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Health Hazards of Homework

March 18, 2014 | Julie Greicius Pediatrics .

A new study by the Stanford Graduate School of Education and colleagues found that students in high-performing schools who did excessive hours of homework “experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives.”

Those health problems ranged from stress, headaches, exhaustion, sleep deprivation, weight loss and stomach problems, to psycho-social effects like dropping activities, not seeing friends or family, and not pursuing hobbies they enjoy.

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

The study was based on survey data from a sample of 4,317 students from 10 high-performing high schools in California communities in which median household income exceeded $90,000. Of the students surveyed, homework volume averaged about 3.1 hours each night.

“It is time to re-evaluate how the school environment is preparing our high school student for today’s workplace,” says Neville Golden, MD , chief of adolescent medicine at Stanford Medicine Children’s Health and a professor at the School of Medicine. “This landmark study shows that excessive homework is counterproductive, leading to sleep deprivation, school stress and other health problems. Parents can best support their children in these demanding academic environments by advocating for them through direct communication with teachers and school administrators about homework load.”

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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.

Media Contacts

Denise Pope, Stanford Graduate School of Education: (650) 725-7412, [email protected] Clifton B. Parker, Stanford News Service: (650) 725-0224, [email protected]

Is homework a necessary evil?

After decades of debate, researchers are still sorting out the truth about homework’s pros and cons. One point they can agree on: Quality assignments matter.

By Kirsten Weir

March 2016, Vol 47, No. 3

Print version: page 36

• Schools and Classrooms

Homework battles have raged for decades. For as long as kids have been whining about doing their homework, parents and education reformers have complained that homework's benefits are dubious. Meanwhile many teachers argue that take-home lessons are key to helping students learn. Now, as schools are shifting to the new (and hotly debated) Common Core curriculum standards, educators, administrators and researchers are turning a fresh eye toward the question of homework's value.

But when it comes to deciphering the research literature on the subject, homework is anything but an open book.

The 10-minute rule

In many ways, homework seems like common sense. Spend more time practicing multiplication or studying Spanish vocabulary and you should get better at math or Spanish. But it may not be that simple.

Homework can indeed produce academic benefits, such as increased understanding and retention of the material, says Duke University social psychologist Harris Cooper, PhD, one of the nation's leading homework researchers. But not all students benefit. In a review of studies published from 1987 to 2003, Cooper and his colleagues found that homework was linked to better test scores in high school and, to a lesser degree, in middle school. Yet they found only faint evidence that homework provided academic benefit in elementary school ( Review of Educational Research , 2006).

Then again, test scores aren't everything. Homework proponents also cite the nonacademic advantages it might confer, such as the development of personal responsibility, good study habits and time-management skills. But as to hard evidence of those benefits, "the jury is still out," says Mollie Galloway, PhD, associate professor of educational leadership at Lewis & Clark College in Portland, Oregon. "I think there's a focus on assigning homework because [teachers] think it has these positive outcomes for study skills and habits. But we don't know for sure that's the case."

Even when homework is helpful, there can be too much of a good thing. "There is a limit to how much kids can benefit from home study," Cooper says. He agrees with an oft-cited rule of thumb that students should do no more than 10 minutes a night per grade level — from about 10 minutes in first grade up to a maximum of about two hours in high school. Both the National Education Association and National Parent Teacher Association support that limit.

Beyond that point, kids don't absorb much useful information, Cooper says. In fact, too much homework can do more harm than good. Researchers have cited drawbacks, including boredom and burnout toward academic material, less time for family and extracurricular activities, lack of sleep and increased stress.

In a recent study of Spanish students, Rubén Fernández-Alonso, PhD, and colleagues found that students who were regularly assigned math and science homework scored higher on standardized tests. But when kids reported having more than 90 to 100 minutes of homework per day, scores declined ( Journal of Educational Psychology , 2015).

"At all grade levels, doing other things after school can have positive effects," Cooper says. "To the extent that homework denies access to other leisure and community activities, it's not serving the child's best interest."

Children of all ages need down time in order to thrive, says Denise Pope, PhD, a professor of education at Stanford University and a co-founder of Challenge Success, a program that partners with secondary schools to implement policies that improve students' academic engagement and well-being.

"Little kids and big kids need unstructured time for play each day," she says. Certainly, time for physical activity is important for kids' health and well-being. But even time spent on social media can help give busy kids' brains a break, she says.

All over the map

But are teachers sticking to the 10-minute rule? Studies attempting to quantify time spent on homework are all over the map, in part because of wide variations in methodology, Pope says.

A 2014 report by the Brookings Institution examined the question of homework, comparing data from a variety of sources. That report cited findings from a 2012 survey of first-year college students in which 38.4 percent reported spending six hours or more per week on homework during their last year of high school. That was down from 49.5 percent in 1986 ( The Brown Center Report on American Education , 2014).

The Brookings report also explored survey data from the National Assessment of Educational Progress, which asked 9-, 13- and 17-year-old students how much homework they'd done the previous night. They found that between 1984 and 2012, there was a slight increase in homework for 9-year-olds, but homework amounts for 13- and 17-year-olds stayed roughly the same, or even decreased slightly.

Yet other evidence suggests that some kids might be taking home much more work than they can handle. Robert Pressman, PhD, and colleagues recently investigated the 10-minute rule among more than 1,100 students, and found that elementary-school kids were receiving up to three times as much homework as recommended. As homework load increased, so did family stress, the researchers found ( American Journal of Family Therapy , 2015).

Many high school students also seem to be exceeding the recommended amounts of homework. Pope and Galloway recently surveyed more than 4,300 students from 10 high-achieving high schools. Students reported bringing home an average of just over three hours of homework nightly ( Journal of Experiential Education , 2013).

On the positive side, students who spent more time on homework in that study did report being more behaviorally engaged in school — for instance, giving more effort and paying more attention in class, Galloway says. But they were not more invested in the homework itself. They also reported greater academic stress and less time to balance family, friends and extracurricular activities. They experienced more physical health problems as well, such as headaches, stomach troubles and sleep deprivation. "Three hours per night is too much," Galloway says.

In the high-achieving schools Pope and Galloway studied, more than 90 percent of the students go on to college. There's often intense pressure to succeed academically, from both parents and peers. On top of that, kids in these communities are often overloaded with extracurricular activities, including sports and clubs. "They're very busy," Pope says. "Some kids have up to 40 hours a week — a full-time job's worth — of extracurricular activities." And homework is yet one more commitment on top of all the others.

"Homework has perennially acted as a source of stress for students, so that piece of it is not new," Galloway says. "But especially in upper-middle-class communities, where the focus is on getting ahead, I think the pressure on students has been ratcheted up."

Yet homework can be a problem at the other end of the socioeconomic spectrum as well. Kids from wealthier homes are more likely to have resources such as computers, Internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs, says Lea Theodore, PhD, a professor of school psychology at the College of William and Mary in Williamsburg, Virginia. They are less likely to have computers or a quiet place to do homework in peace.

"Homework can highlight those inequities," she says.

Quantity vs. quality

One point researchers agree on is that for all students, homework quality matters. But too many kids are feeling a lack of engagement with their take-home assignments, many experts say. In Pope and Galloway's research, only 20 percent to 30 percent of students said they felt their homework was useful or meaningful.

"Students are assigned a lot of busywork. They're naming it as a primary stressor, but they don't feel it's supporting their learning," Galloway says.

"Homework that's busywork is not good for anyone," Cooper agrees. Still, he says, different subjects call for different kinds of assignments. "Things like vocabulary and spelling are learned through practice. Other kinds of courses require more integration of material and drawing on different skills."

But critics say those skills can be developed with many fewer hours of homework each week. Why assign 50 math problems, Pope asks, when 10 would be just as constructive? One Advanced Placement biology teacher she worked with through Challenge Success experimented with cutting his homework assignments by a third, and then by half. "Test scores didn't go down," she says. "You can have a rigorous course and not have a crazy homework load."

Still, changing the culture of homework won't be easy. Teachers-to-be get little instruction in homework during their training, Pope says. And despite some vocal parents arguing that kids bring home too much homework, many others get nervous if they think their child doesn't have enough. "Teachers feel pressured to give homework because parents expect it to come home," says Galloway. "When it doesn't, there's this idea that the school might not be doing its job."

Galloway argues teachers and school administrators need to set clear goals when it comes to homework — and parents and students should be in on the discussion, too. "It should be a broader conversation within the community, asking what's the purpose of homework? Why are we giving it? Who is it serving? Who is it not serving?"

Until schools and communities agree to take a hard look at those questions, those backpacks full of take-home assignments will probably keep stirring up more feelings than facts.

Further reading

• 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. doi: 10.3102/00346543076001001
• Galloway, M., Connor, J., & Pope, D. (2013). Nonacademic effects of homework in privileged, high-performing high schools. The Journal of Experimental Education, 81 (4), 490–510. doi: 10.1080/00220973.2012.745469
• Pope, D., Brown, M., & Miles, S. (2015). Overloaded and underprepared: Strategies for stronger schools and healthy, successful kids . San Francisco, CA: Jossey-Bass.

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How does homework affect students.

Posted by Kenny Gill

Homework is essential in the learning process of all students. It benefits them in managing time, being organized, and thinking beyond the classroom work. When students develop good habits towards homework, they enjoy good grades. The amount of homework given to students has risen by 51 percent. In most cases, this pushes them to order for custom essays online. A lot of homework can be overwhelming, affecting students in negative ways.

How homework affects the psyche of students Homework plays a crucial role in ensuring students succeeds both inside and outside the classroom. The numerous hours they spend in class, on school work, and away from family and friends lead to them experiencing exhaustion. Too much homework leads to students becoming disheartened by the school, and it chips away at their motivation for succeeding.

As a result, homework becomes an uphill battle, which they feel they will never win despite putting an effort. When they continue to find homework difficult, they consider other ways of working on it, such as cheating.

Getting enough time to relax, engage with friends and family members helps the students to have fun, thus, raising their spirit and their psyche on school work.  However, when homework exceeds, it affects their emotional well-being making them sad and unproductive students who would rather cheat their way through school.

As a result, they have to struggle with a lack of enough sleep, loss of weight, stomach problems, headaches, and fatigue. Poor eating habits where students rely on fast foods also occasions as they struggle to complete all their assignments. When combined with lack of physical activity, the students suffer from obesity and other health-related conditions. Also, they experience depression and anxiety. The pressure to attend all classes, finish the much homework, as well as have time to make social connections cripples them.

How can parents help with homework? Being an active parent in the life of your child goes a long way towards promoting the health and well-being of children. Participating in their process of doing homework helps you identify if your child is facing challenges, and provide the much-needed support.

The first step is identifying the problem your child has by establishing whether their homework is too much. In elementary school, students should not spend over twenty minutes on homework while in high school they should spend an average of two hours. If it exceeds these guidelines, then you know that the homework is too much and you need to talk with the teachers.

The other step is ensuring your child focuses on their work by eliminating distractions. Texting with friends, watching videos, and playing video games can distract your child. Next, help them create a homework routine by having a designated area for studying and organizing their time for each activity.

Why it is better to do homework with friends Extracurricular activities such as sports and volunteer work that students engage in are vital. The events allow them to refresh their minds, catch up, and share with friends, and sharpen their communication skills. Homework is better done with friends as it helps them get these benefits. Through working together, interacting, and sharing with friends, their stress reduces.

Working on assignments with friends relaxes the students. It ensures they have the help they need when tackling the work, making even too much homework bearable. Also, it develops their communication skills. Deterioration of communication skills is a prominent reason as to why homework is bad. Too much of it keeps one away from classmates and friends, making it difficult for one to communicate with other people.

Working on homework with friends, however, ensures one learns how to express themselves and solve issues, making one an excellent communicator.

How does a lot of homework affect students’ performance? Burnout is a negative effect of homework. After spending the entire day learning, having to spend more hours doing too much homework lead to burnout. When it occurs, students begin dragging their feet when it comes to working on assignments and in some cases, fail to complete them. Therefore, they end up getting poor grades, which affects their overall performance.

Excessive homework also overshadows active learning, which is essential in the learning process. It encourages active participation of students in analyzing and applying what they learn in class in the real world. As a result, this limits the involvement of parents in the process of learning and children collaboration with friends. Instead, it causes boredom, difficulties for the students to work alongside others, and lack of skills in solving problems.

Should students have homework? Well, this is the question many parents and students ask when they consider these adverse effects of homework. Homework is vital in the learning process of any student. However, in most cases, it has crossed the line from being a tool for learning and becomes a source of suffering for students. With such effects, a balance is necessary to help students learn, remain healthy, and be all rounded individuals in society.

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One Response to How does homework affect students?

Great info and really valuable for teachers and tutors. This is a really very wonderful post. I really appreciate it; this post is very helpful for education.

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

Professor of Education, Penn State

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

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

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

So, does homework help or hinder kids?

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

Does homework result in academic success?

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

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

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

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

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

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

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

So, is homework related to high academic success?

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

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

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

Impact of homework on kids

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

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

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

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

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

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

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

Should there be “no homework” policies?

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

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

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

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

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

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

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

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

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Is Homework Necessary? Education Inequity and Its Impact on Students

The Problem with Homework: It Highlights Inequalities

How much homework is too much homework, when does homework actually help, negative effects of homework for students, how teachers can help.

Schools are getting rid of homework from Essex, Mass., to Los Angeles, Calif. Although the no-homework trend may sound alarming, especially to parents dreaming of their child’s acceptance to Harvard, Stanford or Yale, there is mounting evidence that eliminating homework in grade school may actually have great benefits , especially with regard to educational equity.

In fact, while the push to eliminate homework may come as a surprise to many adults, the debate is not new . Parents and educators have been talking about this subject for the last century, so that the educational pendulum continues to swing back and forth between the need for homework and the need to eliminate homework.

One of the most pressing talking points around homework is how it disproportionately affects students from less affluent families. The American Psychological Association (APA) explained:

“Kids from wealthier homes are more likely to have resources such as computers, internet connections, dedicated areas to do schoolwork and parents who tend to be more educated and more available to help them with tricky assignments. Kids from disadvantaged homes are more likely to work at afterschool jobs, or to be home without supervision in the evenings while their parents work multiple jobs.”

[RELATED] How to Advance Your Career: A Guide for Educators >> 

While students growing up in more affluent areas are likely playing sports, participating in other recreational activities after school, or receiving additional tutoring, children in disadvantaged areas are more likely headed to work after school, taking care of siblings while their parents work or dealing with an unstable home life. Adding homework into the mix is one more thing to deal with — and if the student is struggling, the task of completing homework can be too much to consider at the end of an already long school day.

While all students may groan at the mention of homework, it may be more than just a nuisance for poor and disadvantaged children, instead becoming another burden to carry and contend with.

Beyond the logistical issues, homework can negatively impact physical health and stress — and once again this may be a more significant problem among economically disadvantaged youth who typically already have a higher stress level than peers from more financially stable families .

Yet, today, it is not just the disadvantaged who suffer from the stressors that homework inflicts. A 2014 CNN article, “Is Homework Making Your Child Sick?” , covered the issue of extreme pressure placed on children of the affluent. The article looked at the results of a study surveying more than 4,300 students from 10 high-performing public and private high schools in upper-middle-class California communities.

“Their findings were troubling: Research showed that excessive homework is associated with high stress levels, physical health problems and lack of balance in children’s lives; 56% of the students in the study cited homework as a primary stressor in their lives,” according to the CNN story. “That children growing up in poverty are at-risk for a number of ailments is both intuitive and well-supported by research. More difficult to believe is the growing consensus that children on the other end of the spectrum, children raised in affluence, may also be at risk.”

When it comes to health and stress it is clear that excessive homework, for children at both ends of the spectrum, can be damaging. Which begs the question, how much homework is too much?

The National Education Association and the National Parent Teacher Association recommend that students spend 10 minutes per grade level per night on homework . That means that first graders should spend 10 minutes on homework, second graders 20 minutes and so on. But a study published by The American Journal of Family Therapy found that students are getting much more than that.

While 10 minutes per day doesn’t sound like much, that quickly adds up to an hour per night by sixth grade. The National Center for Education Statistics found that high school students get an average of 6.8 hours of homework per week, a figure that is much too high according to the Organization for Economic Cooperation and Development (OECD). It is also to be noted that this figure does not take into consideration the needs of underprivileged student populations.

In a study conducted by the OECD it was found that “after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance .” That means that by asking our children to put in an hour or more per day of dedicated homework time, we are not only not helping them, but — according to the aforementioned studies — we are hurting them, both physically and emotionally.

What’s more is that homework is, as the name implies, to be completed at home, after a full day of learning that is typically six to seven hours long with breaks and lunch included. However, a study by the APA on how people develop expertise found that elite musicians, scientists and athletes do their most productive work for about only four hours per day. Similarly, companies like Tower Paddle Boards are experimenting with a five-hour workday, under the assumption that people are not able to be truly productive for much longer than that. CEO Stephan Aarstol told CNBC that he believes most Americans only get about two to three hours of work done in an eight-hour day.

In the scope of world history, homework is a fairly new construct in the U.S. Students of all ages have been receiving work to complete at home for centuries, but it was educational reformer Horace Mann who first brought the concept to America from Prussia. 

Since then, homework’s popularity has ebbed and flowed in the court of public opinion. In the 1930s, it was considered child labor (as, ironically, it compromised children’s ability to do chores at home). Then, in the 1950s, implementing mandatory homework was hailed as a way to ensure America’s youth were always one step ahead of Soviet children during the Cold War. Homework was formally mandated as a tool for boosting educational quality in 1986 by the U.S. Department of Education, and has remained in common practice ever since.  

School work assigned and completed outside of school hours is not without its benefits. Numerous studies have shown that regular homework has a hand in improving student performance and connecting students to their learning. When reviewing these studies, take them with a grain of salt; there are strong arguments for both sides, and only you will know which solution is best for your students or school. 

Homework improves student achievement.

• Source: The High School Journal, “ When is Homework Worth the Time?: Evaluating the Association between Homework and Achievement in High School Science and Math ,” 2012. 
• Source: IZA.org, “ Does High School Homework Increase Academic Achievement? ,” 2014. **Note: Study sample comprised only high school boys. 

Homework helps reinforce classroom learning.

• Source: “ Debunk This: People Remember 10 Percent of What They Read ,” 2015.

Homework helps students develop good study habits and life skills.

• Sources: The Repository @ St. Cloud State, “ Types of Homework and Their Effect on Student Achievement ,” 2017; Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.
• Source: Journal of Advanced Academics, “ Developing Self-Regulation Skills: The Important Role of Homework ,” 2011.

Homework allows parents to be involved with their children’s learning.

• Parents can see what their children are learning and working on in school every day. 
• Parents can participate in their children’s learning by guiding them through homework assignments and reinforcing positive study and research habits.
• Homework observation and participation can help parents understand their children’s academic strengths and weaknesses, and even identify possible learning difficulties.
• Source: Phys.org, “ Sociologist Upends Notions about Parental Help with Homework ,” 2018.

While some amount of homework may help students connect to their learning and enhance their in-class performance, too much homework can have damaging effects. 

Students with too much homework have elevated stress levels. 

• Source: USA Today, “ Is It Time to Get Rid of Homework? Mental Health Experts Weigh In ,” 2021.
• Source: Stanford University, “ Stanford Research Shows Pitfalls of Homework ,” 2014.

Students with too much homework may be tempted to cheat. 

• Source: The Chronicle of Higher Education, “ High-Tech Cheating Abounds, and Professors Bear Some Blame ,” 2010.
• Source: The American Journal of Family Therapy, “ Homework and Family Stress: With Consideration of Parents’ Self Confidence, Educational Level, and Cultural Background ,” 2015.

Homework highlights digital inequity. 

• Sources: NEAToday.org, “ The Homework Gap: The ‘Cruelest Part of the Digital Divide’ ,” 2016; CNET.com, “ The Digital Divide Has Left Millions of School Kids Behind ,” 2021.
• Source: Investopedia, “ Digital Divide ,” 2022; International Journal of Education and Social Science, “ Getting the Homework Done: Social Class and Parents’ Relationship to Homework ,” 2015.
• Source: World Economic Forum, “ COVID-19 exposed the digital divide. Here’s how we can close it ,” 2021.

Homework does not help younger students.

• Source: Review of Educational Research, “ Does Homework Improve Academic Achievement? A Synthesis of Researcher, 1987-2003 ,” 2006.

To help students find the right balance and succeed, teachers and educators must start the homework conversation, both internally at their school and with parents. But in order to successfully advocate on behalf of students, teachers must be well educated on the subject, fully understanding the research and the outcomes that can be achieved by eliminating or reducing the homework burden. There is a plethora of research and writing on the subject for those interested in self-study.

For teachers looking for a more in-depth approach or for educators with a keen interest in educational equity, formal education may be the best route. If this latter option sounds appealing, there are now many reputable schools offering online master of education degree programs to help educators balance the demands of work and family life while furthering their education in the quest to help others.

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Excessive homework, inadequate sleep, physical inactivity and screen viewing time are major contributors to high paediatric obesity

1 School of Sport Sciences, Beijing Sport University, Beijing, China

Zhixiong Zhou

2 School of Physical Education and Coaching Science, Capital University of Physical Education and Sports, Beijing, China

Wenxi (Kevin) Liu

3 Department of Kinesiology, Health, and Nutrition, University of Texas at San Antonio, San Antonio, TX, USA

Xiujiang Wang

4 Children's Center of China, Beijing, China

Associated Data

Table S2 . Means (M), standard deviations ( SD ) of afterschool EBRB s by grade level.

This study examined the relationships between energy balance‐related behaviours (EBRBs) outside school hours and obesity in Chinese primary school students. We also explored the influence of gender on those relationships.

The study sample was a cross‐sectional cohort of 5032 Chinese children who were enrolled in grades 1–6 in primary schools in five Chinese cities and whose mean ages ranged from seven years and three months to 11.9 years. The children's parents completed a survey on their child's height, weight and EBRBs outside school hours.

The response rate was 97%, and the reported rates of overweight and obesity were 13.6% and 13.8%, respectively. The obesity rates were higher in boys and lower grade children. Most EBRBs varied between boys and girls and with increased grade levels. The amount of time spent on academic‐related activities, screen viewing, outdoor activities and sleep was mostly associated with obesity on weekdays and varied by gender.

Rate of obesity was alarmingly high in the primary school Chinese children in this cohort, especially in younger children. Excessive time spent on academic‐related activities outside school hours, inadequate sleep, physical inactivity and higher levels of screen viewing were major contributors to obesity in these Chinese children.

Abbreviations

• This study examined the relationships between energy balance‐related behaviours outside school hours and obesity in Chinese primary school students.
• Rates of obesity were alarmingly high in the children in this cohort, especially in younger children, with some notable age and gender differences.
• Excessive time spent on academic‐related activities outside school hours, inadequate sleep, physical inactivity and higher levels of screen viewing were major contributors to obesity levels.

Introduction

Childhood obesity has been rising rapidly in China, following the trends in developed countries 1 , and the increase is more dramatic in large urban regions 1 , 2 . According to the Chinese National Surveys on Students Constitution and Health, the prevalence of obesity in children aged 7–19 increased from 0.2% in 1985 to 8.1% in 2010. The Survey reported that obesity levels were highest among children aged seven to nine years, at 15.7% for boys and 8% for girls, and lowest in the 16–18 age group, at 6.8% for boys and 2.25% for girls 2 . While this increase has far exceeded those found in American and European children, the gender differences and high prevalence among the youngest children are particularly alarming and indicate a secular trend that could have serious health and economic implications for China in the near future 2 .

Energy balance‐related behaviours (EBRBs) refer to behaviours that influence energy intake and expenditure 3 , and the essence of obesity is dysregulation of EBRBs, leading to a positive energy balance. The links between obesity and EBRBs have been observed in preschool and primary school children 4 . Because activities at school are highly regulated and focused on academic pursuits, the study of EBRBs outside school hours – before and after school and during weekends and school holidays – provides additional insights for combating childhood obesity. Participation in outdoor activities, especially moderate‐to‐vigorous physical activity (MVPA) has been positively associated with lower body mass index (BMI), while increases in sedentary activities, such as sitting for lengthy periods of time, watching TV and playing computer games, have been associated with higher BMIs in children 4 , 5 . Epidemiological studies have also showed a close association between sleep deficiency and increases in childhood obesity 5 . However, it is not clear whether time spent on homework and other academic remedial activities outside school hours is associated with obesity in children.

From a young age, Chinese children are exposed to a fiery competitive system to prepare them for admission to universities 6 . Children start school in China at the age of 6 or 7, and primary school students are expected to spend at least three hours a day on academic‐related work, which includes homework assignments from their teachers and additional academic remedial and enrichment activities offered by external providers. This is in addition to a long school day that lasts eight to nine hours. These extra activities are paid tutoring programmes that enhance the children's academic achievement and aptitude. Little is known about the health effects of dedicating such a large amount of time to academic‐related studies on obesity in children of this age group 3 . An emerging body of research has related obesity with physical activity, sedentary behaviour and diet in Chinese children, similar to those conducted in developed countries 7 , 8 . However, a few studies have examined the effects of EBRBs outside school hours on obesity by age and gender in Chinese children.

This study reports the findings of a multicity parent survey on children's engagement in a broad range of EBRBs outside school hours in Chinese primary school students. The aims of this study were to examine the rate of obesity, the levels and patterns of EBRBs outside school hours and the relationships between engaging in EBRBs and obesity in a large sample of Chinese primary school students. Understanding children's activities outside school hours can facilitate a balanced development that promotes children's health and well‐being.

Study sample and data collection procedure

The study was conducted from March 1 to March 15, 2012 and included primary school students in five large metropolitan cities in five geographical regions of China: Beijing in Northern China, Guangzhou in Southern China, Hefei in Central China, Shanghai in Eastern Costal China and Xi'an in Western China. Four to five schools were selected from various areas of the city that were representative of the schools in the city. In each school, one classroom was randomly chosen from each of the six class grade levels to participate in the study. The parents of 5517 students were invited to complete a survey, and 5339 surveys were returned, providing a 97% response rate. Students who participated in sport teams or clubs were not asked not to complete the survey. The parents were informed that they could opt out of the study without any repercussions, and no financial incentive was provided for participating in the survey. The response rates were similar for all class grade levels and cities. After excluding the surveys with incomplete data on gender, age, grade, height and weight, 5032 students – 91% of the initial sample – were included in the data analysis. The study protocol was approved by the Research Review Committee of Beijing Sport University.

Parents were asked to complete a survey on their children's participation in five categories of leisure and nonleisure activities outside school hours on weekdays and at weekends, including three of the most common outdoor activities in children 9 . Parents talked to their children and estimated the number of hours that they spent on outdoor activities, homework assignments screen viewing – covering television and playing games on computers – remedial academic work to supplement and enrich their academic activities and sleep outside school hours on weekdays and at weekends. The students were not permitted to complete the surveys by themselves regardless of their ages. Parents were asked to report their child's current height and weight based on results from their most recent clinic visit or latest physical examination. Information was also requested on the students’ age, gender, grade levels, average school grades – with A being the best grade and F the lowest – for all subject areas (excluding physical education) and physical education. They were also asked about their own education levels and the monthly family income in renminbi, which is the Chinese currency. The students brought the completed surveys back to school the following day. The surveys were screened for completeness and entered into a database for quality checking by six research staff. These staff re‐entered 10% of the surveys to check for accuracy and the error rate was <0.0002%. Information on the children's attitudes towards outdoor activities, hygiene practices such as hand washing during outdoor activities and parent and peer support were also collected, but not included in this study.

Data analysis

The children's BMI, BMI Z‐score and standard deviations of BMI for age were calculated with the free AnthroPlus software from the World Health Organization (WHO) and using WHO Child Growth Standards 10 . The classification of obesity was based on the reference developed by the Working Group on Obesity in China (WGOC) 11 . We also classified obesity using the WHO age‐specific and sex‐specific BMI cut‐off points that were based on the WHO Child Growth Standards 12 . We used the BMI Z‐score as the continuous measure of obesity in this study, but performed the analyses on BMI as well. Associations between categorical variables were analysed with chi‐square ( χ 2 ) statistics, and associations between categorical and ordinal variables were analysed with Somer's d. Spearman's correlation was used to examine the relation between ordinal and continuous variables. The one‐way F‐test was used to test group differences or trends on continuous variables. Generalised estimation equations were used to estimate the independent associations between the BMI Z‐score as the response variable and EBRBs outside school hours as the explanatory variables. The city where the school data collection sites were based was included as a random term to control the clustering effect. The children's age, gender, grade levels, average school grades, average physical education grade, father's and mother's education levels and monthly family income were included as covariates. The analysis was repeated with stratification by gender to examine gender‐specific relationships between obesity and EBRBs outside school hours. To produce a parsimonious model, only significant covariates were kept in the final model. SPSS Statistics version 22 (IBM Corp., New York, NY, USA) was used in data analysis, with significance set at p = 0.05 based on a two‐sided test.

The study comprised 5032 students from six years and one month to 14.1 years, with a mean age of 9.70 and standard deviation of 1.72. Grades 1–6 normally cover students up to the age of 12, but sometimes they contain a few older students who are behind with their education for some reason. Table  1 shows the student characteristics and associations with obesity status. In general, the students in the study came from educated families, as 50.1% of the fathers and 46.2% of the mothers had attended college or higher education. More than two‐thirds of the families had a monthly income of <10 000 RMB, which was comparable to the 2012 national average family income of 13 000 RMB or 2100 US dollars per month. Students had a wide range of school grades in academic subject areas and physical education. Similar proportions of students from the five cities and across school grade levels were presented in the study sample (data not shown). Finally, higher levels of parent education and family income were associated with higher levels of obesity.

Student characteristics (n = 5032) and unadjusted correlations a with obesity status

A = The best grade; Grade F = Poorest grade; RMB = Renminbi (Chinese currency).

*p > 0.05, **p > 0.001, two‐sided test.

Table  2 shows the rate of overweight and obesity based on the Chinese WGOC reference in the overall student sample and by the cities included in the data collection. Boys were more likely to be overweight ( χ 2  = 115.48, df = 1, p < 0.001) and obese ( χ 2  = 80.43, df = 1, p < 0.001) than girls, and the patterns were similar across all five cities. The highest prevalence was observed in Beijing and Shanghai, two of the largest and most developed cities in China. Obesity rates based on the WHO Child Growth Standards are also presented. The rate for overweight was higher in the WHO reference than the WGOC reference, but the levels were similar for obesity. There was a significant inverse relationship for the total sample and by gender between the level of obesity and the students’ class grade level in school (p < 0.001 for trend) (Table  3 ). The inverse trend with age was particularly striking, with a difference of more than 10 percentage points between students in the first grade (19.6%) and the sixth grade (6.8%).

Rates of overweight and obesity in the overall student sample and broken down by gender

WGOC = Working Group on Obesity in China; WHO = World Health Organization child growth charts.

Unadjusted correlations between school grade level and obesity status a

Chinese primary students dedicated more time to academic‐related work outside school hours, namely homework and remedial academic work, and this reached almost three hours on weekdays and more than four hours on weekend days (Table S1). The time they spent on screen viewing and outdoor activities was rather limited on weekdays, at approximately one hour per day. On weekdays, boys spent more time on homework, screen viewing and sleep than girls. Girls spent more time on remedial academic work on both weekdays and weekend days than boys. Boys also spent more time on outdoor play on weekend days. Finally, children in higher grades spent more time on academic‐related activities and less time on nonacademic‐related activities and sleep, especially on weekdays (Table S2). Overall, there was a limited amount of discretionary time, approximately two to three hours per day, left for children to engage in other essential daily routine activities, such as travelling to and from school, eating meals, going to the toilet and washing (data not shown). A higher class grade level was significantly correlated with more time spent on homework and remedial academic work on weekdays and weekend days. Higher grades were also significantly correlated with less time spent on screen viewing and outdoor activities on weekend days and less sleep on weekdays.

In general, weekday afterschool EBRBs were associated more closely with obesity status as shown in Table  4 . Weekday homework, screen viewing and outdoor activities were positively associated with obesity status, while weekend day remedial academic work and weekday sleep were inversely associated (p < 0.05). Finally, obesity status was positively correlated with time spent on homework on weekdays, screen viewing on weekdays and weekend days and outdoor activities on weekdays. It was also inversely correlated with time spent on remedial academic work on weekend days and sleep on weekdays.

Means, standard deviations (SD) of out of school EBRB s and their correlations a with obesity status

EBRB = Energy balance‐related behaviour.

After controlling for significant covariates, the BMI Z‐score in the model that combined all the students was significantly and positively associated with hours of homework and screen viewing, inversely associated with hours of sleeping on weekdays and marginally and negatively associated with hours of outdoor activities on weekend days (Table  5 ). In the boys’ model, the BMI Z‐score was significantly and positively associated with hours spent on homework and negatively associated with hours of sleep on weekdays and was not related to EBRBs on weekend days. In the girls’ model, the BMI Z‐score was significantly and positively associated with hours of screen viewing on weekdays and was significantly and negatively associated with hours of outdoor activities on weekend days. The results were similar when we performed the analysis with BMI as the outcome variable (result not shown).

Results from generalised estimation equations analysis on the relationships between the children's body mass index Z‐score and energy balanced‐related behaviours outside school

B = Regression coefficient; SE = Standard error; p = Level of significance; ns = Not significant.

*Weekday model and † weekend day model both adjusted for intercept, gender and grade level.

‡ Weekday model and § weekend day model both adjusted for intercept, grade level and physical education grade.

¶ Weekday model and **weekend day model both adjusted for intercept, grade level and father's education level.

Findings from this survey study revealed that levels of overweight (13.7%) and obesity (13.6%) in primary school students living in large metropolitan cities were alarmingly high, continuing a secular trend that has emerged since the 2000s in Chinese children 2 , 13 . It is particularly worrying to see the gender disparity in obesity that emerged in this study, with the rate in boys nearly doubling and disproportional obesity at lower grade levels. Higher levels of parental education and family income were associated with higher levels of obesity in this sample of urban Chinese children, and this was consistent with studies conducted in the United States and other Western countries. The associations disappeared in the multivariate analysis, except for in the models for just girls, where the father's education remained a significant covariate. However, class grades and gender remained as significant covariates, suggesting the important role they play in understanding the obesity epidemic in Chinese students. Finally, there was evidence that time spent on academic‐related activities, screen viewing, outdoor activities and sleep was closely associated with obesity and that this varied by gender between weekdays and weekend days.

The rate of obesity in our study sample was consistent with recent studies based on the Chinese WGOC reference that used height and weight measured directly by trained research staff 2 , 13 . The prevalence of childhood obesity in China has doubled over the past 10 years according to a report published by the National Health and Family Planning Commission of the People's Republic of China in 2014 14 . It is not a surprise that the prevalence of childhood obesity has approached those observed in the United States and other developed countries in less than two decades, in the light of the alarming temporal increase in rate of obesity since the 1980s 8 , 13 . For instance, Ma et al. reported that the obesity rates were 0.10%, 0.30%, 0.23% and 0.23% in 1985–1995, 1995–2000, 2000–2005 and 2005–2010, respectively, using data from the Chinese National Survey on Students Constitution and Health 15 .

While some studies, including our study, have showed that time for academic‐related activity and screen viewing increased with age, while sleep duration decreased with age 8 , 16 , other studies have reported that older children and adolescents were more physically active and spent less on screen viewing 7 . A study of 2163 Chinese children aged nine years to 17 years from 11 cities measured daily physical activity and sedentary behaviour using accelerometry 17 . As the children got older, they had higher levels of moderate and vigorous physical activity (MVPA) and sedentary behaviour. However, levels of MVPA and sedentary behaviour were not correlated with children's obesity status in the study sample. The same was also observed in a sample of Australian girls 18 . These findings suggest that other EBRBs influenced the energy balance and obesity in children as well.

Concern has been raised about the faster increase in obesity in lower‐level primary school students (grades 1–3) than upper‐level students (grades 4–6) that have been found in studies of Chinese children 8 , 19 , and these were also found in our study. A similar trend has also been reported in other developing countries in recent years 20 . Although there is no clear explanation for this secular trend of obesity, Yang and Huffman speculated that the introduction of formula feeding, increased consumption of foods with high protein levels and added sugar, reduced access to physical activities and poor maternal prenatal diets might have contributed to the higher prevalence of obesity among younger children in developing countries 21 .

However, it is still unclear why the prevalence of obesity in boys in our study was nearly twice as high as the girls who took part. This gender disparity has also been reported by others studies of Chinese children 8 , 19 . As nutritious foods are in plentiful supply and food insecurity is not an issue in Chinese urban cities 1 , 13 , one plausible explanation is that boys consumed a more energy‐dense diet than girls and that led to a positive energy balance. However, food consumption or eating unhealthy foods has not been associated with a particular gender and cannot explain the differences in obesity in Chinese children reported in the current literature 7 . This means that we are left with the other parameter in the energy balance equation, namely the energy expenditure. Although we could not quantify which gender was more sedentary based on the reported EBRBs, there were clear differences in EBRBs between boys and girls that suggested that boys were more sedentary on weekdays. Furthermore, the stratified analyses showed differential associations of EBRBs with obesity: the boys’ obesity was influenced by more time spent on homework and less sleep on weekdays while the girls’ obesity was associated with more screen viewing on weekdays and less outdoor activity on weekend days. While the increased sedentary time and decreased sleep in boys can be explained by a displacement effect due to increase time spent on academic‐related work on weekdays, girls have been reported to prefer sedentary activities 17 , 22 .

Higher pressure for academic excellence from society, schools and parents has been linked to increased time spent on homework and lack of sleep and may contribute to the limited time spent on screen viewing by Chinese students, as suggested by cross‐cultural studies 8 . Chinese students spend more time on homework and other academic‐related work outside school hours and less time on screen viewing and sleep, compared to students of the same age from Western countries. However, less is known about the differences in physical activity and diet between Chinese and Western students. Although academic pressure has been related to childhood obesity in some developing countries 23 , it has not become the focus of studies in China. Our findings showed that academic‐related activities outside school hours displaced time for physical activity and sleep in primary school students 24 . This should serve as a warning to parents, schools, policy makers and ultimately the Chinese education system to re‐examine and modify the current practices and expectations of children in primary schools 7 . It should be noted that the amount of time spent on homework, screen viewing and sleep based on the parental reports in this study was similar to those reported in large national surveys in China 8 , 22 .

Childhood obesity prevention in China has generally focused on promoting physical activity and healthy eating 25 . Recently studies have identified that sedentary behaviours, such as watching TV and playing on computers, high level of life stress and lack of sleep were independently associated with obesity in Western children 5 , 26 . Findings from our study suggest that sedentary behaviour from an excessive amount of time spent on academic‐related work and inadequate sleep, in addition to a lack of physical activity and excessive screen viewing, may be responsible for increased obesity in Chinese children 7 . An examination of childhood obesity intervention studies in China revealed that focusing interventions on physical activity and unhealthy diets, commonly regarded as two primary contributors to the current obesity epidemic, produced marginally effective outcomes, suggesting additional factors may also play roles 25 . Therefore, all EBRBs need to be considered in order to prevent childhood obesity and interventions should specifically target the relevant EBRBs to be effective for different genders and age groups.

We found a positive association between obesity status and outdoor activity time on weekdays, but not on weekend days, in the study sample. Because of the ongoing school‐based national Sunshine Activity campaign, which has encouraged Chinese children to play outside in the sunshine since 2007, we assessed the time spent on outdoor activities rather than on MVPA in this study. However, it is not appropriate to equate the outdoor activities reported in this study with MVPA. The three most commonly reported outdoor activities in this study were as follows: (i) exercises and sport activities involving moderate and vigorous intensity, such as jumping with ropes, soccer, swimming, jogging and exercise stations; (ii) games and play activities involving light and moderate intensity, such as hide‐and‐seek and playing in the park; and (iii) outdoor leisure activities involving light intensity, such as leisurely strolls with friends and walking the dog. High‐intensity exercises and sports activities were less common in our cohort. When we examined these three reported activities in the study sample, we found that overweight and obese students engaged more frequently in light‐ and moderate‐intensity activities and less frequently in higher‐intensity exercises and sport activities than normal weight students on weekdays (data not shown). Therefore, the positive correlation between obesity and outdoor activities on weekdays could be due to the measurement method used. However, this cannot be directly examined in this study.

There were several limitations to the study. First, because this study used a cross‐sectional design, the findings relating to relationships between responses and explanatory variables should not be interpreted as causal. Future studies should examine the findings further using longitudinal study designs. Second, all of the data, including height and weight, were self‐reported and subject to bias in self‐reports and inaccurate recalls. Although parental reports of children's health information is regularly used in population‐based health studies, the use of such data tends to overestimate weight and that lead to overestimation of obesity rates in children 27 . Therefore, study findings based on parent‐reported height and weight should be interpreted with caution. Similarly, parental reports of the time that their children spend on various activities outside school hours on weekdays and weekend days are also subject to recall errors. Nonetheless, the obesity rates and how the school‐aged children in this study used their time were similar to studies based on directly measured height and weight or observational studies from the same period. Third, because the study data were not collected from a nationally representative sample and did not include children from small cities or rural regions, the findings should not be overgeneralised. Fourth, the use of the Chinese WGOC cut‐off reference for obesity tends to overestimate obesity for boys aged 6–16 and underestimate obesity for girls aged 3–18 and that may have exacerbated the gender disparity 28 . Finally, the study only focused on EBRBs outside school hours and did not collect data on diet and physical activity at school. Future studies need to examine EBRBs that occur both inside and outside school, including diet, to establish a full picture of the relationships between obesity and EBRBs in children.

The rate of obesity was high in Chinese primary school children, especially among boys and children in lower grades, and there were differential associations between obesity status and EBRBs in Chinese boys and girls outside school hours. Accordingly, obesity prevention programmes that only focus on physical activity, screen viewing and diet may not produce expected outcomes without addressing excessive time spent on academic‐related activity and inadequate sleep in Chinese children 25 . The design of interventions should also take into account the differences between EBRBs on weekdays and weekend days 17 . Finally, there is a need to conduct cross‐cultural studies of obesity and EBRBs that can help us to understand the underlying causes of the gender differences and the increased rates of obesity in younger children. These will enable us to develop culturally relevant lifestyle interventions for different population groups in China.

This study was partly funded by the Children's Center of China. The funder had no role in any part of the study.

Conflict of interest

The authors have no conflict of interests to disclose.

Supporting information

Table S1. Means, standard deviations ( SD ) of non‐school EBRB s for all students and comparison by gender.

Acknowledgements

We would like to thank the Children's Centers in Shanghai, Anhui Provence, Shanxi Provence and Guangdong Provence for their help in the collection, entry and quality checking of the study data and the students, parents and school teachers whose participation and cooperation made this study possible.

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How Homework Is Destroying Teens’ Health

Jessica Amabile '24 , Staff Writer March 25, 2022

“[Students] average about 3.1 hours of homework each night,” according to an article published by Stanford .  Teens across the country come home from school, exhausted from a long day, only to do more schoolwork.  They sit at their computers, working on homework assignments for hours on end.  To say the relentless amount of work they have to do is overwhelming would be an understatement.  The sheer amount of homework given has many negative impacts on teenagers.

Students have had homework for decades, but in more recent years it has become increasingly more demanding.  Multiple studies have shown that students average about three hours of homework per night.  The Atlantic mentioned that students now have twice as much homework as students did in the 1990s.  This is extremely detrimental to teens’ mental health and levels of stress.  Students have a lot to do after school, such as spending time with family, extracurricular activities, taking care of siblings or other family members, hanging out with friends, or all of the above.  Having to juggle all of this as well as hours on end of homework is unreasonable because teenagers already have enough to think or worry about.   

According to a student- run survey conducted in Cherry Hill West, students reported that they received the most homework in math, history, and language arts classes.  They receive anywhere from 1 to 4 or more hours of homework every day, but only about 22.7% somewhat or strongly agree that it helps them learn.  Of the students who participated, 63.6% think schools should continue to give out homework sometimes, while 27.3% said they should not give out homework at all.  In an open-ended response section, students had a lot to say.  One student wrote, “I think we should get homework to practice work if we are seen struggling, or didn’t finish work in class. But if we get homework, I think it just shows that the teacher needs more time to teach and instead of speeding up, gives us more work.”  Another added,  “Homework is important to learn the material. However, too much may lead to the student not learning that much, or it may become stressful to do homework everyday.”  Others wrote, “The work I get in chemistry doesn’t help me learn at all if anything it confuses me more,” and “I think math is the only class I could use homework as that helps me learn while world language is supposed to help me learn but feels more like a time waste.”   A student admitted, “I think homework is beneficial for students but the amount of homework teachers give us each day is very overwhelming and puts a lot of stress on kids. I always have my work done but all of the homework I have really changes my emotions and it effects me.”  Another pointed out, “you are at school for most of your day waking up before the sun and still after all of that they send you home each day with work you need to do before the next day. Does that really make sense[?]”

As an article from Healthline mentioned, “Researchers asked students whether they experienced physical symptoms of stress… More than 80 percent of students reported having at least one stress-related symptom in the past month, and 44 percent said they had experienced three or more symptoms.”  If school is causing students physical symptoms of stress, it needs to re-evaluate whether or not homework is beneficial to students, especially teenagers.  Students aren’t learning anything if they have hours of “busy work” every night, so much so that it gives them symptoms of stress, such as headaches, weight loss, sleep deprivation, and so on.  The continuous hours of work are doing nothing but harming students mentally and physically.

The mental effects of homework can be harmful as well.  Mental health issues are often ignored, even when schools can be the root of the problem.  An article from USA Today contained a quote from a licensed therapist and social worker named Cynthia Catchings, which reads, “ heavy workloads can also cause serious mental health problems in the long run, like anxiety and depression.”  Mental health problems are not beneficial in any way to education.  In fact, it makes it more difficult for students to focus and learn.  

Some studies have suggested that students should receive less homework.  To an extent, homework can help students in certain areas, such as math.  However, too much has detrimental impacts on their mental and physical health.  Emmy Kang, a mental health counselor, has a suggestion.  She mentioned, “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,” according to USA Today .  Students don’t have much control over the homework they receive, but if enough people could explain to teachers the negative impacts it has on them, they might be convinced.  Teachers need to realize that their students have other classes and other assignments to do.  While this may not work for everything, it would at least be a start, which would be beneficial to students.

The sole purpose of schools is to educate children and young adults to help them later on in life.  However, school curriculums have gone too far if hours of homework for each class are seen as necessary and beneficial to learning.  Many studies have shown that homework has harmful effects on students, so how does it make sense to keep assigning it?  At this rate, the amount of time spent on homework will increase in years to come, along with the effects of poor mental and physical health.  Currently, students do an average of 3 hours of homework, according to the Washington Post, and the estimated amount of teenagers suffering from at least one mental illness is 1 in 5, as Polaris Teen Center stated.  This is already bad enough–it’s worrisome to think it could get much worse.  Homework is not more important than physical or mental health, by any standards.

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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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• Why Should Homework Be Banned?

Homework has been a fundamental part of education for many years, thought to reinforce students’ learning and develop their study habits. However, as we examine the true effects of homework more closely, an increasing number of educators and researchers are starting to doubt whether this long-standing tradition is as advantageous as previously believed.

This discussion has led to the emergence of numerous services, such as WriteMeAnEssay.com , designed to assist students in handling their workload, including affordable homework help options. Although they offer academic assistance, they also raise an important concern: if students feel so stressed that they resort to outsourcing their assignments, it may be necessary to reevaluate the importance of homework.

Why Homework Should Be Banned?

Homework is frequently regarded as a crucial element of education, but is it truly fulfilling its intended role? Research indicates that the connection between homework and academic achievement isn’t as robust as commonly thought, particularly in the early grades. An overload of homework can result in fatigue and a lack of interest in learning instead of encouraging a genuine passion for it. Additionally, homework can increase disparities among students. Not every learner has a conducive home environment for studying or access to resources such as tutoring and parental assistance. This situation can create a divide between those who can afford these benefits and those who cannot, resulting in performance differences that do not accurately represent their actual capabilities.

Benefits of Unstructured Time

Moving away from homework and providing more unstructured time can greatly benefit students in several ways. Free time is not only meant for relaxation; it also gives students the opportunity to participate in activities that enhance their cognitive, social, and physical growth.

Cognitive and Creative Benefits

Unstructured time promotes “diffuse thinking,” which is a laid-back mental state conducive to creativity. In these moments, students have the opportunity to link ideas in unique ways, resulting in creative insights and innovation. However, the strict schedules of homework and formal education frequently hinder this type of thinking. Additionally, engaging in free play and exploration promotes cognitive growth more effectively than conventional homework. Research has indicated that activities such as puzzles, games, and independent reading can boost critical thinking abilities and foster a lasting passion for learning.

Social and Emotional Benefits

One of the arguments for banning homework is related to the development of social and emotional skills. These skills are cultivated outside the classroom in more informal settings where children can engage with one another. Having unstructured time encourages social interactions that are essential for fostering qualities like empathy, teamwork, and effective communication. Children gain emotionally from having time to unwind, which helps them reflect on their day, relax, and deal with stress. This downtime is essential for building emotional resilience and supports their mental well-being, enabling them to handle academic demands and life obstacles more effectively.

Physical Health Benefits

Incorporating physical activity into homework time can help counteract sedentary habits and address concerns such as childhood obesity. Engaging in activities like sports, dancing, or simply playing at the park offers crucial exercise that enhances physical health and general well-being. Additionally, participating in physical activities can enhance focus and academic success. There is a strong connection between physical health and cognitive health, which suggests that children who are active tend to be more effective learners. Encouraging more unstructured time can help create an educational atmosphere that nurtures every facet of a student’s growth—intellectual, social, and physical. For students feeling stressed by their workload and seeking assistance, utilizing a trustworthy essay writing service can provide not just help with their assignments, but also guarantee quality and compliance with academic requirements. These services offer professional support for essays and other tasks, enabling students to manage their responsibilities more efficiently.

International Views on Homework and Unstructured Leisure Time

Attitudes towards homework differ greatly across various regions of the globe. For example, Finland, which is recognized for its strong academic performance, gives students less homework and emphasizes hands-on learning during school time. This method provides students with plenty of free time after school, promoting a balanced education that fosters both academic success and personal development. In contrast, countries such as South Korea and Japan have a prevalent culture of assigning large amounts of homework. However, these nations also encounter issues concerning student stress and overall well-being. These international instances imply that decreasing homework could lead to a better balance between educational results and quality of life, suggesting that homework might need to be eliminated.

Possible Obstacles and Opposing Views

Those who oppose the reduction of homework believe it plays an essential role in reinforcing what is taught in the classroom. Therefore, they argue that it should not be eliminated. Their concern is that if students do not have regular homework, they may miss important learning experiences and face difficulties in developing self-discipline and managing their time effectively. Another issue is the possible effects on educational fairness. Some teachers believe that organized homework offers learning chances that may not be accessible at home, especially in families with limited educational resources. Tackling these concerns necessitates careful execution of policies that reduce homework.

The discussion surrounding homework extends beyond the amount of work assigned to students; it also involves the type of childhood and educational experiences we hope to provide them. By adding more free time to students’ schedules, we enable them to explore, innovate, and develop in ways that traditional homework often doesn’t support. As we progress, it’s important for educators and policymakers to take into account insights from around the world and the possible advantages of unstructured time.

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

How much homework is too much?

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 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 curate insights for educators, parents, and students who are wondering whether homework causing stress in their lives?

The Link Between Homework and Stress: What the Research Says

Over the years, numerous studies investigated 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 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 , suggesting that reducing workload outside of class may benefit sleep and mental fitness .

Homework’s Potential Impact on Mental Health and Well-being

Homework-induced stress on students can involve both psychological and physiological side effects. 

1. Potential Psychological Effects of Homework-Induced Stress:

• Anxiety: The pressure to perform well 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 could 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 students’ overall academic performance.

2. Potential Physiological Effects of Homework-Induced Stress:

• Impaired Immune Function: Prolonged stress could 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 other 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.

While homework can foster discipline, time management, and self-directed learning, the middle ground may be to  strike a balance that promotes both academic growth and mental well-being .

How Much Homework Should Teachers Assign?

As a general guideline, educators suggest 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

Stress is caused by so many factors and not just the amount of work students are taking home.  Our company created a virtual reality stress management solution… a mental fitness tool called “Healium” that’s teaching students how to learn to self-regulate their stress and downshift in a drugless way. Schools implementing Healium have seen improvements 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. 

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 immersive media 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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School Stress Takes A Toll On Health, Teens And Parents Say

Patti Neighmond

Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill. Toni Greaves for NPR hide caption

Colleen Frainey, 16, of Tualatin, Ore., cut back on advanced placement classes in her junior year because the stress was making her physically ill.

When high school junior Nora Huynh got her report card, she was devastated to see that she didn't get a perfect 4.0.

Nora "had a total meltdown, cried for hours," her mother, Jennie Huynh of Alameda, Calif., says. "I couldn't believe her reaction."

Nora is doing college-level work, her mother says, but many of her friends are taking enough advanced classes to boost their grade-point averages above 4.0. "It breaks my heart to see her upset when she's doing so awesome and going above and beyond."

And the pressure is taking a physical toll, too. At age 16, Nora is tired, is increasingly irritated with her siblings and often suffers headaches, her mother says.

Teens Talk Stress

When NPR asked on Facebook if stress is an issue for teenagers, they spoke loud and clear:

• "Academic stress has been a part of my life ever since I can remember," wrote Bretta McCall, 16, of Seattle. "This year I spend about 12 hours a day on schoolwork. I'm home right now because I was feeling so sick from stress I couldn't be at school. So as you can tell, it's a big part of my life!"
• "At the time of writing this, my weekend assignments include two papers, a PowerPoint to go with a 10-minute presentation, studying for a test and two quizzes, and an entire chapter (approximately 40 pages) of notes in a college textbook," wrote Connor West of New Jersey.
• "It's a problem that's basically brushed off by most people," wrote Kelly Farrell in Delaware. "There's this mentality of, 'You're doing well, so why are you complaining?' " She says she started experiencing symptoms of stress in middle school, and was diagnosed with panic disorder and generalized anxiety disorder in high school.
• "Parents are the worst about all of this," writes Colin Hughes of Illinois. "All I hear is, 'Work harder, you're a smart kid, I know you have it in you, and if you want to go to college you need to work harder.' It's a pain."

Parents are right to be worried about stress and their children's health, says Mary Alvord , a clinical psychologist in Maryland and public education coordinator for the American Psychological Association.

"A little stress is a good thing," Alvord says. "It can motivate students to be organized. But too much stress can backfire."

Almost 40 percent of parents say their high-schooler is experiencing a lot of stress from school, according to a new NPR poll conducted with the Robert Wood Johnson Foundation and the Harvard School of Public Health. In most cases, that stress is from academics, not social issues or bullying, the poll found. (See the full results here .)

Homework was a leading cause of stress, with 24 percent of parents saying it's an issue.

Teenagers say they're suffering, too. A survey by the American Psychological Association found that nearly half of all teens — 45 percent — said they were stressed by school pressures.

Chronic stress can cause a sense of panic and paralysis, Alvord says. The child feels stuck, which only adds to the feeling of stress.

Parents can help put the child's distress in perspective, particularly when they get into what Alvord calls catastrophic "what if" thinking: "What if I get a bad grade, then what if that means I fail the course, then I'll never get into college."

Then move beyond talking and do something about it.

Colleen pets her horse, Bishop. They had been missing out on rides together because of homework. Toni Greaves for NPR hide caption

Colleen pets her horse, Bishop. They had been missing out on rides together because of homework.

That's what 16-year-old Colleen Frainey of Tualatin, Ore., did. As a sophomore last year, she was taking all advanced courses. The pressure was making her sick. "I didn't feel good, and when I didn't feel good I felt like I couldn't do my work, which would stress me out more," she says.

Mom Abigail Frainey says, "It was more than we could handle as a family."

With encouragement from her parents, Colleen dropped one of her advanced courses. The family's decision generated disbelief from other parents. "Why would I let her take the easy way out?" Abigail Frainey heard.

But she says dialing down on academics was absolutely the right decision for her child. Colleen no longer suffers headaches or stomachaches. She's still in honors courses, but the workload this year is manageable.

Even better, Colleen now has time to do things she never would have considered last year, like going out to dinner with the family on a weeknight, or going to the barn to ride her horse, Bishop.

Psychologist Alvord says a balanced life should be the goal for all families. If a child is having trouble getting things done, parents can help plan the week, deciding what's important and what's optional. "Just basic time management — that will help reduce the stress."

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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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Working from home has negatively impacted physical health and mental health, study finds

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What impact has working from home as a result of the COVID-19 pandemic had on our health? In a new study, researchers from USC have found that working from home has negatively impacted our physical health and mental health, increased work expectations and distractions, reduced our communications with co-workers and ultimately lessened our productivity.

The study finds that time spent at the workstation increased by approximately 1.5 hours, while most workers are likely to have less job satisfaction and increased neck pain when working from home. It also illustrates the differential impact of working from home for women, parents, and those with higher income.

Nearly 1,000 respondents participated in the survey regarding the impact of working from home on physical and mental well-being. Authored by Ph.D student Yijing Xiao, Burcin Becerik-Gerber, Dean's Professor of Civil and Environmental Engineering, Gale Lucas, a research Assistant Professor at the USC Institute for Creative Technologies and Shawn Roll, Associate Professor of Occupational Science and Occupational Therapy, the study was published in the Journal of Occupational and Environmental Medicine . Becerik-Gerber and Lucas are co-directors of The Center for Intelligent Environments at USC.

The survey was conducted during the early days of the pandemic. Responses regarding lifestyles, home office environments, and physical and mental well-being revealed the following about that first phase of the pandemic's "work from home" period:

• Over 64 percent of respondents claimed to have one or more new physical health issues
• Nearly 75 percent of those surveyed experienced one new mental health issue
• Female workers with annual salary less than 100k were more likely than male workers or workers with higher income to report two or more new physical and mental health issues
• Female workers had higher incidence of depression
• Parents with infants tended to have better mental well-being but also a higher chance of reporting a new mental health issue
• Having toddlers was affiliated with physical well-being but was also associated with more physical and mental health issues
• Living with at least one teenager lowered the risk of new health issues
• Nearly 3/4 of workers adjusted their work hours and more than 1/3 reported scheduling their work hours around others
• Workers who adjusted their work hours or schedule work around others were more likely to report new physical or mental health issues
• Pets did not appear to have impact on physical or mental health
• Workers decreased overall physical activity and physical exercise, combined with increased overall food intake
• Decreased physical and mental well-being was correlated with increased food or junk food intake
• Only one-third had a dedicated room for their work at home; at least 47. 6 percent shared their workspace with others

The authors suggest that having a dedicated work from home space would mitigate a number of negative impacts.

The quality of your home workspace is important; having a dedicated workspace signals to others that you are busy, and minimizes the chances of being distracted and interrupted. Increased satisfaction with the environmental quality factors in your workspace, such as lighting, temperature, is associated with a lower chance of having new health issues. In addition, knowing how to adjust your workspace helps with physical health." Burcin Becerik-Gerber, study's corresponding author

University of Southern California

Posted in: Medical Research News | Healthcare News

Tags: covid-19 , Depression , Exercise , Food , Junk Food , Medicine , Mental Health , Neck , Neck Pain , Occupational Therapy , Pain , Pandemic , pH , Physical Activity , Research

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Setting up a child with ADHD for school success

Tips for working with teachers, tips for managing adhd symptoms at school, tips for making learning fun for a child with adhd, tips for mastering homework, adhd and school how to help a child with adhd in school.

School can be a challenge for students with attention deficit hyperactivity disorder (ADHD)—but there are ways you can help your child or teen succeed in the classroom.

The classroom environment can pose challenges for a child with attention deficit hyperactivity disorder (ADHD or ADD). The very tasks these students find the most difficult—sitting still, listening quietly, concentrating—are the ones they are required to do all day long. Perhaps most frustrating of all is that most of these children want to be able to learn and behave like their unaffected peers. Neurological deficits, not unwillingness, keep kids with attention deficit disorder from learning in traditional ways.

As a parent, you can help your child cope with these deficits and overcome the challenges school creates. You can work with your child to implement practical strategies for learning both inside and out of the classroom and communicate with teachers about how your child prefers to learn. With consistent support, the following strategies can help your child enjoy learning, meet educational challenges—and experience success at school and beyond.

Remember that your child’s teacher has a full plate: in addition to managing a group of children with distinct personalities and preferences, they can also expect to be teaching students with ADHD . Teachers may try their best to help your child with attention deficit disorder learn effectively, but parental involvement can dramatically improve your child’s education. You have the power to optimize your child’s chances for success by supporting the steps taken in the classroom. If you can work with and support your child’s teacher, you can directly affect the experience of your child with ADHD at school.

There are a number of ways you can work with teachers to keep your child on track at school. Together you can help your child learn to find their feet in the classroom and work effectively through the challenges of the school day. As a parent, you are your child’s advocate. For your child to succeed in the classroom, it is vital that you communicate their needs to the adults at school. It is equally important for you to listen to what the teachers and other school officials have to say.

You can ensure that communication with your child’s school is constructive and productive. Try to keep in mind that your mutual purpose is finding out how to best help your child succeed in school. Whether you talk over the phone, email, or meet in person, make an effort to be calm, specific, and above all positive—a good attitude can go a long way when communicating with the school.

Plan ahead. You can arrange to speak with school officials or teachers before the school year even begins. If the year has started, plan to speak with a teacher or counselor on at least a monthly basis.

Make meetings happen. Agree on a time that works for both you and your child’s teacher and stick to it. If it’s convenient, meet in your child’s classroom so you can get a sense of their physical learning environment.

Create goals together. Discuss your hopes for your child’s school success. Together, write down specific and realistic goals and talk about how to help your child reach them.

Listen carefully. Like you, your child’s teacher wants to see them succeed at school. Listen to what they have to say—even if it is sometimes hard to hear. Understanding your child’s challenges in school is the key to finding solutions that work.

Share information. You know your child’s history, and your child’s teacher sees them every day: together you have a lot of information that can lead to better understanding of your child’s hardships. Share your observations freely, and encourage your child’s teachers to do the same.

Ask the hard questions and give a complete picture. Be sure to list any medications your child takes and explain any other treatments. Share with the teacher which tactics work well—and which don’t—for your child at home. Ask if your child is having any problems in school, including on the playground. Find out if they are eligible for any special services to help with learning.

Developing and using a behavior plan

Children with ADD/ADHD are capable of appropriate classroom behavior, but they need structure and clear expectations in order to keep their symptoms in check. As a parent, you can help by developing a behavior plan for your child—and sticking to it. Whatever type of behavior plan you decide to implement, create it in close collaboration with your child and their teacher.

Kids with ADHD respond best to specific goals and daily positive reinforcement—as well as worthwhile rewards. Yes, you may have to hang a carrot on a stick to motivate your child to behave better in class. Create a plan that incorporates small rewards for small victories and larger rewards for bigger accomplishments.

Find a behavior plan that works

The Daily Report Card is a downloadable behavior plan, which can be adjusted for elementary, middle, and even high school students with ADHD.

Source:  Center for Children and Families

Developing an individualized education program (IEP)

An IEP is a free service in the United States that outlines unique accommodations to help your child with ADHD reach set goals in the classroom. For example, an IEP might include: 

• Extra time for your child to spend on quizzes and tests. 
• Learning plan tailored to their specific needs.
• Relocation to a classroom environment with fewer distractions. 

An IEP will also include specific, measurable goals so you can keep track of what’s working best for your child. 

As a parent, you can refer your child for an IEP. However, to be eligible, your child may need to undergo an evaluation that involves a review of their performance in classwork and observations of their behavior. A team of professionals—which might include teachers and healthcare providers—will conduct the assessment and then work with you to come up with a plan.

ADHD impacts each child’s brain differently, so each case can look quite different in the classroom. Children with ADHD exhibit a range of symptoms: some seem to bounce off the walls, some daydream constantly, and others just can’t seem to follow the rules.

As a parent, you can help your child reduce any or all of these types of behaviors. It is important to understand how attention deficit disorder affects different children’s behavior so that you can choose the appropriate strategies for tackling the problem. There are a variety of fairly straightforward approaches you and your child’s teacher can take to best manage the symptoms of ADHD—and put your child on the road to school success.

Managing distractibility

Students with ADHD may become so easily distracted by noises, passersby, or their own thoughts that they often miss vital classroom information. These children have trouble staying focused on tasks that require sustained mental effort. They may seem as if they’re listening to you, but something gets in the way of their ability to retain the information.

Helping kids who distract easily involves physical placement, increased movement, and breaking long stretches of work into shorter chunks.

• Seat the child with ADHD away from doors and windows. Put pets in another room or a corner while the student is working.
• Alternate seated activities with those that allow the child to move their body around the room. Whenever possible, incorporate physical movement into lessons.
• Write important information down where the child can easily read and reference it. Remind the student where the information is located.
• Divide big assignments into smaller ones, and allow children frequent breaks.

Reducing interrupting

Kids with attention deficit disorder may struggle with controlling their impulses, so they often speak out of turn. In the classroom or at home, they call out or comment while others are speaking. Their outbursts may come across as aggressive or even rude, creating social problems as well. The self-esteem of children with ADHD is often quite fragile, so pointing this issue out in class or in front of family members doesn’t help the problem—and may even make matters worse.

Correcting the interruptions of children with ADHD should be done carefully so that the child’s self-esteem is maintained, especially in front of others. Develop a “secret language” with the child with ADHD. You can use discreet gestures or words you have previously agreed upon to let the child know they are interrupting. Praise the child for interruption-free conversations.

Managing impulsivity

Children with ADHD may act before thinking, creating difficult social situations in addition to problems in the classroom. Kids who have trouble with impulse control may come off as aggressive or unruly. This is perhaps the most disruptive symptom of ADHD, particularly at school.

Methods for managing impulsivity include behavior plans, immediate discipline for infractions, and a plan for giving children with ADHD a sense of control over their day.

Make sure a written behavior plan is near the student. You can even tape it to the wall or the child’s desk.

Give consequences immediately following misbehavior. Be specific in your explanation, making sure the child knows how they misbehaved.

Recognize good behavior out loud. Be specific in your praise, making sure the child knows what they did right.

Write the schedule for the day on the board or on a piece of paper and cross off each item as it is completed. Children with impulse problems may gain a sense of control and feel calmer when they know what to expect.

Managing fidgeting and hyperactivity

Students with ADHD are often in constant physical motion. It may seem like a struggle for these children to stay in their seats. Kids with ADD/ADHD may jump, kick, twist, fidget and otherwise move in ways that make them difficult to teach.

Strategies for combating hyperactivity consist of creative ways to allow the child with ADHD to move in appropriate ways at appropriate times. Releasing energy this way may make it easier for the child to keep their body calmer during work time.

Ask children with ADHD to run an errand or complete a task for you, even if it just means walking across the room to sharpen pencils or put dishes away.

Encourage a child with ADHD to play a sport —or at least run around before and after school—and make sure the child never misses recess or P.E.

Provide a stress ball , small toy, or another object for the child to squeeze or play with discreetly at their seat.

Limit screen time in favor of time for movement.

Dealing with trouble following directions

Difficulty following directions is a hallmark problem for many children with ADHD. These kids may look like they understand and might even write down directions, but then aren’t able to follow them as asked. Sometimes these students miss steps and turn in incomplete work, or misunderstand an assignment altogether and wind up doing something else entirely.

Helping children with ADHD follow directions means taking measures to break down and reinforce the steps involved in your instructions, and redirecting when necessary. Try keeping your instructions extremely brief, allowing the child to complete one step and then come back to find out what they should do next. If the child gets off track, give a calm reminder, redirecting in a calm but firm voice. Whenever possible, write directions down in a bold marker or in colored chalk on a blackboard.

One positive way to keep a child’s attention focused on learning is to make the process fun. Using physical motion in a lesson, connecting dry facts to interesting trivia, or inventing silly songs that make details easier to remember can help your child enjoy learning and even reduce the symptoms of ADHD.

Helping children with ADHD enjoy math

Children who have attention deficit disorder tend to think in a “concrete” manner. They often like to hold, touch, or take part in an experience to learn something new. By using games and objects to demonstrate mathematical concepts, you can show your child that math can be meaningful—and fun.

Play games. Use memory cards, dice, or dominoes to make numbers fun. Or simply use your fingers and toes, tucking them in or wiggling them when you add or subtract.

Draw pictures. Especially for word problems, illustrations can help kids better understand mathematical concepts. If the word problem says there are twelve cars, help your child draw them from steering wheel to trunk.

Invent silly acronyms . In order to remember the order of operations, for example, make up a song or phrase that uses the first letter of each operation in the correct order.

Helping children with ADHD enjoy reading

There are many ways to make reading exciting, even if the skill itself tends to pose a struggle for children with ADHD. Keep in mind that reading at its most basic level involves stories and interesting information—which all children enjoy.

Read to children. Make reading cozy, quality time with you.

Make predictions or “bets.” Constantly ask the child what they think might happen next. Model prediction: “The girl in the story seems pretty brave—I bet she’s going to try to save her family.”

Act out the story. Let the child choose their character and assign you one, too. Use funny voices and costumes to bring it to life.

How does your kid prefer to learn?

When children are given information in different ways it can make it easy for them to absorb. While many children have a learning preference, it’s often best to use multiple types of teaching to keep kids with ADHD engaged.

• Auditory teaching involves talking and listening. Your child could recite facts to a favorite song, for example, or pretend they are on a radio show.
• Visual teaching uses reading or observation. Let them have fun with different fonts on the computer and use colored flash cards to study. Allow them to write or draw their ideas on paper.
• Tactile teaching uses physical touch or movement as part of a lesson. You could provide jellybeans for counters, for example, or costumes for acting out parts of literature or history. Let them use clay and make collages.

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Sure, kids may universally dread it—but for a parent of a child with ADHD, homework is a golden opportunity. Academic work done outside the classroom provides you as the parent with a chance to directly support your child. It’s a time you can help your child succeed at school where you both feel most comfortable: your own living room.

With your support, kids with ADHD can use homework time not only for math problems or writing essays, but also for practicing the organizational and study skills they need to thrive in the classroom.

Helping a child with ADHD get organized

When it comes to organization, it can help to get a fresh start. Even if it’s not the start of the academic year, go shopping with your child and pick out school supplies that include folders, a three-ring binder, and color-coded dividers. Help the child file their papers into this new system.

• Establish a homework folder for finished homework and organize loose papers by color-coding folders. Show your child how to file appropriately.
• Help your child organize their belongings on a daily basis, including backpack, folders, and even pockets.
• If possible, keep an extra set of textbooks and other materials at home.
• Help your child learn to make and use checklists, crossing items off as they accomplish them.

Helping a child with ADHD get homework done on time

Understanding concepts and getting organized are two steps in the right direction, but homework also has to be completed in a single evening—and turned in on time. Help a child with ADHD to the finish line with strategies that provide consistent structure.

• Pick a specific time and place for homework that is as free as possible of clutter, pets, and television.
• Allow the child breaks as often as every ten to twenty minutes.
• Teach a better understanding of the passage of time: use an analog clock and timers to monitor homework efficiency.
• Set up a homework procedure at school: establish a place where the student can easily find their finished homework and pick a consistent time to hand in work to the teacher.

Other ways to help your child with homework

Encourage exercise and sleep. Physical activity improves concentration and promotes brain growth. Importantly for children with ADHD, it also leads to better sleep , which in turn can reduce the ADHD symptoms.

Help your child eat right. Scheduling regular nutritious meals and snacks while cutting back on junk and sugary foods can help manage symptoms of ADHD.

Take care of yourself so you’re better able to care for your child. Don’t neglect your own needs. Try to eat right, exercise, get enough sleep, manage stress , and seek face-to-face support from family and friends.

More Information

• Homework Help - Tips for children with ADHD. (National Resource Center on ADHD)
• Supporting School Success - Including how to get your child organized, enlisting the school’s help, and seeking evaluation. (American Academy of Child Adolescent Psychiatry)
• Motivating the Child - How ADHD symptoms interfere with classroom expectations and how to realistically motivate your child. (LD Online)
• Step-by-Step Guide for Securing Accommodations at School - Meeting your child’s educational needs with ADHD accommodations at school. (ADDitude)
• Contents of the IEP - Guide to developing an Individualized Education Program (IEP) with school staff to address your child’s educational needs. (Center for Parent Information and Resources)
• Neurodevelopmental Disorders. (2013). In Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association. Link
• AACAP. Supporting School Success. (n.d.). American Academy of Adolescent & Child Psychiatry. Retrieved August 12, 2021, from Link
• Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices– Pg 1. (2008). [Reference Materials; Instructional Materials]. US Department of Education. Link
• Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review. PLOS ONE, 11(2), e0148841. Link
• CDC. (2019, November 7). ADHD in the Classroom . Centers for Disease Control and Prevention. Link
• “Individualized Education Programs (IEPs) (for Parents) – Nemours KidsHealth.” Accessed February 15, 2024. Link

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Dr. Amitabh P Gupta, MD, is a Physical Medicine And Rehabilitation specialist in Saint Petersburg, Florida. He attended and graduated from medical school in 1983, having over 41 years of diverse experience, especially in Physical Medicine And Rehabilitation. He is affiliated with many hospitals including Morton Plant Hospital, Northside Hospital, Palms Of Pasadena Hospital, St Petersburg General Hospital. Dr. Amitabh P Gupta also cooperates with other doctors and physicians in medical groups including Amitabh Gupta Md Pa. Dr. Amitabh P Gupta accepts Medicare-approved amount as payment in full. Call (727) 526-8000 to request Dr. Amitabh P Gupta the information (Medicare information, advice, payment, ...) or simply to book an appointment.

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the new old age

The Painkiller Used for Just About Anything

In huge numbers, older people are taking gabapentin for a variety of conditions, including itching, alcohol dependence and sciatica. “It’s crazy,” one expert said.

By Paula Span

Mary Peart, 67, a retired nurse in Manchester-by-the-Sea, Mass., began taking gabapentin a year and a half ago to reduce the pain and fatigue of fibromyalgia. The drug helps her climb stairs, walk her dog and take art lessons, she said.

With it, “I have a life,” she said. “If I forget to take a dose, my pain comes right back.”

Jane Dausch has a neurological condition called transverse myelitis and uses gabapentin as needed when her legs and feet ache. “It seems to be effective at calming down nerve pain,” said Ms. Dausch, 67, a retired physical therapist in North Kingstown, R.I.

Amy Thomas, who owns three bookstores in the San Francisco Bay Area, takes gabapentin for rheumatoid arthritis. Along with yoga and physical therapy, “it’s probably contributing to it being easier for me to move around,” Ms. Thomas, 67, said.

All three are taking the non-opioid pain drug for off-label uses. The only conditions for which gabapentin has been approved for adult use by the Food and Drug Administration are epileptic seizures, in 1993, and postherpetic neuralgia, the nerve pain that can linger after a bout of shingles, in 2002.

But that has not stopped patients and health care providers from turning to gabapentin (whose brand names include Neurontin) for a startling array of other conditions, including sciatica, neuropathy from diabetes, lower back pain and post-surgery pain.

Also: Agitation from dementia. Insomnia. Migraines. Itching. Bipolar disorder. Alcohol dependence.

Evidence of effectiveness for these conditions is all over the map. The drug appears to provide relief for some patients with diabetic neuropathy but not with some other kinds of neuropathic pain.

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