# data[].attributes.body
https://drive.google.com/file/d/13dB4on3DrcLZHcHb95PO66f3Z5qMpO_3/view?usp=sharing

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
1) the. survey can ask more open ended questions to get a better understanding of why some students are more overwhelmed by homework then others. A way they can do this is by asking a open ended question like Why does a lot of homework overwhelm you and what are ways you can manage your work to be less stressed?
2) the survey can also try to look for solutions to the issue. They can do this by asking What amount of homework is a good amount that won't stress you but is enough for you to learn?
3) The survey can try to figure out why certain people spend more time on homework then others. They can do this by asking what is one of the reasons you spend so much time on homework?
4) The survey can determine what is the best situation such as which class gives a reasonable amount of homework that does not stress people out.
5) the survey can ask more direct question related to stress such as on a scale of 1-10 how stressed do you feel by homework on average.
6) the survey can ask more direct question to see if personal matters are affecting how stressed you are. they can do this by asking Do any personal situations play into why your stressed out by homework?
7) The survey can determine which classes give the most homework because that may come into play because if one class gives a overwhelming amount of homework that may be why they are overwhelmed. They can ask a question such as which class overwhelms you the most and which class gives you the most homework?

# data[].attributes.body
According to NYU's study the stress you get from having a lot of homework is helpful and motivates students to do their homework. When students are procrastinating stress pushes them todo their work and stop procrastinating the stress of having a lot of homework can persuade students to do their work.

# data[].attributes.body
The use of statistics in the survey leads the readers to the same conclusion that 10 grade students get too much homework and spend way too much time on it which leads them to being overwhelmed and stressed out.

# data[].attributes.body
The survey that was sent out to 10 graders in Clinton the results from the survey showed that a majority of students felt overwhelmed by homework and spend 60 to 70 minutes on it. This sources argues for the topic because it shows an accurate survey that has results based off tenth grade students who our topic question is based off of. This shows that a majority of students feel stressed by the amount of homework they get and how ling they spend on it. This survey accurately told me how much time students in 10 grade spend on homework.

# data[].attributes.body
https://docs.google.com/forms/d/e/1FAIpQLSf3fuyt6YBOaBsWA_w5Gzk5Ds3Nq46GyptQj9HKdK1_H2n9RQ/viewform?usp=sf_link

# data[].attributes.attachment_link.description
Google Forms - create and analyze surveys, for free.

# data[].attributes.body
According to a NYU study shows that stress can motivate students to be more productive and complete their work on time. Stress allows one to grow as a learner and understand that in order to be efficient you need to plan ahead of time. Stress induced from a lot of homework can lead to the expansion and release of chemicals that rebuild cells, manufacture proteins, and boost immunity, making the body even stronger and healthier than before.

# data[].attributes.body
https://www.brookings.edu/blog/brown-center-chalkboard/2017/08/10/analyzing-the-homework-gap-among-high-school-students/

# data[].attributes.attachment_link.readable_text
Research

Researchers have struggled for decades to identify a causal, or even correlational, relationship between time spent in school and improved learning outcomes for students. Some studies have focused on the length of a school year while others have focused on hours in a day and others on hours in the week.

In this blog post, we will look at time spent outside of school-specifically time spent doing homework-among different racial and socio-economic groups. We will use data from the American Time Use Survey (ATUS) to shed light on those differences and then attempt to explain those gaps, using ATUS data and other evidence.

What we know about out-of-school time

Measuring the relationship between out-of-school time and outcomes like test scores can be difficult. Researchers are primarily confounded by an inability to determine what compels students to choose homework during their time off over other activities. Are those who spend more time on homework just extra motivated? Or are they struggling students who need to work harder to keep up? What role do social expectations from parents or peers play?

Previous studies have examined the impact of this outside time use on educational outcomes for students. A 2007 study using data from Berea College in Kentucky identified a causal relationship between hours spent studying and a student's academic performance through an interesting measure. The researchers took advantage of randomly assigned college roommates, paying attention to those who came to campus with a video game console in tow. They hypothesized students randomly assigned to a roommate without a video game console would study more, since all other factors remained equal. That hypothesis held up, and that group also received significantly higher grades, demonstrating the causal relationship.

Other research has relied on data collected through the American Time Use Survey, a study of how Americans spend their time, and shown the existence of a gender gap and a parental education gap in homework time. Other studies have looked at the relationship between holding a job and student's time use in discretionary activities, like sleep, media consumption, and time spent on homework. We are curious about out-of-school differences in homework time by race and income.

Descriptive statistics of time use

We began with a general sample of 2,575 full-time high school students between the ages of 15 and 18 from the ATUS, restricting the sample to their answers about time spent on homework during weekdays and school months (September to May). Among all high school students surveyed (those that reported completing their homework and those that did not), the time allocated to complete homework amounted to less than an hour per day, despite the fact that high school teachers report they assign an average of 3.5 hours of homework per day.

To explore racial or income-based differences, in Figure 1, we plot the minutes that students reporting spending on homework separately by their racial/ethnic group and family income. We observed a time gap between racial groups, with Asian students spending the most time on homework (nearly two hours a day). Similarly, we observe a time gap by the students' family income.

We can also use ATUS data to isolate when students do homework by race and by income. In Figure 2, we plot the percentage of high school students in each racial and income group doing homework by the time of day. Percentages remain low during the school day and then expectedly increase when students get home, with more Asian students doing more homework and working later into the night than other racial groups. Low-income students reported doing less homework per hour than their non-low-income peers.

Initial attempts to explain the homework gap

We hypothesized that these racial and income-based time gaps could potentially be explained by other factors, like work, time spent caring for others, and parental education. We tested these hypotheses by separating groups based on particular characteristics and comparing the average number of minutes per day spent on homework amongst the comparison groups.

Students who work predictably reported spending less time on educational activities, so if working disproportionately affected particular racial or income groups, then work could help explain the time gap. Students who worked allocated on average 20 minutes less for homework than their counterparts who did not work. Though low-income students worked more hours than their peers, they largely maintained a similar level of homework time by reducing their leisure or extracurricular activities. Therefore, the time gap on homework changed only slightly with the inclusion of work as a factor.

We also incorporated time spent taking care of others in the household. Though a greater percentage of low-income students take care of other household members, we found that this does not have a statistically significant effect on homework because students reduce leisure, rather than homework, in an attempt to help their families. Therefore, this variable again does not explain the time gaps.

Finally, we considered parental education, since parents with more education have been shown to encourage their children to value school more and have the resources to ensure homework is completed more easily. Our analysis showed students with at least one parent with any post-secondary degree (associate or above) reported spending more time on homework than their counterparts whose parents do not hold a degree; however, gaps by race still existed, even holding parental education constant. Turning to income levels, we found that parental education is more correlated with homework time among low-income students, reducing the time gap between income groups to only eight minutes.

Societal explanations

Our analysis of ATUS could not fully explain this gap in time spent on homework, especially among racial groups. Instead, we believe that viewing homework as an outcome of the culture of the school and the expectations of teachers, rather than an outcome of a student's effort, may provide some reasons for its persistence.

Many studies, including recent research, have shown that teachers perceive students of color as academically inferior to their white peers. A 2016 study by Seth Gershenson et al. showed that this expectations gap can also depend on the race of the teacher. In a country where minority students make up nearly half of all public school students, yet minority teachers comprise just 18 percent of the teacher workforce, these differences in expectations matter.

Students of color are also less likely to attend high schools that offer advanced courses (including Advanced Placement courses) that would likely assign more homework, and thus access to rigorous courses may partially explain the gaps as well.

Research shows a similar, if less well-documented, gap by income, with teachers reporting lower expectations and dimmer futures for their low-income students. Low-income students and students of color may be assigned less homework based on lower expectations for their success, thus preventing them from learning as much and creating a self-fulfilling prophecy.

In conclusion, these analyses of time use revealed a substantial gap in homework by race and by income group that could not be entirely explained by work, taking care of others, or parental education. Additionally, differences in educational achievement, especially as measured on standardized tests, have been well-documented by race and by income. These gaps deserve our attention, but we should be wary of blaming disadvantaged groups. Time use is an outcome reflecting multiple factors, not simply motivation, and a greater understanding of that should help raise expectations-and therefore, educational achievement-all around.
Sarah Novicoff contributed to this post.

The Brookings Institution is committed to quality, independence, and impact.
We are supported by a diverse array of funders. In line with our values and policies, each Brookings publication represents the sole views of its author(s).

# data[].attributes.attachment_link.title
Analyzing 'the homework gap' among high school students | Brookings

# data[].attributes.attachment_link.description
author-bio] Researchers have struggled for decades to identify a causal, or even correlational, relationship between time spent in school and improved learning outcomes for students. Some studies have focused on the length of a school year while others have focused on hours in a day and others on hours in the week.

# data[].attributes.body
https://bestofsno.com/47046/features/homework-and-hourly-averages-how-ophs-does-after-school-assignments/

# data[].attributes.attachment_link.title
Homework and hourly averages: How OPHS does after-school assignments

# data[].attributes.attachment_link.description
Click here if unable to see above. (Photo courtesy of Unsplash) According to the Washington Post, a study conducted by Challenge Success from 2018 to 2020 concluded that on average, high schoolers did about 2.7 hours of homework per weeknight. A survey of 72 Oak Park High School students revealed…

# data[].attributes.body
https://www.apa.org/monitor/2014/04/teen-stress#:~:text=Many%20teens%20also%20reported%20feeling,a%20meal%20due%20to%20stress.

# data[].attributes.attachment_link.readable_text
If you think you're stressed out, imagine being a teenager in today's society. American teens say they experience stress in patterns similar to adults, and during the school year they report stress levels even higher than those reported by adults.

These were the prime conclusions of APA's poll Stress in America™: Are Teens Adopting Adults' Stress Habits?

The survey of adults and teens was conducted online on behalf of APA by Harris Interactive Inc. last August.

Teens reported that their stress levels during the school year far exceeded what they believe to be healthy (5.8 vs. 3.9 on a 10-point scale) and topped adults' average reported stress levels (5.8 for teens vs. 5.1 for adults). Even during the summer - from Aug. 3 to Aug. 31, 2013, when interviewing took place - teens reported their stress during the prior month at levels higher than what they believe is healthy (4.6 vs. 3.9 on a 10-point scale).

Many teens also reported feeling overwhelmed (31 percent) and depressed or sad (30 percent) as a result of stress. More than one-third of teens reported feeling tired (36 percent) and nearly one-quarter of teens (23 percent) reported skipping a meal due to stress.

Despite the impact that stress appears to have on their lives, teens were more likely than adults to report that their stress levels had a slight or no impact on their body or physical health (54 percent of teens vs. 39 percent of adults) or their mental health (52 percent of teens vs. 43 percent of adults).

"It is alarming that the teen stress experience is so similar to that of adults," says APA CEO Norman B. Anderson, PhD. "It is even more concerning that they seem to underestimate the potential impact that stress has on their physical and mental health."

To break this cycle of stress and unhealthy behaviors, says Anderson, "we need to provide teens with better support and health education at school and home, at the community level and in their interactions with health-care professionals."

Too few managing stress

Few teens said their stress was on the decline - only 16 percent reported that their stress decreased in the past year - while approximately twice as many said their stress increased in the past year (31 percent) or believed their stress level will increase in the coming year (34 percent).

Nearly half of teens (42 percent) reported they were not doing enough or were not sure if they were doing enough to manage their stress, and more than one in 10 (13 percent) said they never set aside time to manage stress.

Similarly, stress continued to be a problem for many adults, while high stress and ineffective coping mechanisms remain ingrained in American culture. Forty-two percent of adults reported that their stress level had increased and 36 percent said their stress level had stayed the same over the past five years. Adults' average reported stress level was 5.1 on a 10-point scale, far higher than the level of stress they believe is healthy (3.6).

Even though the majority of adults said that stress management is important to them, few set aside the time they need to manage it. Some adults said they take no action to help manage their stress - one in 10 adults (10 percent) said they do not engage in any stress management activities. More than one-third (36 percent) of adults said stress affects their overall happiness a great deal or a lot and 43 percent of adults who exercise to relieve stress had skipped exercise due to stress in the past month.

Influence of stress on health behaviors

The survey also explored the relationship between stress and such health behaviors as sleep, exercise and eating - behaviors that people said are important to them but that the survey showed are negatively affected by stress. Survey findings illustrated that when people are living with high stress, it appears that they are less likely to sleep well, exercise and eat healthy foods.

Stress and sleep: When adults do not get enough sleep, 21 percent reported feeling more stressed. On average, teens reported sleeping far less than the recommended amount - 7.4 hours on school nights and 8.1 hours on non-school nights, compared with the 8.5 to 9.25 hours recommended by the National Sleep Foundation. Nearly one in five teens (18 percent) said that when they do not get enough sleep, they are more stressed and 36 percent of teens reported feeling tired because of stress in the past month.

Stress and exercise: Though people said they experience positive benefits from exercise, such as a better mood and less stress, few said they make the time to exercise every day. The survey found that more than one-third of adults (37 percent) and one in five teens (20 percent) reported exercising less than once a week or not at all. Teens who reported high stress during the past school year also said they spend an average of 3.2 hours online a day, compared with two hours among those reporting low stress levels during the past school year.

Stress and eating: Twenty-seven percent of adults said they eat to manage stress and 34 percent of those who reported overeating or eating unhealthy foods because of stress said this behavior is a habit. Of the 23 percent of teens who reported skipping a meal in the prior month due to stress, nearly one in four (39 percent) said they do this weekly or more.

"Parents and other adults can play a critical role in helping teens get a handle on stress by modeling healthy stress management behaviors," says Anderson. "When spending time with teens, we can encourage them to exercise, eat well, get the sleep they need and seek support from health-care professionals like psychologists to help them develop healthier coping mechanisms for stress sooner rather than later."

Methodology

The Stress in America survey was conducted online by Harris Interactive Inc., on behalf of APA between Aug. 3 and 31, 2013, among 1,950 adults ages 18 or older and 1,018 teens, ages 13 to 17, who reside in the United States. This online survey was not based on a probability sample and therefore no estimates of theoretical sampling error could be calculated. To read the full methodology, including the weighting variables, visit Stress in America .

The Stress in America ™ survey is part of APA's Mind/Body Health campaign. Conducted annually since 2007, it seeks to examine the state of stress across the country and understand its impact. The results of the survey draw attention to the serious physical and emotional implications of stress and the inextricable link between the mind and body.
Sophie Bethune is director of public relations for APA's Practice Directorate.

# data[].attributes.attachment_link.description
If you think you're stressed out, imagine being a teenager in today's society. American teens say they experience stress in patterns similar to adults, and during the school year they report stress levels even higher than those reported by adults. These were the prime conclusions of APA's poll Stress in America™: Are Teens Adopting Adults' Stress Habits?

# data[].attributes.body
https://www.nyu.edu/about/news-publications/news/2015/august/nyu-study-examines-top-high-school-students-stress-and-coping-mechanisms.html

# data[].attributes.attachment_link.readable_text
Over time selective high schools have oriented themselves to address a context of increasingly competitive college admissions

School work, college applications, extracurricular activities, and parental expectations all contribute to teenagers' stress

Youth, schools, and experts identified substance use as a common strategy for coping with stress

"School, homework, extracurricular activities, sleep, repeat-that's what it can be for some of these students," says Noelle Leonard, PhD, a senior research scientist at the New York University College of Nursing (NYUCN).

According to Leonard academic, athletic, social, and personal challenges have been regarded as domains of "good stress" for high school aged youth. However, there is growing awareness that many subgroups of youth experience high levels of chronic stress, to the extent that it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risk behavior. Furthermore, this chronic stress appears to persist into the college years, and Leonard warns it may contribute to academic disengagement and mental health problems among emerging adults.

"We are concerned that students in these selective, high pressure high schools can get burned out even before they reach college," noted Leonard. "The Charles Engelhard Foundation is interested in the issue of college engagement, and funded us to explore whether the roots of disengagement reach back as far as high school. We found that indeed they do."

In a four-phase quantitative and qualitative study published in Frontiers in Psychol ogy in July 2015, a team of NYUCN researchers led by Leonard assessed the coping skills, academic engagement, family involvement and expectations, mental health symptoms, and substance use among juniors enrolled in two highly selective private secondary schools in the Northeast: one an urban day school; the other a boarding school.

"While there is no doubt students in selective public high schools also experience high rates of chronic stress, we decided to study the private school setting, which has been under-studied compared to public institutions," said Marya Gwadz, PhD, the study's Principal Investigator.

Among the differences, families pay substantial tuition rates for a private education and most students are affluent, and "such factors result in a unique set of pressures, expectations, norms, and resources," noted Leonard. The study focuses on students in the eleventh grade. Chronic stress tends to be particularly high for this cohort, as it is generally the point at which students consolidate their portfolios in preparation for college applications.

"We sought to describe the experiences of the students, but also uncover the larger cultural and societal factors that drive the problem of chronic stress, since schools, families, and youth don't operate in a vacuum," said Amanda Ritchie, MAA, a study collaborator. "We know schools and families are embedded in society and are responding to its changing requirements and demands, with respect to the competitiveness of the college admissions process, the kinds of skills needed to succeed in the workforce, and even uncertainties in the global economy."

In the first phase of the study, researchers conducted semi-structured qualitative interviews with nineteen private school teachers, counselors, and administrators to elicit their perspectives on student stress and coping. These responses were in turn used to inform the second phase of the study, a quantitative anonymous internet-based survey, administered to a total of 128 juniors between the two private schools.

About half (48%) of those surveyed reported completing at least three hours of homework a night, with girls 40 percent more likely to report three or more hours of homework a night than boys. Participants demonstrated a relatively strong academic performance, with girls reporting an average GPA of 3.57, higher than boys' average of 3.34. Students showed high levels of motivation for academic achievement, with an average valuation of 2.35 on a scale of 0 (least) to 3 (most). On average, girls were found to be more motivated in this regard than boys (2.48 vs. 2.22). Students reported high rates of feelings of "closeness" to their parents, with an average valuation of 3.15 on a 0-4 scale.

Nearly half (49%) of all students reported feeling a great deal of stress on a daily basis and 31 percent reported feeling somewhat stressed. Females reported significantly higher levels of stress than males (60% vs. 41%). Grades, homework, and preparing for college were the greatest sources of stress for both genders. A substantial minority, 26 percent of participants, reported symptoms of depression at a clinically significant level.

In the third phase of the study, the NYUCN researchers conducted qualitative (semi-structured, open-ended) interviews with eighteen of the students surveyed to provide an interpretation of the results from the students' perspective.

For the fourth and final phase of the research, a panel of eight private school experts was convened- that included clinical social workers, psychologists, a private school guidance counselor, a teacher with both private and public school experience, a parent of two recent private school graduates, and a student who recently graduated from a private school. The Expert Panel members were presented with the results from the study's three previous phases in individual meetings and the responses from these interviews were used to further interpret and expand upon the data from prior phases.

"I think that parental pressure (on schools and students) is real," said a teacher with over twenty years of experience in the private school sector interviewed in the study's fourth stage. "Parents are coming in and thinking, I'm (spending a lot of money) and I need to get something, a very tangible something. A great education is not a tangible something; a diploma from Harvard, Princeton or Yale ...that's tangible."

Yet it has never been more difficult to enter one of these top-tier institutions, which may accept only 5 or 6 percent of their applicants, although in general a strong student will be able to gain access to any number of good colleges or universities. These highly selective schools and parents are responding to this competitive climate. Private schools have reacted by providing more difficult classes (which may require longer hours of challenging homework), college-level classes, and requiring extracurricular activities, as well as other opportunities for students to stand out, such as entrepreneurial or community service opportunities. Parents, in turn, may demand their children take Advanced Placement courses, even in cases where they are told their child is not a good fit for the course and may not be able to handle the work. Thus schools, parents, and students may feel caught in a cycle of escalating demands and expectations, largely out of their control and driven by greater societal factors.

Importantly, in a theme echoed by schools and experts, students noted that these demands did not always feel appropriate to their developmental levels. Instead, they felt they were asked to work as hard as adults, or even harder, with little time left for relaxation or creativity.

When exploring how students managed the various sources of stress described in the study, researchers found they used a variety of coping strategies ranging from healthy, problem-focused coping, to less adaptive, emotion focused, internal and external avoidance coping strategies. Active or problem-solving strategies for coping with stress included listening to or playing music, playing video/computer games, meditating, or getting away from school.

"Three main themes emerged as the most dominant adaptive coping strategies, notably, sports and exercise, preventive activities such as good planning skills, and maintaining a balanced perspective on school and grades," said Leonard.

"On the opposite end of the spectrum, our interviews yielded few descriptions of less adaptive strategies, in contrast to the many adaptive strategies articulated by students, with two exceptions, emotional exhaustion and substance use," said Michelle Grethel, Ph.D., an expert and independent consultant. Students described emotional exhaustion as a feeling of lethargy or immobilization in response to feeling overwhelmed and stressed. "I just don't do anything", "I won't do any of it" or " I lose the ability to function" were some of the ways students described this sense of paralysis. One student recounts: "You get tired. You don't really want to be around people. You just get in this kind of... funk where, like, you just kind of want to be alone in your room and just sleep. Or just like not dealing with anything..."

"Substance use for stress relief was a predominant theme in our interviews with students, over two-thirds of whom described substance use as both endemic to their social experience and as a method for managing stress," says Dr. Charles Cleland, a study investigator. Alcohol and marijuana were described as the primary substances students used for relaxation. As a male student noted: "most of the things that people do, here, when they're stressed is they go get drunk or they get high." However, for the most part students reported that substance use, while very common, did not usually rise to the level of problem or hazardous use.

Substance use for this purpose was not gender specific. One female student recounts, "Marijuana probably was a big anti-stress thing for me last year...just being relaxed for like an hour or two." In fact, the quantitative data indicates no gender differences for general substance use. Over the thirty-day period preceding the survey, 38 percent of students reported getting drunk and 34 percent of students reported getting high on an illegal substance, rates one to two times greater than reported in national normative samples.

"While students didn't discuss prescription drug use, members of the expert panel indicated its widespread use among students for whom it was prescribed as well as those for whom it was not prescribed," said Gwadz. One member of the panel, who counsels students noted "Using Ritalin (a stimulant commonly prescribed for ADHD) is seen only as a benefit and [the students are] incredulous that any faculty or counselor would challenge that taking Ritalin to get an edge in your academic performance, that there could be anything wrong with that ... that's what you have to do in this world."

Stress commonly leads to mental health problems such as depression and anxiety. Results of the study also indicated that parents, more so than their students, experienced a stigma associated with receiving mental health services. Members of the expert panel noted that parents will go to great lengths to avoid taking their children to an outside physician or counselor, as they believe their child will be labeled and such treatment will inhibit their child from getting into the college of their choice.

The researchers note that private schools take a multi-faceted approach to reducing the level of perceived stress and improving adaptive coping among students. High-performing schools mindful of the need to manage chronic stress among students have implemented strategies such as changing school schedules, staggering exams and assignments among different classes, and providing stress reduction opportunities such as yoga and meditation.

"Schools have an opportunity to engage and train families on ways to increase their capacities to serve as resources for their children; to educate families on the deleterious effects of chronic stress and the role of substances in coping with stress; and engage families and students in a dialogue about expectations for achievement and a wider definition of success, all of which may allow students to fully participate in the richness of the private school environment," said Leonard

Both Leonard and Gwadz note a number of promising avenues for future study. Given the exploratory nature of this study, they were unable to interview parents, who play a vital role in how students view and manage stress. While many students, teachers, and expert panel members in the current study discussed the role of parents in some detail, future research should explore parents' hopes and expectations for their children as well as how parents communicate these expectations. The researchers also hope to expand the study to include a more nationally representative sampling of private schools.

Researcher Affiliations: Noelle R. Leonard1, 2, Marya Viorst Gwadz1, Amanda Ritchie1, Jessica L. Linick1, 2, Charles M. Cleland1, Luther Elliott3, Michelle Grethel4.

1. Center for Drug Use and HIV Research (CDUHR), College of Nursing, New York University, New York, NY, USA

2. Teachers College, Columbia University, New York, NY, USA

3. National Development and Research Institutes, Inc., New York, NY, USA

4. Independent Consultant, New York, NY, USA

Acknowledgements: This work was supported by a grant from the Charles Engelhard Foundation and the Center for Drug Use and HIV Research (CDUHR; P30 DA011041). The study's authors wish to thank the participating schools, teachers, administrators, staff, students, and Experts.

About New York University College of Nursing

NYU College of Nursing is a global leader in nursing education, research, and practice. It offers a Bachelor of Science with major in Nursing, a Master of Science and Post-Master's Certificate Programs, a Doctor of Nursing Practice degree and a Doctor of Philosophy in Research Theory and Development. For more information, visit https://nursing.nyu.edu/

The mission of the Center for Drug Use and HIV Research (CDUHR) is to end the HIV and HCV epidemics in drug using populations and their communities by conducting transdisciplinary research and disseminating its findings to inform programmatic, policy, and grass roots initiatives at the local, state, national and global levels. CDUHR is a Core Center of Excellence funded by the National Institute on Drug Abuse (Grant #P30 DA011041). It is the first center for the socio-behavioral study of substance use and HIV in the United States and is located at the New York University College of Nursing. For more information, visit www.cduhr.org.

# data[].attributes.attachment_link.title
NYU Study Examines Top High School Students' Stress and Coping Mechanisms

# data[].attributes.attachment_link.description
The study shows that there is growing awareness many subgroups of youth experience high levels of chronic stress, to the extent it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risk behavior.

# data[].attributes.body
https://health.usnews.com/wellness/for-parents/articles/2018-03-20/how-much-homework-is-too-much-for-our-teens#:~:text=In%20that%20poll%20teens%20reported,hours%20of%20homework%20per%20week.

# data[].attributes.attachment_link.readable_text
Today's teens are under a lot of pressure.

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

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

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

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

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

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

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

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

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

Homework should not be used to extend class time to cover more material. If your child is constantly coming home having to learn the material before doing the assignments, then it's time to contact the teacher and set up a conference. Listen when kids express their concerns (like if they say they're expected to know concepts not taught in class) as they will provide clues about what's happening or not happening in the classroom. Plus, getting to the root of the problem can help with keeping the peace at home too, as an irritable and grumpy teen can disrupt harmonious family dynamics.
How much is too much?
According to the National PTA and the National Education Association, students should only be doing about 10 minutes of homework per night per grade level. But teens are doing a lot more than that, according to a poll of high school students by the organization Statistic Brain. In that poll teens reported spending, on average, more than three hours on homework each school night, with 11th graders spending more time on homework than any other grade level. By contrast, some polls have shown that U.S. high school students report doing about seven hours of homework per week.

Much of a student's workload boils down to the courses they take (such as advanced or college prep classes), the teaching philosophy of educators and the student's commitment to doing the work. Regardless, research has shown that doing more than two hours of homework per night does not benefit high school students. Having lots of homework to do every day makes it difficult for teens to have any downtime, let alone family time.
How do we respond to students' needs?
As an educator and parent, I can honestly say that oftentimes there is a mismatch in what teachers perceive as only taking 15 minutes and what really takes 45 minutes to complete. If you too find this to be the case, then reach out to your child's teacher and find out why the assignments are taking longer than anticipated for your child to complete.

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

Often teens would rather blend into the class than stand out. That's unfortunate because research has shown time and time again that positive teacher-student relationships are strong predictors of student engagement and achievement. By and large, most teachers appreciate students advocating for themselves and will go the extra mile to help them out.
Can there be a balance between home and school?
Students can strike a balance between school and home, but parents will have to help them find it. They need your guidance to learn how to better manage their time, get organized and prioritize tasks, which are all important life skills. Equally important is developing good study habits. Some students may need tutoring or coaching to help them learn new material or how to take notes and study. Also, don't forget the importance of parent-teacher communication. Most educators want nothing more than for their students to succeed in their courses.

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

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

# data[].attributes.attachment_link.title
How Much Homework Is Too Much for Our Teens?

# data[].attributes.attachment_link.description
Today's teens are under a lot of pressure. They're under pressure to succeed, to win, to be the best and to get into the top colleges. With so much pressure, is it any wonder today's youth report being under as much stress as their parents?

# data[].attributes.body
https://www.playgroundequipment.com/are-students-in-the-united-states-getting-too-much-homework/#:~:text=Con%3A%20The%20National%20Center%20for,what%20is%20recommended%20by%20experts.

# data[].attributes.attachment_link.readable_text
How much homework is too much? Both the National Education Association and the National PTA support the standard of ten minutes of homework per grade level and ensuring that there is a general limit to how much time students spend studying after school. While many school districts have adopted these guidelines, many parents, teachers, and students themselves have spoken out about the stress and lack of free time caused by too much homework. There is a growing movement that calls for giving students more freedom to play , explore, socialize, and discover what excites them. However, many believe that homework and studying are crucial tools for academic success and character development. This infographic from Playground Equipment takes a data-driven approach to homework in America and homework around the world to help gain a more balanced perspective.
Click to view the full-size image Embed this image on your site:
Here are the top 20 U.S. states with the most homework in elementary and middle school in minutes per day:

Here are the top 20 U.S. states with the most homework in high school in minutes per day:

What Countries Give the Most Homework?

If you are curious about what countries have the most homework, we have compiled data to provide insight into how homework around the world is incorporated into the daily routines of students. Here are the top ten countries where children spend the most time on homework:

Pros and Cons of Homework

Is homework helpful? Or is homework harmful? There's plenty of research that supports both sides. Here are a few pros and cons of homework to consider:

Con: A study by Stanford educators found that 56% of students surveyed cited homework as a primary stressor in their lives, contributing to migraines, ulcers, and sleep deprivation. Less than 1% of students said homework was not a stressor.

Con: The National Center for Education Statistics found that high school students get an average of 6.8 hours and elementary students get an average of 4.7 hours of homework each week. This is more than what is recommended by experts.

Con: The Organization for Economic Cooperation and Development found that after around four hours of homework per week, the additional time invested in homework has a negligible impact on performance.

Pro: Research by the High School Journal indicates that students assigned homework outperformed 69% of students without homework on both standardized tests and grades.

Pro: Research by the City University of New York stated that students who engage in self-regulatory processes such as homework develop goal-setting, time management, and focus skills that lead to higher achievement.

This infographic is brought to you by Playground Equipment Commercial Playgrounds .

Edited by: Ben Thompson

# data[].attributes.attachment_link.title
Are Students in the United States Getting Too Much Homework?

# data[].attributes.attachment_link.description
How much homework is too much? Both the National Education Association and the National PTA support the standard of ten minutes of homework per grade level and ensuring that there is a general limit to how much time students spend studying after school.

# data[].attributes.body
Our topic is about How many minutes do tenth graders spend on homework. Being in tenth grade this topic is important to me I’m interested in how many minutes other people in my grade spend on homework. Depending on your school the amount of time tenth graders spend on homework ranges. My group sent out a survey to see how much homework tenth graders spend on homework. According to my research the average amount of time 10 graders spend on homework is 54 min per night. According to study international a 10 grader should spend 90 min per day. I’m interested to see from the results of the survey if students in Clinton are like me and spend 20 min on homework and some days much more depending on the amount of homework I get. I wonder if the amount of time students spend on homework in Clinton is close to the average amount of time the web says 10 graders spend. We are getting the best information about our topic by sending out a google form to tenth graders in our school asking how many minutes they spend on homework.