blazer (2009) , include difficulty level of assigned tasks, skill and subject areas covered, completion timeframe (short or long term), degree of autonomy and individualization, social context (done independently or with the help of others), obligatory or voluntary, whether it will be submitted for grading or not, among other variables.

Is Homework Bad?

Going through the scholarly literature and regardless of the disagreement and controversies the topic of homework raises, there is a growing consensus that homework has some benefits , especially for students in middle and high school ( National Education Association ).

One of the most comprehensive research studies on homework is a meta-analysis done by professor Harris Cooper and his colleagues (2006) and published in the journal Review of Educational Research .

In this study, Cooper et al analyzed a large pool of research studies on homework conducted in the United States between between 1987 and 2003. Their findings indicate the existence of ‘a positive influence of homework on achievement’.

The influence is mainly noticed in students in grades 7-12 and less in students grades K-6. However, even though kids benefit less from homework, Cooper et al. confirm the importance of some form of homework for students of all ages.

What Is The Purpose of Homework? 

There are several reasons for assigning homework. Some of these reasons according to Blazer include:

– Review and reinforce materials learned in class – Check students understanding and assess their skills and knowledge – Enhance students study skills – Provide students with learning opportunities where they can use their newly acquired skills to explore new insights. – Enable students to hone in their search skills and apply them to find resources on an assigned topic – Help students develop social emotional learning skills – Enable students to develop functional study habits and life skills. These include time management and organization skills, problem solving skills, self-discipline, accountability, self-confidence, communication skills, critical thinking skills, inquisitiveness, among others.

Drawbacks of Homework  

Critics of homework argue that it has less value and can result in negative consequences. In her literature review, Blazer (2009) summarized some of these drawbacks in the following points:

– Homework can cause emotional and physical fatigue – Homework takes away from kids’ leisure time and interferes with their natural development. – Homework can drive students to develop negative attitudes towards school and learning. – Assigned homework prevents students from engaging in self-directed and independent learning. – Homework can interfere with students’ engagement in social activities including sports and community involvement. – Excessive homework can create tension and stress and lead to friction between parents and kids. – Homework may encourage a culture of cheating – Homework “can widen social inequalities. Compared to their higher income peers, students from lower income homes are more likely to work after school and less likely to have an environment conducive to studying”.

How Much Homework Should Students Have? 

According to Fernández-Alonso, Suárez-Álvarez and Muñiz ( 2015 ), spending 60 minutes per day doing homework is considered a reasonably effective time. However, the study also added that the amount of help and effort needed to do homework is key in this equation because “when it comes to homework”, as the authors concluded, “how is more important than how much”. 

This conclusion is congruent with several other studies (e.g., Farrow et al. (1999), that emphasize the idea that when doing homework, quality is more important than quantity. When the variables of time and effort are taken into account, the question of how much homework should students have becomes statistically irrelevant.

Catty Vatterott, author of Rethinking Homework: Best Practices that Support Diverse Needs , also advocates for quality over quantity when assigning homework tasks.She argues that instead of banning homework altogether, we can embrace a more open approach to homework; one that deemphasizes grading and differentiates tasks.

Along similar lines, studies have also confirmed the correlation between autonomy and positive performance. Autonomous students, that is those who can do homework on their own, are more likely to perform better academically (Fernández-Alonso, 2015; Dettmers et al.,2010, 2011; Trautwein & Lüdtke, 2007, (Xu, 2010a). Findings from these studies indicate that “students who need frequent or constant help with homework have worse academic results.” (Fernández-Alonso, 2015)

Besides the 60 minutes per day recommendation for older students, there is also the 10 minutes rule which, according to Harris Cooper , works by multiplying a kid’s grade by 10 to determine how much time they need for homework per day.

According to the 10 minute rule, first graders require 10 minutes per day of homework, second graders 20 minutes, and for each subsequent year you add another 10 minutes so that at the last year of high school, grade 12 students will have 2 hours of daily homework. As Cooper argues, “when you assign more than these levels, the law of diminishing returns or even negative effects – stress especially – begin to appear”.

The debate over homework is far from being settled and probably will never reach definitive conclusions. With that being said, l personally view homework as a heuristic for learning. It scaffolds classroom learning and helps students reinforce learned skills. For elementary students, homework should not be tied to any academic grades or achievement expectation.

In fact, kids’ homework assignments, if any, should align with the overall interests of kids in that it should support and include elements of play, fun, and exploration. Needless to mention that, once outside school, kids are to be given ample time to play, explore, and learn by doing.

As Cooper stated “A good way to think about homework is the way you think about medications or dietary supplements. If you take too little, they’ll have no effect. If you take too much, they can kill you. If you take the right amount, you’ll get better.”

Research on Homework 

The topic of homework has been the subject of several academic research studies. The following is a sample of some of these research studies:

• Blazer, C. (2009). Literature review: Homework. Miami, FL: Miami Dade County Public Schools.
• Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47, 85–91.
• Cooper, H., Robinson, J. C., & Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research, 1987–2003. Review of Educational Research, 76, 1– 62.
• Dettmers, S., Trautwein, U., Lüdtke, M., Kunter, M., & Baumert, J. (2010). Homework works if homework quality is high: Using multilevel modeling to predict the development of achievement in mathematics. Journal of Educational Psychology,
• Dettmers, S., Trautwein, U., & Lüdtke, O. (2009). The relationship between homework time and achievement is not universal: Evidence from multilevel analyses in 40 countries. School Effectiveness and School Improvement, 20, 375– 405.
• Epstein, J. L., & van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36, 181–193
• Farrow, S., Tymms, P., & Henderson, B. (1999). Homework and attainment in primary schools. British Educational Research Journal, 25, 323–341
• Goldstein, A. (1960). Does homework help? A review of research. The Elementary School Journal, 60, 212–224.
• Trautwein, U., & Köller, O. (2003). The relationship between homework and achievement: Still much of a mystery. Educational Psychology Review, 15, 115–145
• Warton, P. M. (2001). The forgotten voices in homework: Views of students. Educational Psychologist, 36, 155–165.
• Xu, J. (2013). Why do students have difficulties completing homework? The need for homework management. Journal of Education and Training Studies, 1, 98 –105.
• Zimmerman, B. J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficacy and perceived responsibility beliefs. Contemporary Educational Psychology, 30, 397– 417.
• Kralovec, E., & Buell, J. (2001). End Homework Now. Educational Leadership, 58(7), 39-42.
• Krashen, S. (2005). The Hard Work Hypothesis: Is Doing Your Homework Enough to Overcome the Effects of Poverty? Multicultural Education, 12(4), 16-19.
• Lenard, W. (1997). The Homework Scam. Teacher Magazine, 9(1), 60-61.
• Marzano, R.J., & Pickering, D.J. (2007). The Case For and Against Homework. Educational Leadership, 64(6), 74-79.
• Skinner, D. (2004). The Homework Wars. Public Interest, 154, Winter, 49-60.
• Corno, L. (1996). Homework is a Complicated Thing. Educational Researcher, 25(8), 27-30.
• Forster, K. (2000). Homework: A Bridge Too Far? Issues in Educational Research, 10(1), 21-37.
• Hoover-Dempsey, K.V., Battiato, A.C., Walker, J.M., Reed, R.P., DeLong, J.M., & Jones, K.P. (2001). Parent Involvement in Homework. Educational Psychologist, 36(3), 195-209.

Books on Homework 

Here are some interesting books that profoundly explore the concept of homework:

1. The Homework Myth: Why Our Kids Get Too Much of a Bad Thing , by Kohn (2006)

• 2. Rethinking Homework: Best Practices that Support Diverse Needs , by Catty Vatterot
• 3. The End of Homework: How Homework Disrupts Families, Overburdens Children, and Limits Learning , by Kralovec, E., & Buell, J. (2000)
• 4. The Case Against Homework: How Homework Is Hurting Children and What Parents Can Do About It , by Sara Bennett and Nancy Kalish

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Meet Med Kharbach, PhD

Dr. Med Kharbach is an influential voice in the global educational technology landscape, with an extensive background in educational studies and a decade-long experience as a K-12 teacher. Holding a Ph.D. from Mount Saint Vincent University in Halifax, Canada, he brings a unique perspective to the educational world by integrating his profound academic knowledge with his hands-on teaching experience. Dr. Kharbach's academic pursuits encompass curriculum studies, discourse analysis, language learning/teaching, language and identity, emerging literacies, educational technology, and research methodologies. His work has been presented at numerous national and international conferences and published in various esteemed academic journals.

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Homework Guidelines for Elementary and Middle School Teachers

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Homework; the term elicits a myriad of responses. Students are naturally opposed to the idea of homework. No student ever says, “I wish my teacher would assign me more homework.” Most students begrudge homework and find any opportunity or possible excuse to avoid doing it.

Educators themselves are split on the issue. Many teachers assign daily homework seeing it as a way to further develop and reinforce core academic skills, while also teaching students responsibility. Other educators refrain from assigning daily homework. They view it as unnecessary overkill that often leads to frustration and causes students to resent school and learning altogether. 

Parents are also divided on whether or not they welcome homework. Those who welcome it see it as an opportunity for their children to reinforce critical learning skills. Those who loathe it see it as an infringement of their child’s time. They say it takes away from extra-curricular activities, play time, family time, and also adds unnecessary stress.

Research on the topic is also inconclusive. You can find research that strongly supports the benefits of assigning regular homework, some that denounce it as having zero benefits, with most reporting that assigning homework offers some positive benefits, but also can be detrimental in some areas.

The Effects of Homework

Since opinions vary so drastically, coming to a consensus on homework is nearly impossible. We sent a survey out to parents of a school regarding the topic, asking parents these two basic questions:

• How much time is your child spending working on homework each night?
• Is this amount of time too much, too little, or just right?

The responses varied significantly. In one 3 rd grade class with 22 students, the responses regarding how much time their child spends on homework each night had an alarming disparity. The lowest amount of time spent was 15 minutes, while the largest amount of time spent was 4 hours. Everyone else fell somewhere in between. When discussing this with the teacher, she told me that she sent home the same homework for every child and was blown away by the vastly different ranges in time spent completing it. The answers to the second question aligned with the first. Almost every class had similar, varying results making it really difficult to gauge where we should go as a school regarding homework.

While reviewing and studying my school’s homework policy and the results of the aforementioned survey, I discovered a few important revelations about homework that I think anyone looking at the topic would benefit from:

1. Homework should be clearly defined. Homework is not unfinished classwork that the student is required to take home and complete. Homework is “extra practice” given to take home to reinforce concepts that they have been learning in class. It is important to note that teachers should always give students time in class under their supervision to complete class work. Failing to give them an appropriate amount of class time increases their workload at home. More importantly, it does not allow the teacher to give immediate feedback to the student as to whether or not they are doing the assignment correctly. What good does it do if a student completes an assignment if they are doing it all incorrectly? Teachers must find a way to let parents know what assignments are homework and which ones are classwork that they did not complete.

2. The amount of time required to complete the same homework assignment varies significantly from student to student. This speaks to personalization. I have always been a big fan of customizing homework to fit each individual student. Blanket homework is more challenging for some students than it is for others. Some fly through it, while others spend excessive amounts of time completing it.  Differentiating homework will take some additional time for teachers in regards to preparation, but it will ultimately be more beneficial for students.

The National Education Association recommends that students be given 10-20 minutes of homework each night and an additional 10 minutes per advancing grade level. The following chart adapted from the National Education Associations recommendations can be used as a resource for teachers in Kindergarten through the 8 th grade.

It can be difficult for teachers to gauge how much time students need to complete an assignment. The following charts serve to streamline this process as it breaks down the average time it takes for students to complete a single problem in a variety of subject matter for common assignment types. Teachers should consider this information when assigning homework. While it may not be accurate for every student or assignment, it can serve as a starting point when calculating how much time students need to complete an assignment. It is important to note that in grades where classes are departmentalized it is important that all teachers are on the same page as the totals in the chart above is the recommended amount of total homework per night and not just for a single class.

Kindergarten – 4th Grade (Elementary Recommendations)

*If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 4 minutes if students are required to write the sentence/question.)

5th – 8th Grade (Middle School Recommendations)

*If students are required to write the questions, then you will need to add 2 additional minutes per problem. (i.e. 1-English problem requires 5 minutes if students are required to write the sentence/question.)

Assigning Homework Example

It is recommended that 5 th graders have 50-60 minutes of homework per night. In a self-contained class, a teacher assigns 5 multi-step math problems, 5 English problems, 10 spelling words to be written 3x each, and 10 science definitions on a particular night.

3. There are a few critical academic skill builders that students should be expected to do every night or as needed. Teachers should also consider these things. However, they may or may not, be factored into the total time to complete homework. Teachers should use their best judgment to make that determination:

• Independent Reading – 20-30 minutes per day
• Study for Test/Quiz - varies
• Multiplication Math Fact Practice (3-4) – varies - until facts are mastered
• Sight Word Practice (K-2) – varies - until all lists are mastered

4. Coming to a general consensus regarding homework is almost impossible.  School leaders must bring everyone to the table, solicit feedback, and come up with a plan that works best for the majority. This plan should be reevaluated and adjusted continuously. What works well for one school may not necessarily be the best solution for another.

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5 Ways to Make Homework More Meaningful

Use these insights from educators—and research—to create homework practices that work for everyone.

Homework tends to be a polarizing topic. While many teachers advocate for its complete elimination, others argue that it provides students with the extra practice they need to solidify their learning and teach them work habits—like managing time and meeting deadlines—that have lifelong benefits. 

We recently reached out to teachers in our audience to identify practices that can help educators plot a middle path. 

On Facebook , elementary school teacher John Thomas responded that the best homework is often no-strings-attached encouragement to read or play academically adjacent games with family members. “I encourage reading every night,” Thomas said, but he doesn’t use logs or other means of getting students to track their completion. “Just encouragement and book bags with self selected books students take home for enjoyment.” 

Thomas said he also suggests to parents and students that they can play around with “math and science tools” such as “calculators, tape measures, protractors, rulers, money, tangrams, and building blocks.” Math-based games like Yahtzee or dominoes can also serve as enriching—and fun—practice of skills they’re learning.

At the middle and high school level, homework generally increases, and that can be demotivating for teachers, who feel obliged to review or even grade halfhearted submissions. Student morale is at stake, too: “Most [students] don’t complete it anyway,” said high school teacher Krystn Stretzinger Charlie on Facebook . “It ends up hurting them more than it helps.”    

So how do teachers decide when to—and when not to—assign homework, and how do they ensure that the homework they assign feels meaningful, productive, and even motivating to students? 

1. Less is More

A 2017 study analyzed the homework assignments of more than 20,000 middle and high school students and found that teachers are often a bad judge of how long homework will take. 

According to researchers, students spend as much as 85 minutes or as little as 30 minutes on homework that teachers imagined would take students one hour to complete. The researchers concluded that by assigning too much homework , teachers actually increased inequalities between students in exchange for “minimal gains in achievement.” Too much homework can overwhelm students who “have more gaps in their knowledge,” the researchers said, and creates situations where homework becomes so time-consuming and frustrating that it turns students off to classwork more broadly.

To counteract this, middle school math teacher Crystal Frommert said she focuses on quality over quantity. Frommert cited the National Council of Teachers of Mathematics , which recommends only assigning “what’s necessary to augment instruction” and adds that if teachers can “get sufficient information by assigning only five problems, then don’t assign fifty.” 

Instead of sending students home with worksheets and long problem sets from textbooks that often repeat the same concepts, Frommert recommended assigning part of a page, or even a few specific problems—and explaining to students why these handpicked problems will be helpful practice. When students know there’s thought behind the problems they’re asked to solve at home, “they pay more attention to the condensed assignment because it was tailored for them,” Frommert said. 

On Instagram , high school teacher Jacob Palmer said that every now and then he condenses homework down to just one problem that is particularly engaging and challenging: “The depth and exploration that can come from one single problem can be richer than 20 routine problems.” 

2. Add Choice to the Equation 

Former educator and coach Mike Anderson said teachers can differentiate homework assignments without placing unrealistic demands on their workload by offering students some discretion in the work they complete and explicitly teaching them “how to choose appropriately challenging work for themselves.” 

Instead of assigning the same 20 problems or response questions on a given textbook page to all students, for example, Anderson suggested asking students to refer to the list of questions and choose and complete a designated number of them (three to five, for example) that give students “a little bit of a challenge but that [they] can still solve independently.” 

To teach students how to choose well, Anderson has students practice choosing homework questions in class before the end of the day, brainstorming in groups and sharing their thoughts about what a good homework question should accomplish. The other part, of course, involves offering students good choices: “Make sure that options for homework focus on the skills being practiced and are open-ended enough for all students to be successful,” he said. 

Once students have developed a better understanding of the purpose of challenging themselves to practice and grow as learners, Anderson also periodically asks them to come up with their own ideas for problems or other activities they can use to reinforce learning at home. A simple question, such as “What are some ideas for how you might practice this skill at home?” can be enough to get students sharing ideas, he said. 

Jill Kibler, a former high school science teacher, told Edutopia on Facebook that she implemented homework choice in her classroom by allowing students to decide how much of the work they’ve recently turned in that they’d like to redo as homework: “Students had one grading cycle (about seven school days) to redo the work they wanted to improve,” she said. 

3. Break the Mold 

According to high school English teacher Kate Dusto, the work that students produce at home doesn’t have to come in the traditional formats of written responses to a problem. On Instagram , Dusto told Edutopia that homework can often be made more interesting—and engaging—by allowing students to show evidence of their learning in creative ways. 

“Offer choices for how they show their learning,” Dusto said. “Record audio or video? Type or use speech to text? Draw or handwrite and then upload a picture?” The possibilities are endless. 

Former educator and author Jay McTighe noted that visual representations such as graphic organizers and concept maps are particularly useful for students attempting to organize new information and solidify their understanding of abstract concepts. For example, students might be asked to “draw a visual web of factors affecting plant growth” in biology class or map out the plot, characters, themes, and settings of a novel or play they’re reading to visualize relationships between different elements of the story and deepen their comprehension of it. 

Simple written responses to summarize new learning can also be made more interesting by varying the format, McTighe said. For example, ask students to compose a tweet in 280 characters or less to answer a question like “What is the big idea that you have learned about _____?” or even record a short audio podcast or video podcast explaining “key concepts from one or more lessons.”

4. Make Homework Voluntary 

When elementary school teacher Jacqueline Worthley Fiorentino stopped assigning mandatory homework to her second-grade students and suggested voluntary activities instead, she found that something surprising happened: “They started doing more work at home.” 

Some of the simple, voluntary activities she presented students with included encouraging at-home reading (without mandating how much time they should spend reading); sending home weekly spelling words and math facts that will be covered in class but that should also be mastered by the end of the week: “It will be up to each child to figure out the best way to learn to spell the words correctly or to master the math facts,” she said; and creating voluntary lesson extensions such as pointing students to outside resources—texts, videos or films, webpages, or even online or in-person exhibits—to “expand their knowledge on a topic covered in class.”

Anderson said that for older students, teachers can sometimes make whatever homework they assign a voluntary choice. “Do all students need to practice a skill? If not, you might keep homework invitational,” he said, adding that teachers can tell students, “If you think a little more practice tonight would help you solidify your learning, here are some examples you might try.”

On Facebook , Natisha Wilson, a K–12 gifted students coordinator for an Ohio school district, said that when students are working on a challenging question in class, she’ll give them the option to “take it home and figure it out” if they’re unable to complete it before the end of the period. Often students take her up on this, she said, because many of them “can’t stand not knowing the answer.” 

5. Grade for Completion—or Don’t Grade at All  

Former teacher Rick Wormeli argued that work on homework assignments isn’t “evidence of final level of proficiency”; rather, it’s practice that provides teachers with “feedback and informs where we go next in instruction.” 

Grading homework for completion—or not grading at all, Wormeli said—can help students focus on the real task at hand of consolidating understanding and self-monitoring their learning. “When early attempts at mastery are not used against them, and accountability comes in the form of actually learning content, adolescents flourish.” 

High school science teacher John Scali agreed , confirming that grading for “completion and timeliness” rather than for “correctness” makes students “more likely to do the work, especially if it ties directly into what we are doing in class the next day” without worrying about being “100% correct.” On Instagram , middle school math teacher Traci Hawks noted that any assignments that are completed and show work—even if the answer is wrong—gets a 100 from her.

But Frommert said that even grading for completion can be time-consuming for teachers and fraught for students if they don’t have home environments that are supportive of homework or if they have jobs or other after-school activities. 

Instead of traditional grading, she suggested alternatives to holding students accountable for homework, such as student presentations or even group discussions and debates as a way to check for understanding. For example, students can debate which method is best to solve a problem or discuss their prospective solutions in small groups. “Communicating their mathematical thinking deepens their understanding,” Frommert said. 

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How To: Choose the Right Amount of Daily Homework

Despite the differences in the recommendations from these sources, the table shows broad agreement about how much homework to assign at each grade. At grades 1-3, homework should be limited to an hour or less per day, while in grades 4-6, homework should not exceed 90 minutes. The upper limit in grades 7-8 is 2 hours and the limit in high school should be 2.5 hours.

Teachers can use the homework time recommendations included here as a point of comparison: in particular, schools should note that assigning homework that exceeds the upper limit of these time estimates is not likely to result in additional learning gains--and may even be counter-productive (Cooper, Robinson, & Patall, 2006).

It should also be remembered that the amount of homework assigned each day is not in itself a sign of high academic standards. Homework becomes a powerful tool to promote learning only when students grasp the purpose of each homework assignment, clearly understand homework directions, perceive that homework tasks are instructionally relevant, and receive timely performance feedback (e.g., teacher comments; grades) on submitted homework (Jenson, Sheridan, Olympia, & Andrews, 1994).

Attachments

• Download This Blog Entry in PDF Format: How To: Choose the Right Amount of Daily Homework
• Barkley, R. A. (2008). 80+ classroom accommodations for children or teens with ADHD. The ADHD Report, 16 (4), 7-10.
• Cooper, H., Robinson, J. C., & Patall, E A. (2006). Does homework improve academic achievement? A synthesis of research, 1987-2003. Review of Educational Research, 76 (1), 1-62. 
• Jenson, W. R., Sheridan, S. M., Olympia, D., & Andrews, D. (1994). Homework and students with learning disabilities and behavior disorders: A practical, parent-based approach. Journal of Learning Disabilities, 27 , 538-548.

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How Much Time Should Be Spent on Homework?

At the elementary level homework should be brief, at your child’s ability level and involve frequent, voluntary and high interest activities. Young students require high levels of feedback and/or supervision to help them complete assignments correctly. Accurate homework completion is influenced by your child’s ability, the difficulty of the task, and the amount of feedback your child receives. When assigning homework, your child’s teachers may struggle to create a balance at this age between ability, task difficulty and feedback. Unfortunately, there are no simple guiding principles.

We can assure you, however, that your input and feedback on a nightly basis is an essential component in helping your child benefit from the homework experience.

What is the recommended time in elementary school?

In first through third grade, students should receive one to three assignments per week, taking them no more than fifteen to twenty minutes. In fourth through sixth grade, students should receive two to four assignments per week, lasting between fifteen and forty-five minutes. At this age, the primarily goal of homework is to help your child develop the independent work and learning skills that will become critical in the higher grades. In the upper grades, the more time spent on homework the greater the achievement gains.

What is the recommended time in middle and high school?

For students in middle and high school grades there are greater overall benefits from time engaged in practicing and thinking about school work. These benefits do not appear to depend as much upon immediate supervision or feedback as they do for elementary students. In seventh through ninth grade we recommend students receive three to five sets of assignments per week, lasting between forty-five and seventy-five minutes per set. In high school students will receive four to five sets of homework per week, taking them between seventy-five and 150 minutes per set to complete.

As children progress through school, homework and the amount of time engaged in homework increases in importance. Due to the significance of homework at the older age levels, it is not surprising that there is more homework assigned. Furthermore, homework is always assigned in college preparatory classes and assigned at least three quarters of the time in special education and vocational training classes. Thus at any age, homework may indicate our academic expectations of children.

Regardless of the amount of homework assigned, many students unsuccessful or struggling in school spend less rather than more time engaged in homework. It is not surprising that students spending less time completing homework may eventually not achieve as consistently as those who complete their homework.

Does this mean that time devoted to homework is the key component necessary for achievement?

We are not completely certain. Some American educators have concluded that if students in America spent as much time doing homework as students in Asian countries they might perform academically as well. It is tempting to assume such a cause and effect relationship.

However, this relationship appears to be an overly simple conclusion. We know that homework is important as one of several influential factors in school success. However, other variables, including student ability, achievement, motivation and teaching quality influence the time students spend with homework tasks. Many students and their parents have told us they experience less difficulty being motivated and completing homework in classes in which they enjoyed the subject, the instruction, the assignments and the teachers.

The benefits from homework are the greatest for students completing the most homework and doing so correctly. Thus, students who devote time to homework are probably on a path to improved achievement. This path also includes higher quality instruction, greater achievement motivation and better skill levels.

Authors: Dr. Sam Goldstein and Dr. Sydney Zentall

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LDA of Washington’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

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Visit our Website: https://ldawa.org

LDA of Virginia’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Visit our website: https://ldava.org

LDA of America does not currently have an active state affiliate in Vermont.

LDA of Utah’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/ldau.org/

Visit our website: https://www.ldau.org/

Phone: 801.553.9156

LDA of Texas’ mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

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LDA of Tennessee’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

LDA of America does not currently have an active state affiliate in South Dakota.

LDA of South Carolina’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LDAofSC

LDA of America does not currently have an active state affiliate in Rhode Island.

LDA of Pennsylvania’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/ldapa

Visit our website: https://ldaofpa.org

Phone: 412.212.7087

LDA of America does not currently have an active state affiliate in Oregon.

LDA of America does not currently have an active state affiliate in Oklahoma.

LDA of Ohio’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Visit our website: https://lda-oh.org

LDA of America does not currently have an active state affiliate in North Dakota.

LDA of North Carolina’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LDAofNorthCarolina

Visit our Website: https://ldanc.org

LDA of New York’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Visit our website: https://ldanys.org

LDA of America does not currently have an active state affiliate in New Mexico.

LDA of New Jersey’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LearningDisabilitiesAssociationofNJ/

Visit our website: https://ldanj.org

LDA of New Hampshire’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Visit our website: https://nhlda.org

LDA of America does not currently have an active state affiliate in Nevada.

LDA of Nebraska’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LearningDisabilityNE/

The Learning Disabilities Association of Montana (LDA-MT) is one of the state affiliates of the Learning Disabilities Association of America, as a nonprofit volunteer organization of parents, professionals, and adults with learning disabilities. Our mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy.

Visit our website: https://ldamontana.org

LDA of America does not currently have an active state affiliate in Missouri.

LDA of America does not currently have an active state affiliate in Mississippi.

LDA of Minnesota’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

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Visit our Website: https://www.ldaminnesota.org/

Phone: 952.582.6000

LDA of Illinois’ mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/profile.php?id=100063726155725

Visit our website: https://ldaillinois.org

Phone: 708.430.7532

The Learning Disabilities Association of Iowa is dedicated to identifying causes and promoting prevention of learning disabilities and to enhancing the quality of life for all individuals with learning disabilities and their families by:

• Encouraging effective identification and intervention,
• Fostering research, and
• Protecting the rights of individuals with learning disabilities under the law.

Find us on Facebook: https://www.facebook.com/LDA.Iowa

Follow us on X (formerly Twitter): https://x.com/ldaofiowa

Visit our website: https://ldaiowa.org

Phone: 515.209.2290

LDA of Michigan’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

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Follow us on X (formerly Twitter): https://x.com/LDAmichigan

Visit our Website: https://ldaofmichigan.org

Phone: 616.284.1650

The mission of LDA of Massachusetts is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Affiliate Contact: Kristen Lech Contact Email: [email protected]

LDA of Maryland’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/ldamd/

Visit our website: https://ldamd.org/

LDA of Maine’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/ldame

Visit our website: https://ldame.org

The Learning Disabilities Association of Louisiana (LDA-LA) is one of the state affiliates of the Learning Disabilities Association of America, as a nonprofit volunteer organization of parents, professionals, and adults with learning disabilities. Our mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy.

Find us on Facebook: https://www.facebook.com/LDAofLouisiana/

LDA of Kentucky’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/profile.php?id=100067524906403

Visit our Website: https://www.ldaofky.org/

LDA of America does not currently have an active state affiliate in Kansas.

LDA of Indiana’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LearningDisabilitiesAssociationofIndiana/

LDA of America does not currently have an active state affiliate in Idaho.

LDA of America does not currently have an active state affiliate in Hawaii.

LDA of Georgia’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LearningDisabilitiesAssociationofGeorgia/

Visit our website: https://ldaga.org

LDA of Florida’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LDAFlorida/

Visit our website: https://lda-florida.org

LDA of America does not currently have an active state affiliate in the District of Columbia.

LDA of Connecticut’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/LDAofCT

Visit our Website: https://sites.google.com/view/ldaofconnecticut/

LDA of Delaware’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Affiliate Contact: Fern Goldstein

Find us on Facebook: https://www.facebook.com/ldadelaware/

Visit our Website: https://ldadelaware.org/

LDA of America does not currently have an active state affiliate in Colorado.

LDA of California’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Visit our website: https://ldacalifornia.org

Affiliate Contact: EunMi Cho

LDA of Arkansas’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find us on Facebook: https://www.facebook.com/ldarkansas/

Visit our website: https://lda-arkansas.org

LDA of Arizona’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Visit our website: https://ldaofarizona.org

LDA of Alabama’s mission is to create opportunities for success for all individuals affected by learning disabilities through support, education and advocacy.

Find Us on Facebook: https://www.facebook.com/LDAAlabama/

Visit Our Website: https://ldaalabama.org/

LDA of America does not currently have an active state affiliate in Alaska.

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As Students Return to School, Debate About the Amount of Homework Rages

By Christine Hauser

• Aug. 24, 2016

How much homework is enough?

My daughter, Maya, who is entering second grade, was asked to complete homework six days a week during the summer. For a while, we tried gamely to keep up. But one day she turned to me and said, “I hate reading.”

I put the assignment aside.

That was my abrupt introduction to the debate over homework that is bubbling up as students across the United States head back to school.

This month, Brandy Young, a second-grade teacher in Godley, Tex., let parents know on “Meet the Teacher” night that she had no plans to load up her students’ backpacks.

“There will be no formally assigned homework this year,” Ms. Young wrote in a note that was widely shared on Facebook. “Rather, I ask that you spend your evenings doing things that are proven to correlate with student success. Eat dinner as a family, read together, play outside, and get your child to bed early.”

Other conversations about homework are humming in town halls and online. Some school districts, including one near Phoenix , have taken steps to shorten the summer break, out of concern that too much is forgotten over the summer. But discussions on blogs like GreatSchools.org or StopHomework.com reveal a belief that the workload assigned to students may be too heavy.

“How many people take home an average of two hours or more of work that must be completed for the next day?” said Tonya Noonan Herring , a New Mexico mother of three, in an article on GreatSchools.

The National PTA and the National Education Association endorse a 10-minute guideline: Time spent on after-school work should not exceed 10 minutes a grade level a night. “That is, a first grader should have no more than 10 minutes of homework, a sixth grader no more than 60 minutes and a 12th grader no more than two hours,” the National PTA says.

The National Education Association said those recommendations followed general guidelines from the research of Harris M. Cooper, a professor of psychology and neuroscience at Duke University and the author of “The Battle Over Homework.”

“The horror stories I hear from parents and students about five or more hours spent on homework a night fly in the face of evidence of what’s best for kids, even what’s best for promoting academic achievement,” he wrote in an opinion piece for The New York Times .

Have expectations about homework changed this year at your school? Leave us a comment with your thoughts.

—— Page Template ——

• Homework Guidelines

Homework refers to assignments that students are expected to complete outside of the class period. This does not include long-term projects or assignments. This includes reading assignments, problem sets, papers, or studying for tests, quizzes, and other assessments.

The Howard County Public School System supports students in maintaining and extending their learning. The appropriate design, use, and evaluation of homework assignments, used to inform progress and provide opportunities for independent practice, are part of achieving that goal. Some courses or instructors may choose not to assign homework.

Features of Homework

• Purposeful: Students understand why they are completing homework. Homework is grounded in and expands upon skills and knowledge students have learned in the classroom.
• Appropriate: Homework should be designed so that all students can experience success in independent completion of assignments. Accommodations will be provided as outlined in students’ IEPs and Section 504 Plans.
• Informational: Homework is one tool schools have available to them that allows parents to be included in their child’s day-to-day school experiences.
• Flexible: Assignments can be successfully completed with resources that are readily available within timeframes that have flexible deadlines when possible.

Homework will incorporate the following criteria:

• Each school year, schools will communicate the school’s homework procedures with all stakeholders.
• Students, parents, and teachers should communicate about scheduled and actual homework completion times to ensure realistic expectations for the completion of assignments.
• Homework will be planned so students see the relationship of their homework to intended learning targets, see meaning in their assignments, have a clear understanding of the procedures and due dates, understand how their homework is evaluated, and understand how they can use feedback on homework to improve understanding. Teaching staff will ensure that students understand the purpose of assignments and how they connect to classroom learning.
• Teachers are legally required to ensure that homework is accommodated/modified as necessary in accordance with students’ IEPs and Section 504 Plans. Classwork and homework accommodations must be provided per students’ IEPs and Section 504 Plans. Students should not be penalized for failure to complete classwork or homework when accommodations are not provided. Universal Design for Learning (UDL) best practices should be used when assigning homework.
• Teachers will provide feedback on homework assignments.
• Students may have more than one teacher. Therefore, teams of teachers will discuss homework activities and projects in order to follow grade level homework duration guidelines. Canvas tools will be made available as one option to help teachers coordinate major projects and exams. Teachers will be understanding of student circumstances and should tailor homework assignments with flexible due dates when possible so that students can complete homework tasks throughout the week based on their individual schedules.
• Students must be given a non-electronic option for homework completion and submission. Assignments cannot be due beyond regular school hours or be required to be submitted electronically. While electronic submission can be utilized it cannot be required.
• Homework assignments may not be assigned or due on a day schools are closed due to inclement weather or unplanned closures.
• Homework may not be assigned over the summer for any courses, nor winter or spring breaks for middle or high school courses.
• A student may make up and receive a recorded grade for homework not completed due to the observance of a religious holiday. Students returning from a religious holiday observance will have an equal number of school days to complete make-up work.
• Reading lists and additional resources will be available during the breaks, as well as throughout the school year, as a service to students who want an opportunity to improve reading and mathematics skills. Families will be provided with access to resources to supplement reading and mathematics instruction for students.

Grades Pre-K – 2

• Amount of Homework: No more than 20 minutes of homework per night will be assigned. In Pre-K and Kindergarten there will be no assignments that must be submitted to the teacher.
• Purpose of Homework: Homework provides practice opportunities for skill development.
• Families are encouraged to read to or with their children nightly.
• Families are encouraged to practice grade appropriate math facts or related activities on a nightly basis.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 20 minutes of homework each night

Grades 3 – 5

• Amount of Homework: No more than 30 minutes required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade 5.
• Purpose of Homework: Homework reflects daily instruction, reinforces previously taught skills, prepares students for future lessons, and/or promotes creativity.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than 30 minutes of homework required per night in grade 3; 40 minutes in grade 4; and 50 minutes in grade.

Grades 6 – 8

• Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one hour of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
• Purpose of Homework: Homework assignments will reinforce curriculum through tasks that contribute to learning and understanding. These may reinforce previously taught skills, prepare students for future lessons, extend learning, promote creativity, and/or be a reflection on the student’s day at school.
• Teaching staff will be provided with opportunities to meet as teams to schedule assignments so that students do not regularly have more than one hour of homework each week per instructor. It is recommended that the school principal or designee work with teaching staff to facilitate this collaboration.

Grades 9 – 12

• Amount of Homework: For the purposes of determining number of hours of homework per week or day, teachers should include reading of course material, studying of course material, and practicing skills taught in course (e.g., rehearsing a musical instrument). Time spent on long-term projects should also be included when determining number of hours of homework; however, these projects do not constitute homework for grading purposes. Each instructor may assign an average of, at most, one and a half hours of homework per week. Not all classes will require homework. Some classes might require students to spend more or less time on homework than is typical.
• An upper limit of seven to fourteen hours of homework a week is suggested for each high school student. Some classes might require students to spend more or less time on homework than is typical.
• Expectations of Homework: The goals and expectations for homework will be clear and include opportunities for student input. As appropriate, flexibility and student choice will be considered in the assignment of homework duration, rigor, product, and weight in grading. A syllabus is recommended for distribution at the beginning of every semester outlining each course’s requirements, including regular assignments, projects, possible due dates, and procedures for requesting feedback on assignments.
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Because differences are our greatest strength

Homework challenges and strategies

By Amanda Morin

Expert reviewed by Jim Rein, MA

At a glance

Kids can struggle with homework for lots of reasons.

A common challenge is rushing through assignments.

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

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

Here are some common homework challenges and tips to help.

The challenge: Rushing through homework

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

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

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

The challenge: Taking notes

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

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

Explore different note-taking strategies .

The challenge: Managing time and staying organized

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

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

Learn about trouble with planning .

The challenge: Studying effectively

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

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

Explore more study strategies for grade-schoolers and teens .

The challenge: Recalling information

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

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

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

The challenge: Learning independently

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

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

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

Key takeaways

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

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

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

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• Raising Kids

How Kids Should Spend the School Day, According to Experts

How long is a typical school day? How much time should kids spend attending school, doing homework, playing, and sleeping? Here’s what the experts recommend.

Attending Class

Doing homework, socializing with others, being with parents or caregivers, eating meals, being physically active, enjoying nature and the outdoors, using electronics, how to fit it all in.

Today's kids are busier than ever, dividing their time between school, activities , tutoring, and family time. When they're not busy with scheduled activities, kids must make time for homework, sleep , and personal care. And considering how long a typical school day is, it can be difficult to fit everything in.

Is there a way to balance it all and still provide some structure? Sure, making room for the priorities takes a little planning. Of course, flexibility is also important when it comes to time management. See how your child's schedule compares to others regarding key daily activities.

Parents / Sahara Borja

It may seem like your children spend all of their time at school. But while the average school day is just over six and a half hours long, there's a wide variance between the shortest and longest school days, contingent on individual state and district regulations.

The number of school days in a school year varies much less. According to the Pew Research Center, school days in different states range from 160 days in Colorado to 180 days in Hawaii.

This means kids are not in school for about 185 days or more a year, including weekends and breaks. On those days, kids can enjoy nature, spend time with family and friends, and exercise.

How Long Is a Typical School Day?

While state requirements for the amount of time school must be in session vary considerably from state to state, the typical school day for most kids in the United States is between six and seven hours. Depending on their age and where they live, students spend anywhere between three to seven hours a day in school, not counting transportation time or extracurricular activities.

How much time should kids spend on homework each day? A general rule among teachers is 10 minutes per grade level: 30 minutes per day for a third grader, 50 minutes for a fifth grader, and so on.

The time needed for homework really depends on the school's homework policy, the teacher's philosophy, and the type of coursework your child is taking. High school students taking AP courses might spend more time on homework than students in general education courses.

To keep your student on task during the school year, try establishing a schedule or block of time when homework will be completed.

Experts agree that school-age children need to have friends. Friends help children build social skills such as listening, sharing, and problem-solving. Through relationships with other children, children also learn how to handle their emotions.

Research doesn't dictate how much time children need to socialize with friends. What matters most is the quality of the friendships and whether or not the child is generally happy with their social time. Children or teens may have just a few friends or several friends.

Don't stress about spending quality time with your kids. Research from a large-scale longitudinal study on the effects of time with parents compared to child and teen outcomes had some surprising results.

The biggest takeaway is that time spent with a stressed-out and moody parent can decrease positive outcomes, while more time does not show a strong benefit. For this reason, it's important to be mindful of your family's moods.

It's also important not to put too much pressure on yourself when spending time as a family.

The amount of time a child needs to sleep varies according to their age. But every child, no matter their age, needs adequate sleep. Not getting enough sleep has been linked to falling asleep during school or missing school altogether.

What's more, kids who don't get enough sleep struggle to wake up in the mornings and have trouble learning or doing schoolwork. If you are concerned that your child is not getting enough sleep, learn what symptoms to watch for and what steps you can take to improve their sleep habits.

Most experts recommend 20 to 30 minutes to eat a meal and 10 to 15 minutes to eat a small snack. Keep in mind that even children's bodies need 20 minutes after eating before they begin to register feeling full.

Emphasize the importance of family meals to ensure your children have plenty of time to finish their food without feeling rushed and get adequate nutrition. This time gives your kids the nutrition they need and valuable time together as a family.

Moreover, regular family meals promote healthy eating and protect against childhood obesity. Ensure you select healthy options for your family and that electronics are turned off and away from the table.

According to the Centers for Disease Control and Prevention (CDC), children should engage in 60 minutes of moderate to vigorous physical activity per day. Regular physical activity promotes health and fitness, lowers body fat, and strengthens bones.

Physical activity—which should consist of aerobic, muscle-strengthening, and bone-strengthening activities—also positively impacts a child's brain health. Studies have shown that exercise improves cognition and memory, enhances academic performance, and reduces symptoms of depression.

Kids exercising daily also sets them up for good health in adulthood. It reduces the likelihood that they will experience heart disease, obesity, and Type 2 diabetes . Plus, being physically active is a great stress reducer.

Many children spend much more time indoors than they did in previous generations. Various studies have linked this increase in indoor time to obesity and other health issues.

How much time outdoors should you aim for? The U.S. National Wildlife Federation suggests at least one hour a day. The American Academy of Pediatrics (AAP) also recommends 60 minutes of unstructured, free play (indoors or out) every day.

Getting your children outdoors can help them get in their physical activity and nature time. If you're short on ideas, try hiking on a local nature trail, taking a family bike ride, or tending a small container garden.

Overall, recommendations indicate that electronic media use for entertainment should be limited to about one hour on school days and that screens should be turned off 30-60 minutes before bedtime. Parents should ensure that this entertainment is high-quality and create screen-free zones (like the family dinner table) so children and teens learn to function without their devices.

It can be a challenge to meet all of these recommendations. One way to manage is to combine one or more activities to finish more quickly.

For instance, time outdoors in nature, away from electronic devices, can be combined with exercise and even time with same-age friends. Meanwhile, the time a child or teen needs to be engaged with a parent can be met by eating dinner together.

Establishing a daily plan or school year routine is the key to fitting in everything a child needs. Pre-planning or scheduling can also reduce parent stress, keeping the time you spend with your child positive.

As you plan your child's typical school day, try not to be too rigid. With the exception of sleep, you can be flexible about how your kids spend their time and tailor your routines to meet their specific needs.

The key is getting appropriate rest, attending school, and doing their homework. Socializing, time with family, physical activity, electronic use, and family meal times can be adapted as the days unfold.

In the U.S., 180 days of school is most common, but length of school day varies by state. Pew Research Center . 2023.

Childhood friendships and psychological difficulties in young adulthood: an 18-year follow-up study .  European Child and Adolescent Psychiatry . 2015.

Amount of time to eat lunch is associated with children's selection and consumption of school meal entrée, fruits, vegetables, and milk .  Journal of the Academy of Nutrition and Dietetics . 2016.

Youth Physical Activity Guidelines Toolkit. Centers for Disease Control and Prevention . 2017.

  The power of outdoor play and play in natural environments .  Childhood Education . 2016.

Connecting Kids and Nature. U.S. National Wildlife Federation . n.d.

Promoting Physical Activity. American Academy of Pediatrics . 2022.

Related Articles

Kids Receive 3 Times the Recommended Homework Load, Study Says

E lementary school children often receive far more homework than recommended by a leading education group, according to new research. The study , published in the American Journal of Family Therapy , found that the average first and second grader had three times the recommended homework load.

The National Education Association recommends that elementary school students receive 10-20 minutes of homework per night in first grade. That figure should grow by 10 minutes per year, the NEA recommends. The study found that teachers regularly assign homework that exceeds that recommendation.

The survey, based on an analysis of survey results from more than 500 parents in Rhode Island, suggests that the average student spends nearly 30 minutes on homework in the first grade, a number that grows steadily over the years. Time spent on homework peaks in 10th grade at 54 minutes per night, according to the study.

Researchers also found a disparity in homework patterns based on parents’ education level as well as a family’s racial background. On average, parents of Hispanic students said their children spent significantly more time on homework than their non-Hispanic counterparts in second, third and 12th grades.

For children with parents of different education levels, time spent on homework was consistent in early years. However, a sharp disparity emerges in high school, where children of parents with college degrees spent significantly more time on homework.

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Write to Justin Worland at [email protected]

JLV College Counseling

10 powerful tips to complete your homework on time.

   Posted on May 18, 2018 by Jessica Velasco

   Leave a Comment

Do you have homework that you need to work on but can’t seem to get it done? Maybe you are having difficulty balancing between schoolwork, studies and your duties at home. Many teachers believe homework is a necessary evil.

But I guess most students would disagree. Procrastination is the number one factor that causes us to keep us from doing our homework. The following tips will help you stay on track with your assignments and help you ensure that you submit them on time:

We often put off tasks that seem challenging or tedious at first glance. The hardest part of doing your homework is starting. To overcome this, just take out the assignment and place it on the study table.

It will push you one step closer to getting the work done.

2. Have a Dedicated Study Area

To get any job done, you need to have an area created just for handling that matter. It’s the number one reason why most freelancers can’t get much work done if they work on their beds. Been there, done that. The area should be organized and conducive for you to deal with your homework.

3. Keep Away from Distractions

In this digital age, we can quickly access vast information, but it comes with the challenge of increased distractions. From getting notifications from your social media accounts to constantly be checking your email, it takes your focus away from your studies. Use apps that encourage concentration, e.g., StayFocusd. Switch off your phone and attend to the assignment.

4. Time Management

Set aside time each week to work on your homework. It should be when you are alert. Plan to use this set time, each day, to get any pending assignments done. Remember to prioritize by starting with the tasks that are due the soonest.

5. Start with The Toughest Assignment

We all have preferences. Sometimes you can’t wait to start the assignment, and other time, the thought of it could make you sick. Get the hardest assignment out of the way, first. When done, you will realize that the subsequent tasks are much easier to handle.

6. Break It Down

There will be a time when an assignment you love feels like it’s too much to handle. This dread may keep you from searching for the information that is needed. If it’s an essay, start with the outline. Break down the report into manageable parts and work on each, step by step.

7. Take Breaks

Just as you do when studying, you need to re-energize your brain and body. For most people, their concentration span is 45 minutes at most. Schedule the time to work, including breaks.

Work on the assignment for 45 minutes and takes breaks of 10 minutes, after each interval. You can do whatever during the breaks.

8. Create a Reward System

Having a reward system will motivate you to keep doing what you are doing. After working for two hours with the regular breaks, you can take a longer  break. Or you could watch one more episode of your favorite show. The reward doesn’t have to be something huge; it could even be a piece of your favorite candy.

9. Don’t Multitask

Handle each task one at a time. Doing too much at the same time will lower your productivity. And thus, you will spend more time on a job and usually that time will be more than you would have needed.

10. Get Help

Work on the school work independently. When necessary, get assistance from tutors, peers, family members, friends, etc. When students hand in assignments that they feel good about, it increases their self-esteem and confidence.

You can also consider getting a study buddy. They keep you updated on any missed work, and could provide useful resources to help you in your studies.

Say no more to handing in your homework late or always finding it difficult to start on your assignments. Instead, adopt the tips outlined above.

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 Category: Guest Post , Study Tips      Tags: Emma Singerson , Guest Blog , Guest Post , Study Tips

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Last reviewed 1 March 2013

Policies in most secondary schools and many primary schools dictate that pupils must spend a significant amount of time learning core subjects through homework activities. Yet homework remains a constant source of stress and frustration for teachers, pupils and parents alike, reports Luci Boella.

Teachers complain about valuable lesson time being wasted collecting or checking homework; they despair about having to chase those who have missed deadlines and having to use lunch hours or break times to run detentions for homework avoiders. Parents, on the other hand, often report arguing with their children about homework issues or feel they lack the skills to help their children. Finally, pupils complain that homework prevents them from spending time on their leisure activities, and has even caused them to give up hobbies.

In March 2012, Michael Gove scrapped the national guidelines on the recommended time children should spend on homework each night. Previously, the guidelines stated children should receive an hour a week at age five, increasing to as much as 2.5 hours a day for children over the age of 14. Currently, Heads are left to decide the homework policy in their school; a decision not made any easier by findings from studies that contradict the widespread belief that time spent on homework results in greater academic achievement.

The argument for homework

There is some fairly compelling evidence to support the case for setting homework. In a large-scale study, the Programme for International Student Assessment (PISA) collected data from 32 countries on homework habits and achievement levels in primary and secondary level education. Pupils who spent more time on homework were found to have a fairly significant increase in reading achievement compared with those who spent little time on homework.

Moreover, the Institute of Education recently reported the results of one of the largest childhood studies undertaken in the UK. Some 3000 children were followed from entry into Key Stage 1 to the end of Key Stage 3. One finding of key importance was that any amount of time spent weekly on homework was associated with increased achievement levels. As the amount of time on homework increased so did achievement level. Pupils who reported that they spent two to three hours a night on homework were more likely to do well in the core subjects by as much as one to two national curriculum levels. Additionally, these same pupils were more likely to be better behaved and less impulsive. It is also worth noting these gains were further to what would be expected from socio-economic backgrounds and school characteristics.

The argument against homework

Despite there being a fairly compelling body of research supporting homework, there are notable problems with research such as that mentioned above. First, most research cannot account for influences such as teacher effects and second, it is difficult to ascertain cause and effect.

Higher achieving pupils may well be more motivated in general and therefore more likely to spend longer on homework tasks. Additionally, better teachers may also enforce more rigorous homework policies.

Using the data from the PISA study, German researchers attempted to disentangle homework time from all other influences on pupil achievement. Interestingly, and somewhat worryingly, they found that pupils who spent more time on homework did not make the academic gains suggested. In fact, those spending more time on homework tended to achieve less when other factors, such as teacher ability, were accounted for. They suggested the reason for this may be less able pupils spend more time than necessary completing tasks they do not understand.

However, they did find the more frequently homework was set, the higher the achievement levels. They also found the more that pupils reported putting effort into homework, then the greater their academic achievement. Nevertheless, it cannot be ascertained if these pupils put more effort into homework because they were high achievers or vice versa.

So, the relationship between the amount of homework set and achievement is not clear cut.

However, there is one negative effect of homework that most children, teenagers and their parents would agree has a clear cause and effect — stress!

It is not uncommon for children as young as five to be set weekly homework and to be given detentions for missed deadlines. As an adult, it is easy to underestimate the impact this has on youngsters. It is also easy to underestimate how tiring it can be for young minds to spend five to six hours a day learning before adding homework on top of that.

Research has shown that pupils who report having the most homework, and having homework tasks that lack relevance or perceived usefulness, also report the most stress. Additionally, they also report physical symptoms related to stress; for example, insomnia, headaches and high anxiety.

These pupils are also most likely to give up hobbies and extracurricular activities to cope with workload. If previous government guidelines are followed and Key Stage 4 pupils complete up to 2.5 hours of homework per night, it is not hard to imagine how school work might become all-consuming and prevent them from partaking in sports and family activities.

Despite growing popularity for the abolition of homework (in primary schools at least), the evidence suggests that homework results in greater achievement and progress and it may be a mistake for schools to scrap it altogether. Instead, teachers should stick to the following simple guidelines.

Frequency rather than volume: shorter tasks set more often.

Relevance: teachers should not feel under pressure to comply with school policies on the amount of homework set and should only set homework that has a real and perceived value to learning.

Purpose: make the benefits of a homework task explicit.

Practice: develop a skill or process that pupils are not yet fluent in but that they can complete independently.

Reinforce: learn new content or deepen knowledge of a topic covered in class or to recap or check knowledge by completing some form of revision questions

Positive: where possible (and especially for younger children) homework should encourage children to explore their interests and foster a love of learning, rather than a fear of failure

Differentiation: Tasks need to be of a level that is challenging to each child but which can be completed independently without requiring parents’ help.

There is no doubt that when teachers set meaningful and carefully planned independent tasks, homework can be a useful tool in helping pupils to achieve their potential and real gains can be seen in core skills, such as reading.

For secondary school pupils, homework is undoubtedly good preparation for those intending to enter further education as it fosters independence, responsibility for meeting deadlines and self-motivation.

However, overloading pupils with homework and setting work that only serves to meet a school policy is a source of unnecessary stress for pupils, parents and teachers alike.

Teachers should be especially careful they do not cause young children to fear homework and the amount set should not prevent pupils of any age from participating in sport or other hobbies that may enrich them in ways that homework cannot.

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Michigan primary election 2024 is Tuesday: Your guide to voting

Election Day is once again almost upon us, this time for Michigan's August primary election .

Michigan's August primary election is Tuesday, Aug. 6. Polls will be open at precincts from 7 a.m. to 8 p.m.

If you still need to register to vote, you can register at your local clerk's office up until polls close on Election Day. To find your local clerk's office, you can visit the online Michigan Voter Information Center at michigan.go v /vote . There, you can also find information on how to register to vote, where to find your polling place, how to cast your vote via absentee ballot, how to find an early voting location and more.

Here's what to know and some resources in case you're just catching up on key races.

When is the Michigan state primary election 2024?

Michigan's August primary election is Tuesday, Aug. 6. Polls will be open at precincts from 7 a.m. to 8 p.m. If you're unsure where your polling precinct is, you can also find that information at michigan.gov/vote .

Am I registered to vote in Michigan?

You can check your registration status by visiting the Michigan Voter Information Center at  michigan.gov/vote . There, you can also find your local clerk's office.

Can I still register to vote in Michigan?

In Michigan, you can register to vote in an election up until polls close on Election Day . You can do so at your local clerk's office with proof of residency. 

Can I vote early in Michigan's primary election?

Early voting is now closed for Michigan's state primary election; the last day was Sunday . But there is still time to request and submit an absentee ballot. You can visit your local clerk's office and request an absentee ballot in person up until 4 p.m. the day before an election.

More than 10,000 voters cast their ballots in the first two days of early voting for the primary, according to the MichiganSecretary of State's Office and more than 78,000 people voted early in Michigan in the state's presidential primary election in February, its first election with early voting.

What are the key races in Michigan primary election 2024?

The open U.S. Senate seat in Michigan, being vacated by Democratic U.S. Sen. Debbie Stabenow after four six-year terms,  is the big statewide contest  being voted on in November (other than the presidency, which Michigan will help decide with a handful of other swing states).

More: Freep endorsements for Michigan voters in US House, Senate, state House in Aug. 6 primary

There are three, maybe four, races among Michigan's 13 U.S. House seats that could be considered toss-ups, only two of which have incumbents — one Republican, one Democrat — running for reelection. Andt then there are the two open U.S. House seats .

Our comprehensive voter guide has everything you need to know about the key races in the Michigan state primary election. Here's more .

Click here to find your district and view your ballot .

Contact Arpan Lobo:  [email protected] .

Todd Spangler contributed.

Looking for more on Michigan’s elections this year? Check out our voter guide , subscribe to our elections newsletter and always feel free to share your thoughts in a letter to the editor .

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