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https://www.nami.org/mhstats

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You Are Not Alone
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Millions of people are affected by mental illness each year. Across the country, many people just like you work, perform, create, compete, laugh, love and inspire every day.

22.8% of U.S. adults experienced mental illness in 2021 (57.8 million people). This represents 1 in 5 adults.

5.5% of U.S. adults experienced serious mental illness in 2021 (14.1 million people). This represents 1 in 20 adults.

16.5% of U.S. youth aged 6-17 experienced a mental health disorder in 2016 (7.7 million people)

7.6% of U.S. adults experienced a co-occurring substance use disorder and mental illness in 2021 (19.4 million people)

Annual prevalence of mental illness among U.S. adults, by demographic group:

Non-Hispanic Asian: 16.4%

Non-Hispanic Native Hawaiian or Other Pacific Islander: 18.1%

Non-Hispanic Black or African American: 21.4%

Hispanic or Latino: 20.7%

Non-Hispanic White: 23.9%

Non-Hispanic American Indian or Alaska Native: 26.6%

Non-Hispanic mixed/multiracial: 34.9%

Lesbian, Gay or Bisexual: 50.2%

Annual prevalence among U.S. adults, by condition:

Schizophrenia: <1%

Obsessive Compulsive Disorder: 1.2%

Borderline Personality Disorder: 1.4%

Bipolar Disorder: 2.8%

Posttraumatic Stress Disorder: 3.6%

Major Depressive Episode: 8.3%

Anxiety Disorders: 19.1%

Mental Health Care Matters
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47.2% of U.S. adults with mental illness received treatment in 2021

65.4% of U.S. adults with serious mental illness received treatment in 2021

50.6% of U.S. youth aged 6-17 with a mental health disorder received treatment in 2016

The average delay between onset of mental illness symptoms and treatment is 11 years

Annual treatment rates among U.S. adults with any mental illness, by demographic group:

Non-Hispanic Asian: 25.4%

Hispanic or Latino: 36.1%

Non-Hispanic Black or African American: 39.4%

Non-Hispanic White: 52.4%

Non-Hispanic mixed/multiracial: 52.2%

Male: 40%

Female: 51.7%

Lesbian, Gay or Bisexual: 55.6%

10.6% of U.S. adults with mental illness had no insurance coverage in 2021

11.9% of U.S. adults with serious mental illness had no insurance coverage in 2021

160 million people live in a designated Mental Health Professional Shortage Area

The Ripple Effect Of Mental Illness
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Having a mental illness can make it challenging to live everyday life and maintain recovery. Beyond the individual, these challenges ripple out through our families, our communities, and our world.

PERSON

People with depression have a 40% higher risk of developing cardiovascular and metabolic diseases than the general population. People with serious mental illness are nearly twice as likely to develop these conditions.

33.5% of U.S. adults with mental illness also experienced a substance use disorder in 2021 (19.4 million individuals)

The rate of unemployment is higher among U.S. adults who have mental illness (7.4%) compared to those who do not (4.6%)

High school students with significant symptoms of depression are more than twice as likely to drop out compared to their peers

Students aged 6-17 with mental, emotional or behavioral concerns are 3x more likely to repeat a grade.

FAMILY

At least 8.4 million people in the U.S. provide care to an adult with a mental or emotional health issue

Caregivers of adults with mental or emotional health issues spend an average of 32 hours per week providing unpaid care

COMMUNITY

21.1% of people experiencing homelessness in the U.S. have a serious mental health condition

Among people in the U.S. under age 18, depressive disorders are the most common cause of hospitalization (after excluding hospitalization relating to pregnancy and birth)

Among people in the U.S. aged 18-44, psychosis spectrum and mood disorders account for nearly 600,000 hospitalizations each year

19.7% of U.S. Veterans experienced a mental illness in 2020 (3.9 million people)

9.6% of Active Component service members in the U.S. military experienced a mental health or substance use condition in 2021

Across the U.S. economy, serious mental illness causes $193.2 billion in lost earnings each year

WORLD

Depression and anxiety disorders cost the global economy $1 trillion in lost productivity each year

Depression is a leading cause of disability worldwide

Common Warning Signs Of Mental Illness
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Diagnosing mental illness isn't a straightforward science. We can't test for it the same way we can test blood sugar levels for diabetes. Each condition has its own set of unique symptoms, though symptoms often overlap.

It's Okay To Talk About Suicide
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Thoughts of suicide can be frightening. But by reaching out for help or checking in with family and friends, we can avoid devastating outcomes.

Suicide is the 2nd leading cause of death among people aged 10-14 and the 3rd leading cause of death among those aged 15-24 in the U.S.

​Suicide is the 12th leading cause of death overall in the U.S.

46% of people who die by suicide had a diagnosed mental health condition

90% of people who die by suicide may have experienced symptoms of a mental health condition, according to interviews with family, friends and medical professionals (also known as psychological autopsy)

Annual prevalence of serious thoughts of suicide, high risk populations:

U.S. Adults: annual average 4.8%

Native Hawaiian/Other Pacific Islander: 7.4%

Mixed/Multiracial: 8.2%

American Indian/Alaska Native: 8.5%

Youth Populations

Young adults aged 18-25: 13%

High school students: 22%

LGBTQ youth: 45%

Lesbian, gay and bisexual youth are nearly 4x more likely to attempt suicide than straight youth

79% of people who die by suicide are male

Transgender adults are nearly 9x more likely to attempt suicide at some point in their lifetime compared to the general population

2020: Recognizing The Impact
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2020 was a year of challenges, marked by loss and the uncertainty of the COVID-19 pandemic.

We must recognize the significant impact of the pandemic on our mental health-and the importance of increasing access to timely and effective care for those who need it.

1 in 15 U.S adults experienced both a substance use disorder and mental illness

12+ million U.S adults had serious thoughts of suicide

1 in 5 U.S adults report that the pandemic had a significant negative impact on their mental health

Among people aged 12 and older who drink alcohol, 15% report increased drinking

Among people aged 12 and older who use drugs, 10% report increased use

Among U.S. adults who received mental health services:

26.3 million U.S adults received virtual mental health services in the past year

2020: Youth & Young Adults
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Youth and young adults experienced a unique set of challenges during the COVID-19 pandemic-isolation from peers, adapting to virtual learning, and changes to sleep habits and other routines.

We must recognize the significant impact of these experiences on young people's mental health-and the importance of providing the education, care and support they need.

Among U.S. adolescents (aged 12-17):

Among U.S. young adults (aged 18-25):

1 in 5 young people report that the pandemic had a significant negative impact on their mental health

1 in 10 people under age 18 experience a mental health condition following a COVID-19 diagnosis

Mental Illness And The Criminal Justice System
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People with mental illness deserve help, not handcuffs. Yet people with mental illness are overrepresented in our nation's jails and prisons. We need to reduce criminal justice system involvement and increase investments in mental health care.

CRIMINAL JUSTICE SYSTEM

About 2 million times each year, people with serious mental illness are booked into jails.

About 2 in 5 people who are incarcerated have a history of mental illness (37% in state and federal prisons and 44% held in local jails).

66% of women in prison reported having a history of mental illness, almost twice the percentage of men in prison.

Nearly one in four people shot and killed by police officers between 2015 and 2020 had a mental health condition.

Suicide is the leading cause of death for people held in local jails.

An estimated 4,000 people with serious mental illness are held in solitary confinement inside U.S. prisons.

COMMUNITIES

70% of youth in the juvenile justice system have a diagnosable mental health condition.

Youth in detention are 10 times more likely to suffer from psychosis than youth in the community.

About 50,000 veterans are held in local jails - 55% report experiencing a mental illness.

Among incarcerated people with a mental health condition, non-white individuals are more likely to go to solitary confinement, be injured, and stay longer in jail.

ACCESS TO CARE

About 3 in 5 people (63%) with a history of mental illness do not receive mental health treatment while incarcerated in state and federal prisons.

Less than half of people (45%) with a history of mental illness receive mental health treatment while held in local jails.

People who have healthcare coverage upon release from incarceration are more likely to engage in services that reduce recidivism.

Mental Health & Access To Care In Rural America
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People from all communities are affected by mental illness, but rural Americans often experience unique barriers to managing their mental health.

Among U.S. adults in nonmetropolitan areas, 2020:

21% experienced mental illness

6% experienced serious mental illness

13% experienced a substance use disorder

5% had serious thoughts of suicide

Access to Treatment is Severely Limited

25+ Million rural Americans live in a Mental Health Professional Shortage Area, where there are too few providers to meet demand

Some Populations Face Additional Challenges

53% of rural adults say the COVID-19 pandemic has affected their mental health

66% of farmers and farmworkers

71% of younger adults aged 18-34

Many rural states have a postpartum depression rate higher than the national average of 13%:

21% in Alabama

22% in Mississippi

23% in Arkansas

Rural youth are at an increased risk of suicide, but highly rural areas have fewer youth suicide prevention services

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Millions of people in the U.S. are affected by mental illness each year. It's important to measure how common mental illness is, so we can understand its physical, social and financial impact - and so we can show that no one is alone. These numbers are also powerful tools for raising public awareness, stigma-busting and [...]

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Boys struggle more with homework= boys have bigger mental health issue rates; 

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Boys struggle more with homework= boys have bigger mental health issue rates; 

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https://www.thestar.com/yourtoronto/education/2015/03/05/boys-do-less-homework-than-girls-global-study-finds.html#:~:text=Around%20the%20globe%2C%20boys%20spend,the%20gender%20gap%20in%20education.

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Around the globe, boys spend less time on homework than girls - almost a two-hour difference a week here in Canada - which may in part explain why they are more likely to struggle academically, says a new report on the gender gap in education.

Data taken from international tests and questionnaires given to students in developed nations by the Organization for Economic Co-Operation and Development found that on average, Canadian boys spend 4.6 hours a week on homework, and girls 6.4. The OECD average was 4.2 for boys and 5.5 hours for girls.

Boys are also less likely than girls to spend time reading or say they enjoy school - or even arrive at school on time - leaving some "(feeling) disaffected and not motivated," it found.

Girls, however, are more likely to suffer from math anxiety - even those who do well in the subject.

Indigo Esmonde, a professor at the University of Toronto's faculty of education, said anxiety can be a real issue for high achievers because "being good at math is a bigger part of their identities" and, for girls, they "face stereotypes about not being mathematically smart, and often have to work harder to be respected. So, there are higher stakes for girls."

At Roberta Bondar Public School in Brampton, the needs of both boys and girls are taken into account in the school's senior single-sex classrooms, which are offered as an option alongside co-ed programs for Grades 7 and 8.

Grade 7 boys' teacher David Tran said homework is not an issue in his class - he assigns it every day and the boys complete it - and he knows, because he checks it every day.

"I also provide feedback and have a reward system" where students can earn a free period or treats, he said. "... I think the consistency is helping because they know clearly that every day I check their homework. I don't skip."

He and teacher-librarian Marla Cook also work together to choose non-fiction for the boys, which they prefer, and run small-group book talks where boys feel more comfortable speaking out, to help boost their interest in reading.

Grade 7 girls' teacher Jenna Zack builds a "strong sense of community" in her class so her students feel safe doing things like putting up their hands to answer math questions or accept constructive feedback from her and classmates.

Her math instruction includes lots of group work and problems that have connections to everyday life, such as using cooking examples for units on measurement.

And, she notes, she never has any issues with homework.

"They actually love homework," she added. "They want more homework than I give them, and I give them homework every day. They've been asking me since Monday if I can give them homework during the March Break."

Findings from the OECD report on the gender gap in education:

Boys are more likely than girls to play video games.

Boys are more likely than girls to spend time on computers and the Internet.

Boys are less likely than girls to read outside of school for enjoyment.

Boys are less likely than girls to enjoy activities connected with reading.

Boys are more likely than girls to play chess and program computers.

Boys are less likely than girls to do homework.

Boys are more likely than girls to have negative attitudes towards school.

Boys are more likely than girls to arrive late for school.

Boys are less likely than girls to engage in school-related work out of intrinsic motivation.

Source: OECD

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Boys do less homework than girls: global study finds

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Around the globe, boys spend less time on homework than girls - almost a two-hour difference a week here in Canada - which may in part explain why they are more likely to struggle academically, says a new report on the gender gap in education.

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The statistics on mental health issues; 

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The statistics on mental health issues; 

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https://mhanational.org/issues/2021/mental-health-america-prevalence-data#:~:text=19.00%25%20of%20adults%20are%20experiencing,experiencing%20a%20severe%20mental%20illness.

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"19.00% of adults are experiencing a mental illness. Equivalent to over 47 million Americans.

4.55% are experiencing a severe mental illness."

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The scores for the six prevalence make up the Prevalence Ranking.

The 6 measures that make up the Prevalence Ranking include:

1. Adults with Any Mental Illness (AMI)

2. Adults with Substance Use Disorder in the Past Year

3. Adults with Serious Thoughts of Suicide

4. Youth with At Least One Major Depressive Episode (MDE) in the Past Year

5. Youth with Substance Use Disorder in the Past Year

6. Youth with Severe MDE.

A ranking 1-10 for Prevalence indicates a lower prevalence of mental health and substance use issues compared to states that ranked 42-51.

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The scores for the six prevalence make up the Prevalence Ranking. The 6 measures that make up the Prevalence Ranking include: Adults with Any Mental Illness (AMI) Adults with Substance Use Disorder in the Past Year Adults with Serious Thoughts of Suicide Youth with At Least One Major Depressive Episode (MDE) in the Past Year Youth with Substance Use Disorder in the Past Year Youth with Severe MDE.

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https://www.nea.org/advocating-for-change/new-from-nea/high-school-teacher-scrapped-homework-heres-what-happened-next

“I got sick of a wide range of factors: overly stressed students, poor-quality homework,” he explains. “They didn't have time for it, and very little actual learning was happening. I made a very simple decision: I would rather get through less material at a higher quality with less stress than keep giving homework. "

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Regardless of where you stand on the issue, there's no doubt that the anti-homework movement has been picking up steam. Homework is still a staple in most classrooms, but even teachers who believe it has some value are scaling back. Others, convinced homework is a waste of time and even counterproductive, are phasing it out - a decision that is becoming less and less controversial with parents, school leaders, and researchers.

The scrutiny stems not only from homework's questionable academic value, but also its role as a stressor in students' lives. In particular, the practice of assigning homework to elementary students has been widely criticized.

While most researchers agree that homework in elementary grades has no benefit, many believe it can be useful, in moderation, in high school, particularly in preparing students for college workloads.

But some high school educators are taking a second look. Christopher Bronke, an English teacher at North High School just outside of Chicago recently scrapped homework in his 9th grade class. To Bronke, it "just made sense."

"I got sick of a wide range of factors: overly stressed students, poor-quality homework," he explains. "They didn't have time for it, and very little actual learning was happening. I made a very simple decision: I would rather get through less material at a higher quality with less stress than keep giving homework.

"The results have been great. My kids are happy, healthy, and learning!"

Scott Anderson, a math teacher in Juda, Wisconsin, believes a teacher doesn't necessarily have to be "anti-homework" to take the class in a new direction.

"In certain circumstances, I guess homework can be good," says Anderson. "But I prefer to skip good and do great."

'It Wasn't Working'

Anderson came into teaching as a second career in 2006. In his first couple of years in the classroom, he was a self-described "strict traditionalist." Anderson assigned homework - up to 30 Geometry and Algebra problems a night - because...well, that's what teachers did.

"That was me, standing in front of the class, lecturing, handing out homework. That's how I was trained," he says.

But gradually Anderson became convinced that something was wrong. Too many graduating seniors weren't ready for college-level math.

"It wasn't working. The kids weren't learning; they were doing the problems wrong. Something had to change."

Another concern was the "homework gap." Juda is a small, rural school district (student population: 310) and some students don't have adequate access to the Internet, impairing their ability to wade through too much homework. Believing all students have this access, says Anderson, is a "gigantic assumption."

Anderson gradually scaled back the amount of homework. He started out by reducing the number of math problems from 30 to around 12 and continued from there. By 2016, homework went from 25 percent of a student's grade to only 1 percent.

As he proceeded, Anderson looked through the existing research on homework. He understood that assigning some can have benefits, but he concluded that homework was not adding enough value to justify the time students - and Anderson - put into it.

A no-homework policy was just the beginning. "I took a butcher knife to the curriculum. I thinned it something fierce," he said.

More Time to Work the Problems

With homework becoming more scarce, more time was freed up in the classroom for practice. No time in Anderson's class is wasted. "Even before the second bell rings, we're working the problems," he says. "I try not to lecture much more than 8-10 minutes each class."

Because homework used to be such a large part of the grade, Anderson contacted parents to inform them of the changes in policy. Initially, there was a bit of grumbling because the number of A's in his classes declined about 20 percent. All of a sudden, doing well in his class was based on what students had learned, not how many assignments they had cranked out.

In certain circumstances, I guess homework can be good. But I prefer to skip good and do great." - Scott Anderson, Juda High School

Grades in Anderson's class are now based on tests and quizzes. If students struggle, Anderson allows them to take them as often as needed to master the material.

According to standardized test scores, the results of the no-homework policy have been positive.

"We have been able to document the improvement of our student body moving roughly from 30 percent not ready for college math to almost 100 percent being ready," Anderson said.

Anderson acknowledges that teaching in a small district grants him significantly more flexibility in phasing out homework (let alone taking a "hatchet to the curriculum") than many other educators may be used to. Anderson isn't just a member of the Juda High Math department; he is the math department. The school's principal, Judi Davis, is also the district superintendent, and a supporter of Anderson's new policies.

Less red-tape aside, Anderson believes that his approach can work in larger classrooms in larger districts. He gives a presentation at math conferences around the country called "Minutes Matter: Moving Away From Daily Homework." The reaction is generally positive, although the skepticism can be palpable. The main concern centers around a belief - supported by some researchers - that without homework at the high school level, students go onto college underprepared for the rigor that awaits them.

"Our job in high school is to guarantee that students pick up these skills. That's my mandate, which is different from a college professor's in my opinion," says Anderson. "I believe strongly that my students are much better at math now than they were a decade ago."

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A High School Teacher Scrapped Homework. Here's What Happened Next. | NEA

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Regardless of where you stand on the issue, there's no doubt that the anti-homework movement has been picking up steam. Homework is still a staple in most classrooms, but even teachers who believe it has some value are scaling back.

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A teachers insight on "should students have homework"; 

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A teachers insight on "should students have homework"; 

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https://www.wgu.edu/heyteach/article/should-students-have-homework1808.html
"According to Duke professor Harris Cooper, it's important that students have homework. His meta-analysis of homework studies showed a correlation between completing homework and academic success, at least in older grades."

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It used to be that students were the only ones complaining about the practice of assigning homework. For years, teachers and parents thought that homework was a necessary tool when educating children. But studies about the effectiveness of homework have been conflicting and inconclusive, leading some adults to argue that homework should become a thing of the past.

What Research Says about Homework

According to Duke professor Harris Cooper, it's important that students have homework. His meta-analysis of homework studies showed a correlation between completing homework and academic success, at least in older grades. He recommends following a "10 minute rule": students should receive 10 minutes of homework per day in first grade, and 10 additional minutes each subsequent year, so that by twelfth grade they are completing 120 minutes of homework daily.

But his analysis didn't prove that students did better because they did homework; it simply showed a correlation. This could simply mean that kids who do homework are more committed to doing well in school. Cooper also found that some research showed that homework caused physical and emotional stress, and created negative attitudes about learning. He suggested that more research needed to be done on homework's effect on kids.
Further reading: Get Homework Done and Turned In
Some researchers say that the question isn't whether kids should have homework. It's more about what kind of homework students have and how much. To be effective, homework has to meet students' needs. For example, some middle school teachers have found success with online math homework that's adapted to each student's level of understanding. But when middle school students were assigned more than an hour and a half of homework, their math and science test scores went down.

Researchers at Indiana University discovered that math and science homework may improve standardized test grades, but they found no difference in course grades between students who did homework and those who didn't. These researchers theorize that homework doesn't result in more content mastery, but in greater familiarity with the kinds of questions that appear on standardized tests. According to Professor Adam Maltese, one of the study's authors, "Our results hint that maybe homework is not being used as well as it could be."

So while many teachers and parents support daily homework, it's hard to find strong evidence that the long-held practice produces positive results.

Problems with Homework

In an article in Education Week Teacher, teacher Samantha Hulsman said she's frequently heard parents complain that a 30-minute homework assignment turns into a three-hour battle with their kids. Now, she's facing the same problem with her own kids, which has her rethinking her former beliefs about homework. "I think parents expect their children to have homework nightly, and teachers assign daily homework because it's what we've always done," she explained. Today, Hulsman said, it's more important to know how to collaborate and solve problems than it is to know specific facts.

Child psychologist Kenneth Barish wrote in Psychology Today that battles over homework rarely result in a child's improvement in school. Children who don't do their homework are not lazy, he said, but they may be frustrated, discouraged, or anxious. And for kids with learning disabilities, homework is like "running with a sprained ankle. It's doable, but painful."

Barish suggests that parents and kids have a "homework plan" that limits the time spent on homework. The plan should include turning off all devices-not just the student's, but those belonging to all family members.

One of the best-known critics of homework, Alfie Kohn, says that some people wrongly believe "kids are like vending machines-put in an assignment, get out learning." Kohn points to the lack of evidence that homework is an effective learning tool; in fact, he calls it "the greatest single extinguisher of children's curiosity that we have yet invented."

Homework Bans

Last year, the public schools in Marion County, Florida, decided on a no-homework policy for all of their elementary students. Instead, kids read nightly for 20 minutes. Superintendent Heidi Maier said the decision was based on Cooper's research showing that elementary students gain little from homework, but a lot from reading.

Orchard Elementary School in South Burlington, Vermont, followed the same path, substituting reading for homework. The homework policy has four parts: read nightly, go outside and play, have dinner with your family, and get a good night's sleep. Principal Mark Trifilio says that his staff and parents support the idea.

But while many elementary schools are considering no-homework policies, middle schools and high schools have been reluctant to abandon homework. Schools say parents support homework and teachers know it can be helpful when it is specific and follows certain guidelines. For example, practicing solving word problems can be helpful, but there's no reason to assign 50 problems when 10 will do. Recognizing that not all kids have the time, space, and home support to do homework is important, so it shouldn't be counted as part of a student's grade.
Further reading: Balancing Extracurriculars with Homework in High School
So Should Students Have Homework?

Should you ban homework in your classroom? If you teach lower grades, it's possible. If you teach middle or high school, probably not. But all teachers should think carefully about their homework policies. By limiting the amount of homework and improving the quality of assignments, you can improve learning outcomes for your students.

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Some argue that homework should become a thing of the past. Others think it's an important tool for learning. So, should students have homework?

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https://www.lonsdaleinstitute.edu.au/blog/11-tips-to-balance-study-and-part-time-work/

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If you're worried about finding the balance between study and working part-time, you're not alone. There are plenty of students out there who need to work to support themselves while they complete their studies. Juggling study with a part-time job isn't easy, so how do you go about find the balance between your work, academic commitments and social life?

Whether you're a student working to pay your tuition and bills, or undertaking a course to advance your skills, balancing work and study can seem overwhelming - but it can be achieved with some planning and self-discipline.

The following tips show the 11 best ways to balance study and part-time work.

1. Keep everyone (and yourself) informed

If you have a part-time job it's inevitable that there will be times that your work and study schedules clash. In order to avoid this, you should let your boss and co-workers know all of your unavailabilities well in advance. That means class times, group study sessions and exams should all be flagged and added into the calendar as early as possible. If you give your employer as much notice as possible, you should be able to avoid your work having to take priority over your studies.

University staff are aware that many students have jobs and financial commitments, so if you find yourself struggling to meet deadlines due to work getting in the way, seek advice from your student centre and try to negotiate a solution.

2. Create a schedule and follow it

A schedule is a great way to figure out your priorities and the amount of time you need to get everything done. The more detailed your calendar is, the more likely you are to stick to it. Make sure to fill in everything including class times, work times, study time, due dates, appointments and other obligations. This way, you'll know exactly when your free time is, so you can schedule in leisure and social time accordingly. For easier reference, you can also colour code your schedule by having a different colour for each task/commitment.

3. Plan for the unexpected

Although you should try to stick to your schedule as best as possible, you should allow a buffer for when unexpected things come up. You can do this by allotting extra time between tasks. By planning for unexpected roadblocks you'll be ahead of the game, and also avoid getting stressed if things don't go exactly according to plan.

4. Don't leave things to the last minute

You can't expect to perform your best at work or at school when you stay up all night studying for an exam, or finishing an assignment last minute. Break down your project or assignment into small steps or goals and tick them off as your achieve them. This way, your assessment or work will be of a better quality, you'll reduce your stress levels, and you'll continue to perform well in your job and studies.

There are plenty of task management and productivity apps out there that are designed to help students make the most of their study time. The Freedom app is a clever tool that helps to manage distractions by blocking the internet and social media across different devices, for those times that you really need to knuckle down and focus. Wunderlist is a great app for setting goals, reminders and to do lists that can help keep you in-check and on schedule.

5. Learn how to manage stress

Working and studying at the same time can be stressful, but there are many ways to manage stress - it's just a matter of finding what works for you. Activities such as breathing exercises, practicing yoga or meditation can all greatly reduce stress and provide benefits for both your physical and mental health. Reducing stress is important for staying focused, centred and productive, and will ultimately allow you to work to your best ability. Most education institutions will have student services and support staff that you can speak to if you are struggling with managing stress.

6. Stay healthy

Eating nutritious food, exercising, and getting enough sleep or taking a short nap during lunch breaks can boost your brain and body's performance. It will improve your memory and productivity, increase your focus and decision-making skills, and help you process information faster.

7. Reward yourself

When you've successfully completed a task, reward yourself. Have a nice dinner, go on a fun day trip on the weekend, take a long hot bath, or go on a shopping spree. Choose rewards that you know you'll look forward to. Rewarding yourself will encourage you to continue working hard and strengthen good habits.

8. Focus on your goal and the reward

Always keep in mind why you chose to work while studying or to study while working, and stay focused on that goal. You can do this by creating a vision board of your ideal life, writing it down, letting your family and friends know about your goal, and asking them to remind you of it when you need it most.

9. Set boundaries

If people ask you to do something that will get in the way of you completing a task for work or an assessment for school and it's not very important, say no. It's one of the simplest ways you can maintain balance in your work and study life. You can't do everything, and therefore you should set boundaries for what's realistic.

10. Find work in your chosen industry

If you can find a part-time job in your chosen industry, it's a great way to balance your work and studies. You can apply the skills and knowledge you learn from school at work, and what you learn from work can better inform your studies. What's more, you'll get experience early on, your colleagues can offer support and advice, and both studying and working will be fun.

11. Use grants or scholarships and pay for school now

Apply for a grant or scholarship to help pay for your tuition fees and textbooks. You can also use the money you earn from work to pay for your studies. If you have a student loan debt, paying it off now can reduce your interest payments in the future. Also, paying for your education now rather than later can increase your overall happiness and wellbeing, which is important for your emotional balance.

By following these tips, you should be able to maintain a healthy balance between work and study, and have fun at the same time.

Lonsdale Institute

Lonsdale Institute has over a decade's experience as a leading provider of education and training for both Australian and international students.

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11 Tips to Balance Study and Part-Time Work - Lonsdale Institute

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If you're worried about finding the balance between study and working part-time, you're not alone. There are plenty of students out there who need to work to support themselves while they complete their studies. Juggling study with a part-time job isn't easy, so how do you go about find the balance between your work, ...

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Comparing and contrasting homework from the past to the present; 

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Comparing and contrasting homework from the past to the present; 

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https://www.popsci.com/science/do-kids-need-homework/

" A 2019 Pew survey found that teens were spending considerably more time doing schoolwork at home than they had in the past—an hour a day, on average, compared to 44 minutes a decade ago and just 30 in the mid-1990s. "

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When you're a kid, your stance on homework is generally pretty simple: It's the worst. When it comes to educators, parents, and school administrators, however, the topic gets a lot more complicated.

Collective educational enthusiasm toward homework has ebbed and flowed throughout the 20th century in the US. School districts began abolishing homework in the '30s and '40s, only for it to come roaring back as the space race kicked off in the late '50s and drove a desire for sharper math and science skills. It fell out of fashion again during the Vietnam War era before it came back strong in the '80s.

As the country mostly transitions back to full-time, in-person schooling, the available research on homework and its efficacy is still messy at best.

How much homework are kids doing?

There's a fundamental issue at the very start of this discussion: we're not entirely sure how much homework kids are actually doing. A 2019 Pew survey found that teens were spending considerably more time doing schoolwork at home than they had in the past-an hour a day, on average, compared to 44 minutes a decade ago and just 30 in the mid-1990s.

But other data disagrees, instead suggesting that homework expansion primarily affects children in lower grades. But it's worth noting that such arguments typically refer to data from more than a decade ago.

How much homework are kids supposed to be doing?

Many schools subscribe to a "rule of thumb" that suggests students should get 10 minutes of homework for each grade level. So, first graders should get just 10 minutes of work to do at home while high schoolers should be cracking the books for up to two hours each night.

This once served as the official guidance for educators from the National Education Association, as well as the National PTA. It also serves as the official homework policy for many school districts, even though the NEA's outline of the policy now leads to an error page. The National PTA also now relies on a less-specific resolution on homework which encourages districts and educators to focus on "quality over quantity."

The PTA's resolution effectively sums up the current dominant perspective on homework. "The National PTA and its constituent associations advocate that teachers, schools, and districts follow evidence-based guidelines regarding the use of homework assignments and its impact on children's lives and family interactions."

Even with these well-known standards, a study from researchers at Brown University, Brandeis University, Rhode Island College, Dean College, the Children's National Medical Center, and the New England Center for Pediatric Psychology, found that younger children were still getting more than the recommended amount of homework by two or three times. First and second graders were doing roughly 30 minutes of homework every night.

Does homework make kids smarter?

In the mid-2000s, a Duke researcher named Harris Cooper led up one of the most comprehensive looks at homework efficacy to-date. The research set out to explore the perceived correlation between homework and achievement. The results showed a general correlation between homework and achievement. Cooper reported, "No strong evidence was found for an association between the homework-achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math)."

The paper does suggest that the correlation strengthens after 7th grade-but it's likely not a causal relationship. In an interview with the NEA, Cooper explains, "It's also worth noting that these correlations with older students are likely caused, not only by homework helping achievement but also by kids who have higher achievement levels doing more homework."

A 2012 study looked at more than 18,000 10th-grade students and concluded that increasing homework loads could be the result of too much material with insufficient instructional time in the classroom. "The overflow typically results in more homework assignments," the lead researcher said in a statement from the University. "However, students spending more time on something that is not easy to understand or needs to be explained by a teacher does not help these students learn and, in fact, may confuse them."

Even in that case, however, the research provided somewhat conflicting results that are hard to reconcile. While the study found a positive association between time spent on homework and scores on standardized tests, students who did homework didn't generally get better grades than kids who didn't.

Can homework hurt kids?

It seems antithetical, but some research suggests that homework can actually hinder achievement and, in some cases, students' overall health.

A 2013 study looked at a sample of 4,317 students from 10 high-performing high schools in upper middle class communities. The results showed that "students who did more hours of homework experienced greater behavioral engagement in school but also more academic stress, physical health problems, and lack of balance in their lives." And that's in affluent districts.

When you add economic inequity into the equation, homework's prognosis looks even worse. Research suggests that increased homework can help widen the achievement gap between low-income and economically advantaged students; the latter group is more likely to have a safe and appropriate place to do schoolwork at night, as well as to have caregivers with the time and academic experience to encourage them to get it done.

That doesn't mean financially privileged kids are guaranteed to benefit from hours of worksheets and essays. Literature supporting homework often suggests that it gives parents an opportunity to participate in the educational process as well as monitor a child's progress and learning. Opponents, however, contest that parental involvement can actually hurt achievement. A 2014 research survey showed that help from parents who have forgotten the material (or who never really understood it) can actually harm a student's ability to learn.

The digital homework divide

Access to reliable high-speed internet also presents an unfortunate opportunity for inequity when it comes to at-home learning. Even with COVID-era initiatives expanding programs to provide broadband to underserved areas, millions of households still lack access to fast, reliable internet.

As more homework assignments migrate to online environments instead of paper, those students without reliable home internet have to make other arrangements to complete their assignments in school or somewhere else outside the home.

How do we make homework work?

Some experts suggest decoupling homework from students' overall grades. A 2009 paper suggests that, while homework can be an effective tool for monitoring progress, assigning a grade can actually undercut the main purpose of the work by encouraging students to focus on their scores instead of mastering the material. The study recommends nuanced feedback instead of numbered grades to keep the emphasis on learning-which has the added benefit of minimizing consequences for kids with tougher at-home circumstances.

Making homework more useful for kids may also come down to picking the right types of assignments. There's a well-worn concept in psychology known as the spacing effect, which suggests it's easier to learn material revisited several times in short bursts rather than during long study sessions. This supports the idea that shorter assignments can be more beneficial than heavy workloads.
Many homework opponents add that at-home assignments should appeal to a child's innate curiosity. It's easy to find anecdotal evidence from educators who have stopped assigning homework only to find that their students end up participating in more self-guided learning. As kids head back into physical school buildings, the homework debate will no doubt continue on. Hopefully, the research will go with it.
Is your head constantly spinning with outlandish, mind-burning questions? If you've ever wondered what the universe is made of, what would happen if you fell into a black hole, or even why not everyone can touch their toes, then you should be sure to listen and subscribe to Ask Us Anything, a podcast from the editors of Popular Science. Ask Us Anything hits Apple, Anchor, Spotify, and everywhere else you listen to podcasts. Each episode takes a deep dive into a single query we know you'll want to stick around for.

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Kids are onto something: Homework might actually be bad

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Do kids actually need homework? Even with increasing amounts of data, it's hard to know if homework is helping or hurting students.

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https://www.healthline.com/health-news/children-more-homework-means-more-stress-031114#Consequences-for-high-school-students-

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Research shows that some students regularly receive higher amounts of homework than experts recommend, which may cause stress and negative health effects.

Research suggests that when students are pushed to handle a workload that's out of sync with their development level, it can lead to significant stress - for children and their parents.

Both the National Education Association (NEA) and the National PTA (NPTA) support a standard of "10 minutes of homework per grade level" and setting a general limit on after-school studying.

For kids in first grade, that means 10 minutes a night, while high school seniors could get two hours of work per night.

Experts say there may be real downsides for young kids who are pushed to do more homework than the "10 minutes per grade" standard.

"The data shows that homework over this level is not only not beneficial to children's grades or GPA, but there's really a plethora of evidence that it's detrimental to their attitude about school, their grades, their self-confidence, their social skills, and their quality of life," Donaldson-Pressman told CNN.

But the most recent study to examine the issue found that kids in their study who were in early elementary school received about three times the amount of recommended homework.

Published in The American Journal of Family Therapy, the 2015 study surveyed more than 1,100 parents in Rhode Island with school-age children.

The researchers found that first and second graders received 28 and 29 minutes of homework per night.

Kindergarteners received 25 minutes of homework per night, on average. But according to the standards set by the NEA and NPTA, they shouldn't receive any at all.

A contributing editor of the study, Stephanie Donaldson-Pressman, told CNN that she found it "absolutely shocking" to learn that kindergarteners had that much homework.

And all those extra assignments may lead to family stress, especially when parents with limited education aren't confident in their ability to talk with the school about their child's work.

The researchers reported that family fights about homework were 200 percent more likely when parents didn't have a college degree.

Some parents, in fact, have decided to opt out of the whole thing. The Washington Post reported in 2016 that some parents have just instructed their younger children not to do their homework assignments.

They report the no-homework policy has taken the stress out of their afternoons and evenings. In addition, it's been easier for their children to participate in after-school activities.

Other studies have found that high school students may also be overburdened with homework - so much that it's taking a toll on their health.

In 2013, research conducted at Stanford University found that students in high-achieving communities who spend too much time on homework experience more stress, physical health problems, a lack of balance in their lives, and alienation from society.

That study, published in The Journal of Experimental Education, suggested that any more than two hours of homework per night is counterproductive.

However, students who participated in the study reported doing slightly more than three hours of homework each night, on average.

To conduct the study, researchers surveyed more than 4,300 students at 10 high-performing high schools in upper middle-class California communities. They also interviewed students about their views on homework.

When it came to stress, more than 70 percent of students said they were "often or always stressed over schoolwork," with 56 percent listing homework as a primary stressor. Less than 1 percent of the students said homework was not a stressor.

The researchers asked students whether they experienced physical symptoms of stress, such as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

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.

The researchers also found that spending too much time on homework meant that students were not meeting their developmental needs or cultivating other critical life skills. Students were more likely to forgo activities, stop seeing friends or family, and not participate in hobbies.

Many students felt forced or obligated to choose homework over developing other talents or skills.

"Our findings on the effects of homework challenge the traditional assumption that homework is inherently good," said Denise Pope, PhD, a senior lecturer at the Stanford University School of Education, and a co-author of a study.

A smaller New York University study published in 2015 noted similar findings.

It focused more broadly on how students at elite private high schools cope with the combined pressures of school work, college applications, extracurricular activities, and parents' expectations.

That study, which appeared in Frontiers in Psychology, noted serious health effects for high schoolers, such as chronic stress, emotional exhaustion, and alcohol and drug use.

The research involved a series of interviews with students, teachers, and administrators, as well as a survey of a total of 128 juniors from two private high schools.

About half of the students said they received at least three hours of homework per night. They also faced pressure to take college-level classes and excel in activities outside of school.

Many students felt they were being asked to work as hard as adults, and noted that their workload seemed inappropriate for their development level. They reported having little time for relaxing or creative activities.

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

The researchers expressed concern that students at high-pressure high schools can get burned out before they even get to college.

"School, homework, extracurricular activities, sleep, repeat - that's what it can be for some of these students," said Noelle Leonard, PhD, a senior research scientist at the New York University College of Nursing, and lead study author, in a press release.

Experts continue to debate the benefits and drawbacks of homework.

But according to an article published this year in Monitor on Psychology, there's one thing they agree on: the quality of homework assignments matters.

In the Stanford study, many students said that they often did homework they saw as "pointless" or "mindless."

Pope, who co-authored that study, argued that homework assignments should have a purpose and benefit, and should be designed to cultivate learning and development.

It's also important for schools and teachers to stick to the 10-minutes per grade standard.

In an interview with Monitor on Psychology, Pope pointed out that students can learn challenging skills even when less homework is assigned.

Pope described one teacher she worked with who taught Advanced Placement biology, and experimented by dramatically cutting down homework assignments. First the teacher cut homework by a third, and then cut the assignments in half.

The students' test scores didn't change.

"You can have a rigorous course and not have a crazy homework load," Pope said.

Editor's Note: The story was originally reported by Sandra Levy on April 11, 2017. Its current publication date reflects an update, which includes a medical review by Karen Gill, MD.

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Why Homework is Bad: Stress and Consequences

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Research shows that some students regularly receive higher amounts of homework than experts recommend, which may cause stress and negative health effects.

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-incorporating art
-quality over quantity
-offering incentives

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When students get home after a long day at school, homework is usually the last thing they want to do. For parents, getting their children to complete homework can be an exhausting and stressful task. So what's a teacher to do? Homework can't be eliminated entirely.

But, there are ways to make it more fun and exciting for both parents and their children. To take a fresh approach to homework and energize your students, follow these 10 easy tips for making homework more engaging.

Provide Choice

One of the reasons students become disengaged with homework is because they find it to be pointless. Providing students with an emotional or personal connection to homework can boost engagement.

Education consultant and speaker Rick Wormeli suggests that teachers provide more choices when assigning homework. For example, have students choose which problems to do (odd or even) or provide a choice of several prompts. Another idea is to have students choose to work with partners, or on their own. When students have choice, they become more connected to what's at stake and homework becomes more engaging.

Authentic Audiences

The things we think inside of our heads tends to differ from what we say out loud. This is also true for learning and doing homework. Spending too much time on work that's simply completed and graded can feel monotonous. Instead, help students find real world context in their work by encouraging them to share aloud.

The Educator, a resource for teachers, adds that reading and discussing homework with an audience helps a student understand the work in a different way. It also provides parents and other family members with an opportunity to engage in what the student is learning. This opens up room for dialogue and debate that can make someone dig deeper into the ideas that their homework is presenting.

Switch Things Up

There are varying perspectives on how to assign homework. However, one truth about homework remains true: it should never introduce new ideas.

Educational scientist and teacher Helen Silvester says that homework is meant to reinforce ideas learned in class. New concepts can cause confusion and frustration, and make it harder for students to learn at a rate equal to their peers. To make homework engaging, even when it is a reiteration of daily lessons, teachers can select work that's relevant to student interests and values. Therefore, students have an opportunity to explore the same common theme through fresh new pathways that excite and inspire.

Altering the Homework Concept

Many students consider homework to be a burden. But what if we changed the concept of homework all together? This is exactly what's proposed by education writer Darci Maxwell. She explains that homework is full of negative connotations. These ideas begin at an early age and tend to continue throughout college.

Teachers can transform these thought patterns by using other terms to describe homework. Terms like home learning, brain exercises and study time are all better ways to talk about homework. In the classroom, you can try replacing the word homework with these terms.

Incorporate Art

Most students enjoy engaging in creative thinking. Help make homework more fun and relaxing by adding art-focused assignments to the mix.

One idea is to give students options to draw, write a song, or play an instrument in response to a certain book. Chris Cotter, director at Alpros, a language school in Japan, adds that students can also prepare a short role play to perform in class. This would require students to research the characters and places they're assigned. In addition to making it more personal, this project encourages kids to step outside of their comfort zones.

Inspire Adventure

Sitting at the kitchen table doing homework isn't necessarily a bad thing. But, doing homework in the same location every day can cause disinterest and boredom. Switch it up by encouraging kids and parents to take homework on an adventure.

The Talented Ladies Club, an inspirational resource for working moms, says one idea is to pop into a local coffee shop. Working outside in the garden or on the porch can also make homework more interesting. Parents can stay involved by bringing a craft or work of their own outside. Teachers can inspire and encourage students by setting challenges in the classroom. Students can then share their homework adventure stories in class to generate excitement for learning amongst peers.

Engage the Senses

Another way to mix up the same old, same old is to engage new senses in the at-home learning process. Parenting writer Erica Loop says that engaging a child's sense of touch, smell or taste in a different way can actually help them focus better.

For example, sending students home with a recipe for scented play dough can boost learning directly and indirectly. The dough can be incorporated into lessons, like math and spatial visual concepts, plus the citrus scent (in this case) helps keep children alert while they work. It also allows them to associate the odor with something they learned, boosting memory and recall.

Stress balls are another element that teachers can send students home with. Using a stress ball before, during or after assignments can help a student think more creatively and reduce anxiety in a healthy way.

Create Breaks and Intervals

Some students may be able to complete all of their homework in one sitting. For those students who can't sit still, consider incorporating breaks into the homework process.

Peg Dawson, a psychologist at Seacoast Mental Health Center, explains that breaks can be incorporated into weekly learning schedules. Breaks can include getting a snack, playing one level on a video game, or chatting with a friend. Teachers can discuss these ideas with parents and students to help set the tone for when and how homework breaks are taken.

This works in two key ways. First, it gives students a reward for completing their homework. Second, it offers a mental break so that they can return to their work feeling refreshed and engaged.

Offer Incentives

Offering incentives in the classroom is nothing new. However, these techniques aren't often brought to the concept of homework. And while some parents may create their own rewards (as mentioned above), teachers aren't always informed about what's being offered and whether or not it's working. Creating in-classroom incentives is a smart alternative.

Beth Frueh, creator of the blog Adventures of a Schoolmarm, offers a unique way to incentivize students. She suggests providing coupons, which students earn by completing their homework. These coupons include rewards like sitting next to a friend in class, time on the computer and free time in the classroom. When students associate homework completion with positive, in-classroom experiences, it'll boost their engagement both inside and outside the classroom.

Quality over Quantity

Teachers become accustomed to assigning a certain amount of homework each day, week and month. In turn, students get used to this cadence and sometimes focus too much on getting things done in a sloppy manner. Instead of encouraging a quantity over quality approach, focusing on longer, higher quality assignments can boost engagement.

For example, you might switch over to less daily homework assignments and one long term project due on a weekly or monthly basis. Learning service provider Angela Stockman explains that more time allows room for deeper revision work, which is better for overall learning. She also says that hobbies are as important as learning, whether in the classroom or at home, and less daily homework can allow children to develop important skills in music, sports or the arts.

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Is Homework Ever Fun? 10 Ways Teachers Can Make It More Engaging

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Keep your students interested outside the classing: inspire creativity and boost homework engagement with these tips for teachers, administrators, parents and students.

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Managing homework into your busy schedule; 

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Managing homework into your busy schedule; 

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https://blog.prepscholar.com/how-to-do-homework
-making a prioritized to-do list
-using a planner
-setting reminders on your phone

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How to Do Homework: 15 Expert Tips and Tricks · PrepScholar

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Struggling with getting motivated to do homework? Or finishing everything on time? No matter your problem, our tips on how to do homework will help.

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Solutions; Making homework feel less awful. 

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Solutions; Making homework feel less awful. 

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https://kidshealth.org/en/teens/homework.html

-location of where you're doing your homework (around friends who are playing video games v.s a quiet library)
-time management/procrastination- starting homework right away)
-tackling the hardest assignments first
-taking breaks

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Homework is your teachers' way of evaluating how much you understand of what's going on in class. But it can seem overwhelming at times. Luckily, you can do a few things to make homework less work.

Create a Homework Plan

Understand the assignment. Write it down in your notebook or planner, and don't be afraid to ask questions about what's expected. It's much easier to take a minute to ask the teacher during or after class than to struggle to remember later that night.

If you have a lot of homework or activities, ask how long the particular homework assignment should take. That way you can budget your time.

Start right away. Just because it's called "homework" doesn't mean you have to do it at home. Use study periods or other extra time in your school day. The more you get done in school, the less you have to do at night.

Budget your time. If you don't finish your homework at school, think about how much you have left and what else is going on that day. Most high-school students have between 1 and 3 hours of homework a night. If it's a heavy homework day, you'll need to devote more time to homework. It's a good idea to come up with a homework schedule, especially if you're involved in sports or activities or have an after-school job.

Watch Where You Work

When you settle down to do homework or to study, where do you do it? Parked in front of the TV? In the kitchen, with the sound of dishes being cleared and your brothers and sisters fighting?

Find a quiet place to focus. The kitchen table was OK when you were younger and homework didn't require as much concentration. But now you'll do best if you can find a place to get away from noise and distractions, like a bedroom or study.

Avoid studying on your bed. Sit at a desk or table that you can set your computer on and is comfortable to work at. Park your devices while you study. Just having your phone where you can see it can be a distraction. That makes homework take longer.

Get to Work

Tackle the hardest assignments first. It's tempting to start with the easy stuff to get it out of the way. But you have the most energy and focus when you begin. Use this mental power on the subjects that are most challenging. Later, when you're more tired, you can focus on the simpler things.

Keep moving ahead. If you get stuck, try to figure out the problem as best you can - but don't spend too much time on it because this can mess up your homework schedule for the rest of the night. If you need to, ask an adult or older sibling for help. Or reach out to a classmate. Just don't pick someone you'll be up all night chatting with or you'll never get it done!

Take breaks. Most people have short attention spans. Sitting for too long without stretching or relaxing will make you less productive than if you stop every so often. Taking a 15-minute break every hour is a good idea for most people. (If you're really concentrating, wait until it's a good time to stop.)

Get It Ready to Go

When your homework is done, put it in your backpack. There's nothing worse than having a completed assignment that you can't find the next morning. Now you're free to hang out - without the guilt of unfinished work hanging over you.

Get Help When You Need It

Even when you pay attention in class, study for tests, and do your homework, some subjects seem too hard. You may hope that things will get easier, but most of the time that doesn't happen.

What does happen for many people is that they work harder and harder as they fall further and further behind. There's nothing embarrassing about asking for help. No one understands everything.

Start with your teacher or guidance counselor. Some teachers will work with students before or after school to explain things more clearly. But what if you don't feel comfortable with your teacher? If your school is big, there may be other teachers who know the same subject. Sometimes it just helps to have someone new explain something in a different way.

Ask a classmate. If you know someone who is good at a subject, ask if you can study together. This may help, but keep in mind that people who understand a subject aren't always good at explaining it.

Find a tutor. You'll need to talk to an adult about this because it usually costs money to hire a tutor. Tutors come to your home or meet you someplace like the library or a tutoring center. They work with students to review and explain things taught in the classroom. This gives you the chance to ask questions and work at your own pace. Your teacher or guidance counselor can help you find a tutor if you're interested.

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how many hours should i spend on homework

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How to Make Homework Less Work (for Teens) - Nemours KidsHealth

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Having trouble getting a handle on all of your homework? Get your work space set, your schedule organized, and your studying done with the help of this article.

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https://ghsnews1.com/2147/opinion/do-teachers-assign-too-much-homework/

-"Teachers assign homework for students to get more practice. This is a good thing for students if they are getting the right amount of it. When they are given excessive amounts of homework, it is causing them to have bad outcomes, instead of learning the right way of doing things."
*Personal Thought; teachers give homework because they think it is beneficial to their students learning. When they are assigning an excessive amount, the student is not actually learning, they are so stressed that all they are worried about is getting the homework completed. At this point, the homework is not beneficial to the students learning, nor to the teachers success of teaching.

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Many students complain about how much homework they always have, but teachers often say that they are overreacting and need to just do the work. Students get a lot of homework every night and most have to balance their school work with the extracurriculars they are involved in. According to most students, teachers assign way too much homework.

Teachers assign one to two pages of homework each night and that may not seem like a lot, but it is. Almost all of the teachers assign about that much homework, so when you add it all up, it comes out to a lot more than you would think. Maddie Miller '20 says that, "I get home from practice at night and all I have time to do is eat and do my homework, and it's really frustrating that I don't have time for anything else."

Teachers also encourage extracurriculars and sports, and a lot of kids participate in at least one, if not more, of these things. Ryan Holland '21 says that, "I am involved in football and basketball and I am always in a rush to get my homework done because I have so much of it at night. I am always so tired from practice and games so I feel like I'm not even understanding what I'm doing when I'm completing my homework." Taking part in these adds on to the stress of getting their homework done. A study last year, from Whitby.com,showed that the impact of excessive homework on high schoolers included high stress levels, a lack of balance in children's lives and physical health problems such as ulcers, migraines, sleep deprivation and weight loss. When students get home from practice or games at night, they still have all of their homework to get done before they get to go to sleep, and sometimes are up very late trying to get it all done.

Something else that shows students are getting too much homework is that they never get time to relax. They get home and are doing homework for hours on end. Studies by Whitby.com show that students should spend 10 minutes per grade level per night on homework. That translates into 10 minutes of homework in the first grade, 20 minutes in the second grade, all the way up to 120 minutes for senior year of high school. Even though this is what is supposed to happen, studies show that students work on homework for way longer than what they are supposed to, which leaves them no free time. Students work on homework from when they get home until they go to bed, without having time to do anything else. "When I get home from practice at night, I just want to go home, eat, shower, and go to bed because I am tired from my long school day," says Drew Wasson '19, "It is also hard on the weekends because I have tournaments or have to work and then have to do so much homework on top of it."

Since students get so much homework, they don't focus as much on understanding the material, they just want to get it done so that they can do the rest of their homework for the night. By doing this, it defeats the purpose of homework. Teachers assign homework so that their students get more practice, but if they are just doing it to get it done, it won't help them in the long run. When they do an assignment to get it done, it tells the brain that that is the way to do it, and they will keep having those mistakes on other assignments and tests, which causes frustration.

Teachers assign homework for students to get more practice. This is a good thing for students if they are getting the right amount of it. When they are given excessive amounts of homework, it is causing them to have bad outcomes, instead of learning the right way of doing things. They get way too much and it is not benefiting them in good ways.

If teachers want the students to get better at the things they are learning, they should still assign homework for practice, just not as much of it. A couple of problems, up to a page of homework per night, per class, would be a lot more reasonable for kids. Teachers need to focus on the kids getting better rather than giving them bucket loads of homework every night.

Students do not need 20-30 problems for each class, every night. Instead, they should get a couple of problems assigned so they can get practice, and then move on to their next subject without having to stress over getting it all done. They will then have time to relax and spend time with their families.

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Many students complain about how much homework they always have, but teachers often say that they are overreacting and need to just do the work. Students get a lot of homework every night and most have to balance their school work with the extracurriculars they are involved in.

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supported by National Education Association...
https://www.edweek.org/teaching-learning/opinion-how-much-homework-is-enough-depends-who-you-ask/2018/04

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Editor's note: This is an adapted excerpt from You, Your Child, and School: Navigate Your Way to the Best Education ( Viking)-the latest book by author and speaker Sir Ken Robinson (co-authored with Lou Aronica), published in March. For years, Robinson has been known for his radical work on rekindling creativity and passion in schools, including three bestselling books (also with Aronica) on the topic. His TED Talk "Do Schools Kill Creativity?" holds the record for the most-viewed TED talk of all time, with more than 50 million views. While Robinson's latest book is geared toward parents, it also offers educators a window into the kinds of education concerns parents have for their children, including on the quality and quantity of homework.

The amount of homework young people are given varies a lot from school to school and from grade to grade. In some schools and grades, children have no homework at all. In others, they may have 18 hours or more of homework every week. In the United States, the accepted guideline, which is supported by both the National Education Association and the National Parent Teacher Association, is the 10-minute rule: Children should have no more than 10 minutes of homework each day for each grade reached. In 1st grade, children should have 10 minutes of daily homework; in 2nd grade, 20 minutes; and so on to the 12th grade, when on average they should have 120 minutes of homework each day, which is about 10 hours a week. It doesn't always work out that way.

In 2013, the University of Phoenix College of Education commissioned a survey of how much homework teachers typically give their students. From kindergarten to 5th grade, it was just under three hours per week; from 6th to 8th grade, it was 3.2 hours; and from 9th to 12th grade, it was 3.5 hours.

There are two points to note. First, these are the amounts given by individual teachers. To estimate the total time children are expected to spend on homework, you need to multiply these hours by the number of teachers they work with. High school students who work with five teachers in different curriculum areas may find themselves with 17.5 hours or more of homework a week, which is the equivalent of a part-time job. The other factor is that these are teachers' estimates of the time that homework should take. The time that individual children spend on it will be more or less than that, according to their abilities and interests. One child may casually dash off a piece of homework in half the time that another will spend laboring through in a cold sweat.

Do students have more homework these days than previous generations? Given all the variables, it's difficult to say. Some studies suggest they do. In 2007, a study from the National Center for Education Statistics found that, on average, high school students spent around seven hours a week on homework. A similar study in 1994 put the average at less than five hours a week. Mind you, I [Robinson] was in high school in England in the 1960s and spent a lot more time than that-though maybe that was to do with my own ability. One way of judging this is to look at how much homework your own children are given and compare it to what you had at the same age.

There's also much debate about the value of homework. Supporters argue that it benefits children, teachers, and parents in several ways:

* Children learn to deepen their understanding of specific content, to cover content at their own pace, to become more independent learners, to develop problem-solving and time-management skills, and to relate what they learn in school to outside activities.

* Teachers can see how well their students understand the lessons; evaluate students' individual progress, strengths, and weaknesses; and cover more content in class.

* Parents can engage practically in their children's education, see firsthand what their children are being taught in school, and understand more clearly how they're getting on-what they find easy and what they struggle with in school.

Ashley Norris is assistant dean at the University of Phoenix College of Education. Commenting on her university's survey, she says, "Homework helps build confidence, responsibility, and problem-solving skills that can set students up for success in high school, college, and in the workplace."

That may be so, but many parents find it difficult to help their children with subjects they've not studied themselves for a long time, if at all. Families have busy lives, and it can be hard for parents to find time to help with homework alongside everything else they have to cope with. Norris is convinced it's worth the effort, especially, she says, because in many schools, the nature of homework is changing. One influence is the growing popularity of the so-called flipped classroom.

In the stereotypical classroom, the teacher spends time in class presenting material to the students. Their homework consists of assignments based on that material. In the flipped classroom, the teacher provides the students with presentational materials-videos, slides, lecture notes-which the students review at home and then bring questions and ideas to school where they work on them collaboratively with the teacher and other students. As Norris notes, in this approach, homework extends the boundaries of the classroom and reframes how time in school can be used more productively, allowing students to "collaborate on learning, learn from each other, maybe critique [each other's work], and share those experiences."

Even so, many parents and educators are increasingly concerned that homework, in whatever form it takes, is a bridge too far in the pressured lives of children and their families. It takes away from essential time for their children to relax and unwind after school, to play, to be young, and to be together as a family. On top of that, the benefits of homework are often asserted, but they're not consistent, and they're certainly not guaranteed.

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How Much Homework Is Enough? Depends Who You Ask (Opinion)

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Editor's note: This is an adapted excerpt from You, Your Child, and School: Navigate Your Way to the Best Education ( Viking)-the latest book by author and speaker Sir Ken Robinson (co-authored with Lou Aronica), published in March.

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https://www.interventioncentral.org/sites/default/files/pdfs/pdfs_blog/wright_Learning_Spark_Blog_26_March_2013_Hwk_How_Much_to_Assign_Per_Day.pdf

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Problem &' Solution; How much homework is appropriate? 

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Problem &' Solution; How much homework is appropriate? 

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https://www.edutopia.org/article/whats-right-amount-homework

"10 minute homework guideline"
-a nightly 10 minutes of homework per grade level.

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Many teachers and parents believe that homework helps students build study skills and review concepts learned in class. Others see homework as disruptive and unnecessary, leading to burnout and turning kids off to school. Decades of research show that the issue is more nuanced and complex than most people think: Homework is beneficial, but only to a degree. Students in high school gain the most, while younger kids benefit much less.

The National PTA and the National Education Association support the " 10-minute homework guideline "-a nightly 10 minutes of homework per grade level. But many teachers and parents are quick to point out that what matters is the quality of the homework assigned and how well it meets students' needs, not the amount of time spent on it.

The guideline doesn't account for students who may need to spend more-or less-time on assignments. In class, teachers can make adjustments to support struggling students, but at home, an assignment that takes one student 30 minutes to complete may take another twice as much time-often for reasons beyond their control. And homework can widen the achievement gap, putting students from low-income households and students with learning disabilities at a disadvantage.

However, the 10-minute guideline is useful in setting a limit: When kids spend too much time on homework, there are real consequences to consider.

Small Benefits for Elementary Students

As young children begin school, the focus should be on cultivating a love of learning, and assigning too much homework can undermine that goal. And young students often don't have the study skills to benefit fully from homework, so it may be a poor use of time (Cooper, 1989; Cooper et al., 2006; Marzano & Pickering, 2007). A more effective activity may be nightly reading, especially if parents are involved. The benefits of reading are clear: If students aren't proficient readers by the end of third grade, they're less likely to succeed academically and graduate from high school (Fiester, 2013).

For second-grade teacher Jacqueline Fiorentino, the minor benefits of homework did not outweigh the potential drawback of turning young children against school at an early age, so she experimented with dropping mandatory homework. "Something surprising happened: They started doing more work at home," Fiorentino writes. "This inspiring group of 8-year-olds used their newfound free time to explore subjects and topics of interest to them." She encouraged her students to read at home and offered optional homework to extend classroom lessons and help them review material.

Moderate Benefits for Middle School Students

As students mature and develop the study skills necessary to delve deeply into a topic-and to retain what they learn-they also benefit more from homework. Nightly assignments can help prepare them for scholarly work, and research shows that homework can have moderate benefits for middle school students (Cooper et al., 2006). Recent research also shows that online math homework, which can be designed to adapt to students' levels of understanding, can significantly boost test scores (Roschelle et al., 2016).

There are risks to assigning too much, however: A 2015 study found that when middle school students were assigned more than 90 to 100 minutes of daily homework, their math and science test scores began to decline (Fernández-Alonso, Suárez-Álvarez, & Muñiz, 2015). Crossing that upper limit can drain student motivation and focus. The researchers recommend that "homework should present a certain level of challenge or difficulty, without being so challenging that it discourages effort." Teachers should avoid low-effort, repetitive assignments, and assign homework "with the aim of instilling work habits and promoting autonomous, self-directed learning."

In other words, it's the quality of homework that matters, not the quantity. Brian Sztabnik, a veteran middle and high school English teacher, suggests that teachers take a step back and ask themselves these five questions:

How long will it take to complete?

Have all learners been considered?

Will an assignment encourage future success?

Will an assignment place material in a context the classroom cannot?

Does an assignment offer support when a teacher is not there?

More Benefits for High School Students, but Risks as Well

By the time they reach high school, students should be well on their way to becoming independent learners, so homework does provide a boost to learning at this age, as long as it isn't overwhelming (Cooper et al., 2006; Marzano & Pickering, 2007). When students spend too much time on homework-more than two hours each night-it takes up valuable time to rest and spend time with family and friends. A 2013 study found that high school students can experience serious mental and physical health problems, from higher stress levels to sleep deprivation, when assigned too much homework (Galloway, Conner, & Pope, 2013).

Homework in high school should always relate to the lesson and be doable without any assistance, and feedback should be clear and explicit.

Teachers should also keep in mind that not all students have equal opportunities to finish their homework at home, so incomplete homework may not be a true reflection of their learning-it may be more a result of issues they face outside of school. They may be hindered by issues such as lack of a quiet space at home, resources such as a computer or broadband connectivity, or parental support (OECD, 2014). In such cases, giving low homework scores may be unfair.

Since the quantities of time discussed here are totals, teachers in middle and high school should be aware of how much homework other teachers are assigning. It may seem reasonable to assign 30 minutes of daily homework, but across six subjects, that's three hours-far above a reasonable amount even for a high school senior. Psychologist Maurice Elias sees this as a common mistake: Individual teachers create homework policies that in aggregate can overwhelm students. He suggests that teachers work together to develop a school-wide homework policy and make it a key topic of back-to-school night and the first parent-teacher conferences of the school year.

Parents Play a Key Role

Homework can be a powerful tool to help parents become more involved in their child's learning (Walker et al., 2004). It can provide insights into a child's strengths and interests, and can also encourage conversations about a child's life at school. If a parent has positive attitudes toward homework, their children are more likely to share those same values, promoting academic success.

But it's also possible for parents to be overbearing, putting too much emphasis on test scores or grades, which can be disruptive for children (Madjar, Shklar, & Moshe, 2015). Parents should avoid being overly intrusive or controlling-students report feeling less motivated to learn when they don't have enough space and autonomy to do their homework (Orkin, May, & Wolf, 2017; Patall, Cooper, & Robinson, 2008; Silinskas & Kikas, 2017). So while homework can encourage parents to be more involved with their kids, it's important to not make it a source of conflict.

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Decades of research show that homework has some benefits, especially for students in middle and high school-but there are risks to assigning too much.

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https://education.stateuniversity.com/pages/2051/Homework.html#:~:text=The%20most%20direct%20positive%20effect,not%20just%20in%20school%20buildings.

-improve retention and understanding
-improve study skills and attitudes toward school
-teach students that learning can take place anywhere, not just at school.

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Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework

Homework is defined as tasks assigned to students by school teachers that are intended to be carried out during nonschool hours. This definition excludes in-school guided study (although homework is often worked on during school), home-study courses, and extracurricular activities such as sports teams and clubs.

Purpose

The most common purpose of homework is to have students practice material already presented in class so as to reinforce learning and facilitate mastery of specific skills. Preparation assignments introduce the material that will be presented in future lessons. These assignments aim to help students obtain the maximum benefit when the new material is covered in class. Extension homework involves the transfer of previously learned skills to new situations. For example, students might learn in class about factors that led to the French Revolution and then be asked as homework to apply them to the American Revolution. Finally, integration homework requires the student to apply separately learned skills to produce a single product, such as book reports, science projects, or creative writing.

Homework also can serve purposes that do not relate directly to instruction. Homework can be used to (1) establish communication between parents and children; (2) fulfill directives from school administrators; (3) punish students; and (4) inform parents about what is going on in school. Most homework assignments have elements of several different purposes.

Public Attitudes toward Homework

Homework has been a part of student's lives since the beginning of formal schooling in the United States. However, the practice has been alternately accepted and rejected by educators and parents.

When the twentieth century began, the mind was viewed as a muscle that could be strengthened through mental exercise. Since this exercise could be done at home, homework was viewed favorably. During the 1940s, the emphasis in education shifted from drill to problem solving. Homework fell out of favor because it was closely associated with the repetition of material. The launch of the satellite Sputnik by the Soviet Union in the mid-1950s reversed this thinking. The American public worried that education lacked rigor and left children unprepared for complex technologies. Homework, it was believed, could accelerate knowledge acquisition.

The late 1960s witnessed yet another reversal. Educators and parents became concerned that homework was crowding out social experience, outdoor recreation, and creative activities. In the 1980s, homework once again leapt back into favor when A Nation at Risk (1983), the report by the National Commission on Excellence in Education, cited homework as a defense against the rising tide of mediocrity in American education. The push for more homework continued into the 1990s, fueled by increasingly rigorous state-mandated academic standards. As the century ended, a backlash against homework set in, led by parents concerned about too much stress on their children.

The Positive and Negative Effects of Homework

The most direct positive effect of homework is that it can improve retention and understanding. More indirectly, homework can improve students' study skills and attitudes toward school, and teach students that learning can take place anywhere, not just in school buildings. The nonacademic benefits of homework include fostering independence and responsibility. Finally, homework can involve parents in the school process, enhancing their appreciation of education, and allowing them to express positive attitudes toward the value of school success.

Conversely, educators and parents worry that students will grow bored if they are required to spend too much time on academic material. Homework can deny access to leisure time and community activities that also teach important life skills. Parent involvement in homework can turn into parent interference. For example, parents can confuse children if the instructional techniques they use differ from those used by teachers. Homework can actually lead to the acquisition of undesirable character traits if it promotes cheating, either through the copying of assignments or help with homework that goes beyond tutoring. Finally, homework could accentuate existing social inequities. Children from disadvantaged homes may have more difficulty completing assignments than their middle-class counterparts.

Extensiveness of Homework

In contrast to the shifts in public attitudes, surveys suggest that the amount of time students spend on homework has been relatively stable. Data from the National Assessment of Educational Progress suggests that in both 1984 and 1994, about one-third of nine-year-olds and one-quarter of thirteen-and seventeen-year-olds reported being assigned no homework at all, with an additional 5 percent to 10 percent admitting they did not do homework that was assigned. About one-half of nine-year-olds, one-third of thirteen-year-olds, and one-quarter of seventeen-year-olds said they did less than an hour of homework each night. In 1994 about 12 percent of nine-year-olds, 28 percent of thirteen-year-olds, and 26 percent of seventeen-year-olds said they did one to two hours of homework each night. These percentages were all within one point of the 1984 survey results.

A national survey of parents conducted by the polling agency Public Agenda, in October, 2000, revealed that 64 percent of parents felt their child was getting "about the right amount" of homework, 25 percent felt their child was getting "too little" homework, and only 10 percent felt "too much homework" was being assigned.

International comparisons often suggest that U.S. students spend less time on homework than students in other industrialized nations. However, direct comparisons across countries are difficult to interpret because of different definitions of homework and differences in the length of the school day and year.

Appropriate Amounts of Homework

Experts agree that the amount and type of homework should depend on the developmental level of the student. The National PTA and the National Education Association suggest that homework for children in grades K-2 is most effective when it does not exceed ten to twenty minutes each day. In grades three through six, children can benefit from thirty to sixty minutes daily. Junior high and high school students can benefit from more time on homework and the amount might vary from night to night. These recommendations are consistent with the conclusions reached by studies into the effectiveness of homework.

Research on Homework's Overall Effectiveness

Three types of studies have been used to examine the relationship between homework and academic achievement. One type compares students who receive homework with students who receive none. Generally, these studies reveal homework to be a positive influence on achievement. However, they also reveal a relationship between homework and achievement for high school students that is about twice as strong as for junior high students. The relationship at the elementary school level is only one-quarter that of the high school level.

Another type of study compares homework to in-class supervised study. Overall, the positive relationship is about half as strong as in the first type of study. These studies again reveal a strong grade-level effect. When homework and in-class study were compared in elementary schools, in-class study proved superior.

The third type of study correlates the amount of homework students say they complete with their achievement test scores. Again, these surveys show the relationship is influenced by the grade level of students. For students in primary grades, the correlation between time spent on homework and achievement is near zero. For students in middle and junior high school, the correlation suggests a positive but weak relationship. For high school students, the correlation suggests a moderate relationship between achievement and time spend on homework.

Research on Effective Homework Assignments

The subject matter shows no consistent relationship to the value of homework. It appears that shorter and more frequent assignments may be more effective than longer but fewer assignments. Assignments that involve review and preparation are more effective than homework that focuses only on material covered in class on the day of the assignments. It can be beneficial to involve parents in homework when young children are experiencing problems in school. Older students and students doing well in school have more to gain from homework when it promotes independent learning.

Homework can be an effective instructional device. However, the relationship between homework and achievement is influenced greatly by the students' developmental level. Expectations for home work's effects, especially in the short term and in earlier grades, must be modest. Further, homework can have both positive and negative effects. Educators and parents should not be concerned with which list of homework effects is correct. Rather, homework policies and practices should give individual schools and teachers flexibility to take into account the unique needs and circumstances of their students so as to maximize positive effects and minimize negative ones.

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Homework - Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework

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Purpose, Public Attitudes toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework Homework is defined as tasks assigned to students by school teachers that are intended to be carried out during nonschool hours. This definition excludes in-school guided study (although homework is often worked on during school), home-study courses, and extracurricular activities such as sports teams and clubs.

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https://www.procon.org/headlines/is-homework-beneficial-top-3-pros-and-cons/#:~:text=Studies%20show%20that%20homework%20improves,indicates%20that%20students%20who%20spent%E2%80%A6

-higher test scores
"Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework “scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average.”

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What are the pros and cons of homework? Is it beneficial? From dioramas to book reports, and algebraic word problems to research projects, the type and amount of homework given to students has been debated for over a century. [ 1]

In the early 1900s, progressive education theorists decried homework's negative impact on children's physical and mental health, leading California to ban homework for students under 15. [ 2][ 1] Public opinion swayed in favor of homework in the 1950s due to concerns about keeping up with the Soviet Union's technological advances. [ 3]

Today, kindergarten to fifth graders have an average of 2.9 hours of homework per week, sixth to eighth graders have 3.2 hours per teacher, and ninth to twelfth graders have 3.5 hours per teacher, meaning a high school student with five teachers could have 17.5 hours of homework a week. [ 4] Teenagers now spend about twice as much time on homework each day as compared to teens in the 1990s. [ 44]

Proponents of homework say that it improves student achievement and allows for independent learning of classroom and life skills. They also say that homework gives parents the opportunity to monitor their child's learning and see how they are progressing academically.

Opponents of homework say that too much may be harmful for students as it can increase stress, reduce leisure and sleep time, and lead to cheating. They also say that it widens social inequality and is not proven to be beneficial for younger children.

Is Homework Beneficial?

Pro 1

Homework improves student achievement.

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

Research published in the High School Journal indicates that students who spent between 31 and 90 minutes each day on homework "scored about 40 points higher on the SAT-Mathematics subtest than their peers, who reported spending no time on homework each day, on average."

On both standardized tests and grades, students in classes that were assigned homework outperformed 69% of students who didn't have homework. A majority of studies on homework's impact - 64% in one meta-study and 72% in another - showed that take home assignments were effective at improving academic achievement.

Research by the Institute for the Study of Labor (IZA) concluded that increased homework led to better GPAs and higher probability of college attendance for high school boys. In fact, boys who attended college did more than three hours of additional homework per week in high school.
Read More

Pro 2

Homework helps to reinforce learning and develop good study habits and life skills.

Everyone knows that practice makes perfect. Students typically retain only 50% of the information teachers provide in class, and they need to apply that information in order to truly learn it.

Homework helps students to develop key skills that they'll use throughout their lives, such as accountability, autonomy, discipline, time management, self-direction, critical thinking, and independent problem-solving.

A study of elementary school students who were taught "strategies to organize and complete homework," such as prioritizing homework activities, collecting study materials, note-taking, and following directions, showed increased grades and positive comments on report cards.

Research by the City University of New York noted that "students who engage in self-regulatory processes while completing homework," such as goal-setting, time management, and remaining focused, "are generally more motivated and are higher achievers than those who do not use these processes."
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Pro 3

Homework allows parents to be involved with their child's learning.

Thanks to take-home assignments, parents are able to track what their children are learning at school as well as their academic strengths and weaknesses.

Data from a nationwide sample of elementary school students show that parental involvement in homework can improve class performance, especially among economically disadvantaged African-American and Hispanic students.

Research from Johns Hopkins University found that an interactive homework process known as TIPS (Teachers Involve Parents in Schoolwork) improves student achievement: "Students in the TIPS group earned significantly higher report card grades after 18 weeks (1 TIPS assignment per week) than did non-TIPS students."

Homework can also help clue parents in to the existence of any learning disabilities their children may have, allowing them to get help and adjust learning strategies as needed. Duke University professor Harris Cooper, PhD, noted, "Two parents once told me they refused to believe their child had a learning disability until homework revealed it to them."
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Con 1

Too much homework can be harmful.

A poll of high school students in California found that 59% thought they had too much homework. 82% of respondents said that they were "often or always stressed by schoolwork."

Alfie Kohn, an education and parenting expert, said, "Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school. After all, we adults need time just to chill out; it's absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow."

High-achieving high school students say too much homework leads to sleep deprivation and other health problems such as headaches, exhaustion, weight loss, and stomach problems.

Excessive homework leads to cheating: 90% of middle school students and 67% of high school students admit to copying someone else's homework, and 43% of college students engaged in "unauthorized collaboration" on out-of-class assignments. Even parents take shortcuts on homework: 43% of those surveyed admitted to having completed a child's assignment for them.
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Con 2

Homework disadvantages low-income students.

41% of US kids live in low-income families, which are less likely to have access to the resources needed to complete homework, such as pens and paper, a computer, internet access, a quiet work space, and a parent at home to help. They are also more likely to have to work after school and on weekends, or look after younger siblings, leaving less time for homework.

A study by the Hispanic Heritage Foundation found that 96.5% of students across the country said they needed to use the internet for class assignments outside of school, and nearly half reported there had been times they were unable to complete their homework due to lack of access to the internet or a computer, sometimes resulting in lower grades.

Private tutoring is a more than $6 billion enterprise that further advantages students from wealthier families. A study published in the International Journal of Education and Social Science concluded that homework increases social inequality because it "potentially serves as a mechanism to further advantage those students who already experience some privilege in the school system while further disadvantaging those who may already be in a marginalized position."
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Con 3

There is a lack of evidence that homework helps younger children.

An article published in the Review of Educational Research reported that "in elementary school, homework had no association with achievement gains" when measured by standardized tests results or grades.

Fourth grade students who did no homework got roughly the same score on the National Assessment of Educational Progress (NAEP) math exam as those who did 30 minutes of homework a night. Students who did 45 minutes or more of homework a night actually did worse.

Temple University professor Kathryn Hirsh-Pasek, PhD, says that homework is not the most effective tool for young learners to apply new information: "They're learning way more important skills when they're not doing their homework."

An entire elementary school district in Florida enacted a policy that replaced traditional homework with 20 minutes of reading each night - and students get to pick their reading material. A study by the University of Michigan found that reading for pleasure - but not homework - was "strongly associated with higher scores on all achievement tests" for children up to 12 years old.
Read More
Discussion Questions
1. What rules would you set for homework if you were in charge? Would you set limits on how much was allowed, and would that vary by grade level? Would you make rules for what kind of assignments teachers could give?

2. What other pros and cons can you list for homework? Which side has the best arguments?

3. Should students be allowed to get help on their homework from parents or other people they know? Why or why not?
Take Action
1. Examine an argument in favor of quality homework assignments from Janine Bempechat.

2. Explore Oxford Learning's infographic on the effects of homework on students.

3. Consider Joseph Lathan's argument that homework promotes inequality.

4. Consider how you felt about the issue before reading this article. After reading the pros and cons on this topic, has your thinking changed? If so, how? List two to three ways. If your thoughts have not changed, list two to three ways your better understanding of the "other side of the issue" now helps you better argue your position.

5. Push for the position and policies you support by writing US national senators and representatives.
Sources

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Is Homework Beneficial? - Top 3 Pros and Cons - ProCon.org

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What are the pros and cons of homework? Is it beneficial? From dioramas to book reports, and algebraic word problems to research projects, the type and amount of homework given to students has been debated for over a century.

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https://www.uopeople.edu/blog/the-pros-and-cons-of-homework/
-encourages practice
-teaches time management

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https://www.apa.org/monitor/2016/02/sleep-deprived

"Hormones released when the body is stressed or sleep deprived contribute to weight gain because the body thinks it’s in danger. It then tries to preserve its source of energy by storing fat. The high levels of stress associated with too much homework, along with the natural decrease in physical activity, could be contributing to the rising epidemic of obesity in our nation’s youth."

WHAT DOES THIS LEAD TO?;
- "higher risk for depression, suicide, substance abuse and car crashes. They don't perform as well in school. Evidence also links short sleep duration with obesity and a weakened immune system."

""We are requiring them to wake up at a time when their brain would otherwise be asleep. … I don't think we're giving adolescents the opportunity to be the best they can be.""

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Many American teenagers stumble into classrooms before the sun has crested the horizon. Some have forgotten their homework, will fall asleep in class and act as beastly to their friends as to their parents.

Most of these teens just aren't sleeping enough.

A National Sleep Foundation panel concluded last year that adolescents need eight to 10 hours of sleep a night, yet nearly two-thirds of 17-year-olds report sleeping less than seven hours a night, according to a policy statement from the American Academy of Pediatrics (AAP) in 2014.

The potential consequences are huge. Per the report, which was published in Pediatrics, adolescents who get less sleep than they need are at higher risk for depression, suicide, substance abuse and car crashes. They don't perform as well in school. Evidence also links short sleep duration with obesity and a weakened immune system.

One way to help, according to an August 2015 report from the Centers for Disease Control and Prevention, would be to roll back middle and high school start times to 8:30 a.m. or later, per AAP recommendations.

Yet fewer than one in five American middle and high schools begin their days then. The average start time across the U.S. is 8:03 a.m. In some states, 75 percent to 100 percent of schools start before 8:30.

A growing number of psychologists, among other professionals, have felt so strongly about the data that they've started leading efforts to push back middle and high school start times. They want teens to be able to roll out of bed closer to their natural wake-up time of 8 a.m.

"We are robbing adolescents of sleep," said Lisa J. Meltzer, PhD, a sleep researcher and clinician in the department of pediatrics at National Jewish Health in Denver, who lobbies for later start times. "We are requiring them to wake up at a time when their brain would otherwise be asleep. ... I don't think we're giving adolescents the opportunity to be the best they can be."

Morning in America

Mary A. Carskadon, PhD, a professor of psychiatry and human behavior at Brown University, was the first to show that as kids go through puberty, their circadian rhythms change, making it easier for them to stay up later. In contrast with children, whose circadian rhythms push them to fall asleep early- to mid-evening, adolescents' sleep drive doesn't kick in until later in the evening.

Paul Kelley, PhD, who researches sleep and circadian rhythms at the University of Oxford, and colleagues wrote that schools shouldn't start until after 10 a.m. to fully accommodate what research says may be shifts of up to three hours in adolescent sleep patterns (Learning, Media, and Technology, 2015). Those shifts are "not understood by most educators," the review said. A common misbelief is that adolescents are tired, irritable or uncooperative "because they choose to stay up too late, or are difficult to wake in the morning because they are lazy."

Carskadon says one study really changed her own mind about school start times. She was following students who went from ninth grade in a late-start middle school to 10th grade in an early-start high school. She'd assumed that exposure to early morning light would allow them to quickly adjust to the earlier start time. But they didn't.

In tests at 8:30 a.m., she'd turn off the lights and the students wouldn't be able to stay awake for more than three minutes. "It was like they developed narcolepsy," she says. "And they'd go right into REM [rapid eye-movement] sleep, which is not what you'd do if you're healthy and on the right schedule and not suffering from narcolepsy."

She says it's also been striking to see how much student mood improves with later start times. "Everybody was happier" before the shift, Carskadon says, including teachers. "Teachers have to work really, really hard at 7:30 in the morning with teenagers - they're not in the moment."

She says she started off as an objective researcher, keeping her distance from policy decisions. But at a certain point, she decided the data were too conclusive to ignore. "Now, in the last decade, I've been going to school committees if they call."

Zoned out in class

To get to high school by the time her first class starts at 7:35 a.m., sophomore Hannah Bruce of Sherborn, Massachusetts, has to set her alarm for 6 a.m. "although snooze happens quite a lot." Her bus comes at 7. Her swim practice ends at 10 p.m. - a complex yet common problem for teens who do extracurricular activities in the evening. Even if she's already finished her homework, she says it's nearly impossible to wind down enough to fall asleep before 11.

Bruce, 16, admits she struggles to pay attention in class, and has nodded off more than once.

Studies have shown a tight link between school performance and sleep. For one, sleep deficiency increases the risk of attention problems, says Charles Czeisler, MD, PhD, who directs the Division of Sleep Medicine at Harvard Medical School and chairs the board of the National Sleep Foundation.

Though it's not a panacea for the academic and other demands facing teens, moving start times appears to help them perform better. When a Jackson Hole, Wyoming, high school pushed its start time back from 7:35 to 8:55, students' grades in their first-period classes improved significantly, according to a 2014 report by Kyla L. Wahlstrom, PhD, a leading researcher who directs the Center for Applied Research and Educational Improvement in the College of Education and Human Development at the University of Minnesota. The study, which reviewed 9,000 students in three states, also found that delaying start times led to a significant drop in tardiness and absences.

Critics - including some parents and teachers' unions - say that later start times will mean kids will simply go to bed later, but research doesn't bear out that concern. Pushing back school start times by 75 minutes yields as much as 50 minutes more sleep for the average middle schooler, according to a study of 205 students by psychologist Amy R. Wolfson, PhD, in Behavioral Sleep Medicine (2007), and - depending on the study and the amount of delay - 15 to 45 minutes extra sleep for the average high schooler. In schools that start at 8:30 or later, 60 percent of students sleep at least eight hours on school nights, the University of Minnesota review found.

That added sleep can have profound benefits. In Jackson Hole, teen car crashes fell by 70 percent after the shift in start times.

"Plus, the data show a clear trend: The later the start, the more the positive outcomes emerge," says Wahlstrom. "Even though it is difficult for the school community to make the change to a later high school start time, the emerging benefits for the well-being and the academic gains for teenagers make the decision to do so very compelling."

According to the advocacy group Start School Later, hundreds of schools in the U.S. have shifted start times thanks to sleep research. A number of legislators have introduced related bills, including Rep. Zoe Lofgren (D-Calif.) whose ZZZ's to A's Act asks the secretary of education to conduct a comprehensive review of sleep times and health and issue a formal recommendation.

But shifting school start times is complicated. For example, while research from Matthew Milewski, MD, of Connecticut Children's Medical Center, and colleagues shows that a chronic lack of sleep is associated with a greater risk of injuries for school athletes (Journal of Pediatric Orthopaedics, 2014), some coaches argue that later start times push practices into the afternoon dark, when it's impossible to see balls. Installing field lights would cost millions.

Hannah Bruce says that many parents in her high-achieving district don't want a later start time because it would cut down on the time their children have to participate in afternoon enrichment activities, clubs and sports.

Some teachers' unions have objected, too, including one in Montgomery County, Maryland. In a recent survey, some teachers argued that the proposed half-hour shift wouldn't be enough to make a difference in kids' sleep. Others said they didn't want their schedules disrupted, or worried about extra costs and commute times.

Another concern is bus schedules: Many districts have just one fleet of buses to get both high school and elementary school students to school, so if high school students start later, how will that affect elementary school children? Montgomery County moved its high school starting time back 20 minutes, and while parents of teenagers generally welcomed the change, some of those with younger children, many of whom now begin school at 9:25, complained of issues finding child care to fill the new early-morning gap.

For the 2014 school year, Falls Church, Virginia, moved the start of its middle school from 7:30 a.m. to 8:10 a.m. Superintendent Toni Jones said parents had pushed for the switch based on the research and the trouble they had getting their young teens to school so early. She couldn't move the start time back any later because of busing issues - buses have to be finished with their routes before the D.C. rush-hour begins, or they will be stuck in gridlock for hours, she says.

A few teachers opposed the switch at first because of scheduling conflicts with their own kids, but the district saw no organized opposition, and parents and students were happy with the change, Jones says. And more school systems are embracing later start times. In November, Seattle Public Schools voted to delay high school starting times to 8:45 a.m. Seattle is so far the largest school system to make the change.

Time for action

Psychologist Beth Hall, PhD, EdD, of Westborough, Massachusetts, is among the growing number of psychologists advocating for later start times. She drops her daughter off at high school at 6:30 on band practice mornings, and says she's constantly reminded of the downside of such early start times.

"Look at them. They're exhausted," says Hall, pointing to high schoolers. "Adults know how it feels to be really sleep deprived and we're asking kids day in and day out to do this."

Hall routinely asks her clients about their sleep habits, and often has them keep a sleep log. She also involves parents, encouraging them to be good role models for their children by developing healthy sleep habits themselves.

Of course, school start times aren't the only reason kids are sleep-deprived. Teens bear some responsibility for their sleep habits. They don't want to hear Mom and Dad telling them to go to bed anymore. They don't want to disconnect from friends on social media - and research by Mariana Figueiro, PhD, of the Lighting Research Center at Rensselaer Polytechnic Institute has found that the blue light used in cellphones, laptops and tablets counters the body's melatonin signals and can make it harder to fall asleep, especially for adolescents (Lighting Research and Technology, 2015).

"I think improvements could be made," Hannah Bruce admits about her own sleep schedule.

Parents also have a role to play in setting bedtimes and other limits. In families where parents don't enforce a typical bedtime of about 10 p.m., researchers found that their high schoolers have an increased risk of depression and suicidal thinking (, 2010).

Another major factor in adolescent sleep deprivation is the stress parents and society put on teens to get good grades, play sports, volunteer, get jobs, get into college and more.

"Something has to give," Meltzer says, "and usually, it's sleep."

There is one consolation for teenagers: Life is likely to get better soon. Once adolescents reach their late teens, their need for sleep declines a bit, according to the National Sleep Foundation's recommendations, and they start getting a little more shut-eye. As many as 40 percent of 19-year-olds sleep more than seven hours a night, the new Pediatrics study found.

Karen Weintraub is a journalist in Cambridge, Massachusetts.

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Many American teenagers stumble into classrooms before the sun has crested the horizon. Some have forgotten their homework, will fall asleep in class and act as beastly to their friends as to their parents. Most of these teens just aren't sleeping enough.

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https://www.healthline.com/health/parenting/ways-homework-affects-your-kids-health#1.-Homework-may-be-linked-to-weight-gain

CAN BE LINKED TO WEIGHT GAIN;
"Hormones released when the body is stressed or sleep deprived contribute to weight gain because the body thinks it’s in danger. It then tries to preserve its source of energy by storing fat. The high levels of stress associated with too much homework, along with the natural decrease in physical activity, could be contributing to the rising epidemic of obesity in our nation’s youth."

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As my children have gotten older, we've slowly dipped our feet into the pool that is never-ending homework. For the most part, I've actually been pleasantly surprised with how our children's school has handled homework. There hasn't been an overwhelming amount so far, allowing my children to come home from school and properly decompress and play.

Our experience, however, doesn't seem to be the norm. Two years ago, a study in The American Journal of Family Therapy found that most children, even in the elementary school years, are getting significantly too much homework.

The recommendations set by the National Education Association state that a child should have (in theory) 10 minutes of homework for each grade. So a child in first grade could expect to get 10 minutes of homework, a child in second grade, 20 minutes, and so on.

Most children in the United States, however, are getting far more than that. And the unsettling truth is that when it comes to homework, too much may be hurting your child's health. Here are some of the ways homework could be affecting the health of your kids and your family.

When children come home to immediately settle down at the table to do homework, guess what they aren't doing? Being active.

One study found that some children who self-reported having 30 minutes or more of homework every night also reported concerning levels of "high stress." Boys in this study who reported higher levels of stress were more overweight than those who reported lower levels of stress. That stress, researchers surmise, may be causing hormonal changes that contribute to weight gain. Hormones released when the body is stressed or sleep deprived contribute to weight gain because the body thinks it's in danger. It then tries to preserve its source of energy by storing fat. The high levels of stress associated with too much homework, along with the natural decrease in physical activity, could be contributing to the rising epidemic of obesity in our nation's youth.

Our mental health and physical health are linked, so you can't have one without the other. One study at Stanford found that excessive homework in teens (sometimes over three hours a day!) was linked to physical health problems as well as high levels of stress and disrupted sleep. It's a vicious cycle.

The American Psychological Association explains that excessive homework causing sleep deprivation is linked to a myriad of scary health outcomes, including:

increased rates of substance abuse

car crashes

depression

suicide

lowered immune system defenses

As you probably are already well aware, homework for your child can stress out the entire family. Studies show that the more homework kids have, the more stress parents and caregivers tend to experience. And the downward spiral continues. That, in turn, tends to stress out the rest of the family, too. I know that when I'm trying to cook dinner, pack lunches for the next day, and get laundry going so my daughter has her favorite blanket to sleep with that night, it's incredibly stressful to try to sit down and focus enough to figure out third grade math. (And yes, I admit, it's confusing, OK?)

The same study also found that homework can be stressful for parents who (like me) may doubt their abilities to actually help their kids in certain subject areas. So, if you struggled with math as a kid, helping your child with their math homework isn't going to be your most stellar moment as a parent. It only makes sense. Unfortunately, this can cause more stress for you and your child.

Again and again, studies show that excess homework is not effective in improving academic performance. What's more, it's linked to many other negative health outcomes, including stress, weight gain, and poor cognitive performance. If you're struggling with a school that places a high homework load on your children, here are some helpful tips:

Get involved in the parental association at school.

Set up a meeting with the principal to discuss the school's homework policies.

If you can't change how much homework you child receives, reassess your family calendar to see if there's any room to move activities around. Does your elementary aged child really need those soccer lessons? Could you delegate any other tasks?

The bottom line is that putting your family first can be good for many reasons, including your own health.
Chaunie Brusie, B.S.N., is a registered nurse with experience in labor and delivery, critical care, and long-term care nursing. She lives in Michigan with her husband and four children, and she is the author of the book Tiny Blue Lines.

# data[].attributes.attachment_link.description
As my children have gotten older, we've slowly dipped our feet into the pool that is never-ending homework. For the most part, I've actually been pleasantly surprised with how our children's school has handled homework. There hasn't been an overwhelming amount so far, allowing my children to come home from school and properly decompress and play.

# data[].attributes.body
"As parents, you can help your child have a stress-free homework experience. Sticking to a clear and organized homework routine helps children develop better homework habits as they get older. This routine also comes in handy when homework becomes more difficult and time-consuming."

# data[].attributes.body
"According to a study by Stanford University, 56 per cent of students considered homework a primary source of stress. Too much homework can result in lack of sleep, headaches, exhaustion and weight loss. Excessive homework can also result in poor eating habits, with families choosing fast food as a faster alternative."

# data[].attributes.headline
Negative Effects; the difference between learning skills and feeling frustrated. 

# data[].attributes.subject
Negative Effects; the difference between learning skills and feeling frustrated. 

# data[].attributes.body
"Navigating the line between developing learning skills and feeling frustrated can be tricky."

"Students who spend too much time on homework are not always able to meet other needs, like being physically and socially active. Ultimately, the amount of homework a student has can impact a lot more than his or her grades."

# data[].attributes.body
'It carries educational benefits for all age groups, including time management and organization. Homework also provides students with the ability to think beyond what is taught in class.

The not-so-good news is these benefits only occur when students are engaged and ready to learn. But, the more homework they get, the less they want to engage."

# data[].attributes.attachment_link.readable_text
It carries educational benefits for all age groups, including time management and organization. Homework also provides students with the ability to think beyond what is taught in class.

The not-so-good news is these benefits only occur when students are engaged and ready to learn. But, the more homework they get, the less they want to engage.

The Negative Effects on Students

Homework can affect students' health, social life and grades. The hours logged in class, and the hours logged on schoolwork can lead to students feeling overwhelmed and unmotivated. Navigating the line between developing learning skills and feeling frustrated can be tricky.

Homework is an important part of being successful inside and outside of the classroom, but too much of it can actually have the opposite effect. Students who spend too much time on homework are not always able to meet other needs, like being physically and socially active. Ultimately, the amount of homework a student has can impact a lot more than his or her grades.

Find out how too much homework actually affects students.

How Does Homework Affect Students' Health?

Homework can affect both students' physical and mental health. According to a study by Stanford University, 56 per cent of students considered homework a primary source of stress. Too much homework can result in lack of sleep, headaches, exhaustion and weight loss. Excessive homework can also result in poor eating habits, with families choosing fast food as a faster alternative.

How Does Homework Affect Students' Social Life?

Extracurricular activities and social time gives students a chance to refresh their minds and bodies. But students who have large amounts of homework have less time to spend with their families and friends. This can leave them feeling isolated and without a support system. For older students, balancing homework and part-time work makes it harder to balance school and other tasks. Without time to socialize and relax, students can become increasingly stressed, impacting life at school and at home.

How Does Homework Affect Students' Grades?

After a full day of learning in class, students can become burnt out if they have too much homework. When this happens, the child may stop completing homework or rely on a parent to assist with homework. As a result, the benefits of homework are lost and grades can start to slip.

Too much homework can also result in less active learning, a type of learning that occurs in context and encourages participation. Active learning promotes the analysis and application of class content in real world settings. Homework does not always provide these opportunities, leading to boredom and a lack of problem-solving skills.
Take a look at how homework affects students and how to help with homework.
How Can Parents Help?

Being an active part of children's homework routine is a major part of understanding feelings and of be able to provide the needed support. As parents, you can help your child have a stress-free homework experience. Sticking to a clear and organized homework routine helps children develop better homework habits as they get older. This routine also comes in handy when homework becomes more difficult and time-consuming.
Learn more about the current world of homework, and how you can help your child stay engaged.
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Check Out These Additional Homework Resources

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Infographic: How Does Homework Actually Affect Students? -

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Homework is an important part of learning, but how does too much homework affect students? View our infographic to find out.

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“The 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.

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Is Homework Necessary? Education Inequity and Its Impact on Students

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