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

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

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

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

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

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

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

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

Their study found that too much homework is associated with:

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

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

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

A balancing act

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

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

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

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

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

High-performing paradox

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

Student perspectives

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

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

Media Contacts

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

11 Surprising Homework Statistics, Facts & Data

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

The age-old question of whether homework is good or bad for students is unanswerable because there are so many “ it depends ” factors.

For example, it depends on the age of the child, the type of homework being assigned, and even the child’s needs.

There are also many conflicting reports on whether homework is good or bad. This is a topic that largely relies on data interpretation for the researcher to come to their conclusions.

To cut through some of the fog, below I’ve outlined some great homework statistics that can help us understand the effects of homework on children.

Homework Statistics List

1. 45% of parents think homework is too easy for their children.

A study by the Center for American Progress found that parents are almost twice as likely to believe their children’s homework is too easy than to disagree with that statement.

Here are the figures for math homework:

• 46% of parents think their child’s math homework is too easy.
• 25% of parents think their child’s math homework is not too easy.
• 29% of parents offered no opinion.

Here are the figures for language arts homework:

• 44% of parents think their child’s language arts homework is too easy.
• 28% of parents think their child’s language arts homework is not too easy.
• 28% of parents offered no opinion.

These findings are based on online surveys of 372 parents of school-aged children conducted in 2018.

2. 93% of Fourth Grade Children Worldwide are Assigned Homework

The prestigious worldwide math assessment Trends in International Maths and Science Study (TIMSS) took a survey of worldwide homework trends in 2007. Their study concluded that 93% of fourth-grade children are regularly assigned homework, while just 7% never or rarely have homework assigned.

3. 17% of Teens Regularly Miss Homework due to Lack of High-Speed Internet Access

A 2018 Pew Research poll of 743 US teens found that 17%, or almost 2 in every 5 students, regularly struggled to complete homework because they didn’t have reliable access to the internet.

This figure rose to 25% of Black American teens and 24% of teens whose families have an income of less than $30,000 per year.

4. Parents Spend 6.7 Hours Per Week on their Children’s Homework

A 2018 study of 27,500 parents around the world found that the average amount of time parents spend on homework with their child is 6.7 hours per week. Furthermore, 25% of parents spend more than 7 hours per week on their child’s homework.

American parents spend slightly below average at 6.2 hours per week, while Indian parents spend 12 hours per week and Japanese parents spend 2.6 hours per week.

5. Students in High-Performing High Schools Spend on Average 3.1 Hours per night Doing Homework

A study by Galloway, Conner & Pope (2013) conducted a sample of 4,317 students from 10 high-performing high schools in upper-middle-class California. 

Across these high-performing schools, students self-reported that they did 3.1 hours per night of homework.

Graduates from those schools also ended up going on to college 93% of the time.

6. One to Two Hours is the Optimal Duration for Homework

A 2012 peer-reviewed study in the High School Journal found that students who conducted between one and two hours achieved higher results in tests than any other group.

However, the authors were quick to highlight that this “t is an oversimplification of a much more complex problem.” I’m inclined to agree. The greater variable is likely the quality of the homework than time spent on it.

Nevertheless, one result was unequivocal: that some homework is better than none at all : “students who complete any amount of homework earn higher test scores than their peers who do not complete homework.”

7. 74% of Teens cite Homework as a Source of Stress

A study by the Better Sleep Council found that homework is a source of stress for 74% of students. Only school grades, at 75%, rated higher in the study.

That figure rises for girls, with 80% of girls citing homework as a source of stress.

Similarly, the study by Galloway, Conner & Pope (2013) found that 56% of students cite homework as a “primary stressor” in their lives.

8. US Teens Spend more than 15 Hours per Week on Homework

The same study by the Better Sleep Council also found that US teens spend over 2 hours per school night on homework, and overall this added up to over 15 hours per week.

Surprisingly, 4% of US teens say they do more than 6 hours of homework per night. That’s almost as much homework as there are hours in the school day.

The only activity that teens self-reported as doing more than homework was engaging in electronics, which included using phones, playing video games, and watching TV.

9. The 10-Minute Rule

The National Education Association (USA) endorses the concept of doing 10 minutes of homework per night per grade.

For example, if you are in 3rd grade, you should do 30 minutes of homework per night. If you are in 4th grade, you should do 40 minutes of homework per night.

However, this ‘rule’ appears not to be based in sound research. Nevertheless, it is true that homework benefits (no matter the quality of the homework) will likely wane after 2 hours (120 minutes) per night, which would be the NEA guidelines’ peak in grade 12.

10. 21.9% of Parents are Too Busy for their Children’s Homework

An online poll of nearly 300 parents found that 21.9% are too busy to review their children’s homework. On top of this, 31.6% of parents do not look at their children’s homework because their children do not want their help. For these parents, their children’s unwillingness to accept their support is a key source of frustration.

11. 46.5% of Parents find Homework too Hard

The same online poll of parents of children from grades 1 to 12 also found that many parents struggle to help their children with homework because parents find it confusing themselves. Unfortunately, the study did not ask the age of the students so more data is required here to get a full picture of the issue.

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Interpreting the Data

Unfortunately, homework is one of those topics that can be interpreted by different people pursuing differing agendas. All studies of homework have a wide range of variables, such as:

• What age were the children in the study?
• What was the homework they were assigned?
• What tools were available to them?
• What were the cultural attitudes to homework and how did they impact the study?
• Is the study replicable?

The more questions we ask about the data, the more we realize that it’s hard to come to firm conclusions about the pros and cons of homework .

Furthermore, questions about the opportunity cost of homework remain. Even if homework is good for children’s test scores, is it worthwhile if the children consequently do less exercise or experience more stress?

Thus, this ends up becoming a largely qualitative exercise. If parents and teachers zoom in on an individual child’s needs, they’ll be able to more effectively understand how much homework a child needs as well as the type of homework they should be assigned.

Related: Funny Homework Excuses

The debate over whether homework should be banned will not be resolved with these homework statistics. But, these facts and figures can help you to pursue a position in a school debate on the topic – and with that, I hope your debate goes well and you develop some great debating skills!

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 101 Hidden Talents Examples
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• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Signs you're Burnt Out, Not Lazy
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Toxic Things Parents Say to their Children

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21 Eye-Opening College Student Stress Statistics

According to recent college student stress statistics, students in the US are under a lot of pressure. Challenges, demands, and expectations pile up, threatening to impede academic success. No matter if it’s chronic, acute, or episodic, stress can quickly undermine the chances of receiving a diploma and influence other aspects of life.

Below, you can find the most important information that shows the increase of stress-related behavior in American students and its causes and impact on academic performance.

Facts and Stats on College Student Stress — Editor’s Choice

• 49.3% of college students experience moderate levels of stress.
• One year after the coronavirus outbreak, four out of five students are still stressed out.
• With 63% , video chats are the primary tool for students to cope with stress.
• 31% of students say exams and midterms are the most significant sources of stress.
• 64.5% of college students with relationship problems feel stressed because of them.
• 33% of college students think about leaving college because of financial problems.
• Financial problems are a source of stress for 74% of college students.
• 39.1% of US college students feel well-rested for only one or two days a week.

General Stress in College Students Statistics 

1. 53% of us students neglect their social life because of stress..

More than half of college students in the US refuse to hang out with friends due to stress, which can impact their overall well-being. Moreover, adverse physical effects of stress include immune system suppression that can increase proneness to illnesses and psychological conditions such as anxiety and depression.

2. 49.3% of college students feel moderately stressed.

College students’ stress statistics from the American College Health Association study show that almost half of the students in the US are experiencing moderate stress. Moreover, nearly a third (29.5%) endure high stress, while 19.7% report low stress levels.

3. 20% of students reported being stressed six or more times in the past year.

( Harvard Medical School )

Recent college students and stress statistics reveal 75% of students have gone through a stressful event in the past 12 months. Such a situation can cause setbacks in their academic progress and plenty of other mental issues.

4. 41.3% of students claim stress is the biggest reason for poor academic performance.

Students usually feel pressure to get good grades. Unfortunately, this often affects their ability to focus during lectures or studying, ultimately leading to poor academic performance. Moreover, 35.1% listed anxiety as the main reason their academic performance suffered negatively.

Student Stress Statistics — COVID-19 Facts & Figures

5. 85% of college students experienced increased stress and anxiety during the covid-19 pandemic..

( Timely MD )

Even more worrying is that, although 75% of students are willing to use telehealth to receive mental health care, only 21% have sought professional support via this technology and talked to a health professional or licensed counselor.

6. Four in five students reported feeling stressed in 2021.

For 75% of the respondents, the main stressor was the pandemic’s impact on the quality of their education. Additionally, 56% worried about the uncertainty of life once the pandemic was over. The main college stress driver for 50% of college students was the isolation from friends and family, and 45% were missing campus life. Finally, 40% stressed about online learning.

7. 76% of bachelor’s degree students say emotional stress is why they have considered withdrawing from college. 

( Lumina Foundation )

The pandemic caused many changes in students’ lives, including transitioning to online learning and closing campuses. As a result, emotional stress levels in college students elevated due to the pandemic, with bachelor’s degree pursuers being stressed out the most. In addition, a somewhat smaller percentage of associate degree students (63%) claim they have weighed leaving college due to emotional stress.

8. With 63%, video chats are the primary tool for students to cope with stress.

A 2021 study on over 1,300 college students found that most of them video chat with friends and family to overcome stress, whereas 52% resort to phone calls. Additionally, 40% report watching TV/movies, and 38% have in-person time with friends.

9. 48% of students didn’t drink alcohol during COVID-19. 

( College Pulse )

The increased stress among college students during the pandemic has resulted in decreased use of cannabis and alcohol. According to recent statistics, 62% of college students reduced or didn’t consume alcohol. Furthermore, 81% reported using less or no cannabis. On the other hand, 39% of students said they spent more time cooking, and 19% reported working out more.

10. According to college stress statistics, 77% of students haven’t used any support offered by the college to deal with stress.

Recent survey results reveal that over three-quarters of students experiencing increased stress levels haven’t sought support from their college (telehealth, support groups, or counseling). Instead, students are more likely to find emotional support in friends (64%), parents (45%), and their partners (30%). 

Common Sources of Negative Stress Among College Students

11. 31% of students say exams and midterms are the most significant sources of stress..

( MentalHelp.net )

After enrolling in a college, a lot of coursework and homework becomes the norm. Yet, not all students are capable of dealing with immense pressure. As a matter of fact, almost a third say academic demands are the top stressors for a college student. Classes and workload are the third major source of stress with 23%, while homework places fourth with 13%.

12. 24% of students in the United States stress about their future and finding a job after graduation.

According to stress in college students statistics, almost a quarter of young adults at universities fear not being able to land a job in their respective fields. Even though the US economy is stable and experts are optimistic about the decline of unemployment, college students are worried about entering the job market . Alternatively, they are concerned about not managing to support themselves or their families.

13. College student stress statistics indicate that 69% of first-year students feel severe forms of homesickness.

Separation from their loved ones causes a spike in stress levels. According to recent data, about 30% of US college students feel homesick. This issue is greater for first-year students, with more than two thirds of them reporting severe forms of homesickness.   

14. 64.5% of college students who have problems with intimate relationships experience moderate or high stress.

It comes as no surprise that college students and stress are related. When emotionally involved in a relationship, breakups can be a highly traumatic experience and can even take a toll on one’s mental health. Recent statistics reveal that 37.9% of students in the US find it challenging to balance their studies with their relationships. Moreover, more than 60% who have these problems experience moderate or high stress levels.

Financial-Related Causes of Stress in College Students

15. 33% of college students consider dropping out of college because of financial constraints..

( The Ohio State University )

An Ohio State University study conducted on 24,884 college students from 60 institutions across the US shows that a third of college students think about leaving college due to financial problems. Moreover, 45% say they’re unlikely to come up with $400 for financial emergencies during the school year.

16. 74% of students stress about their financial situation.

It seems that younger generations are also heavily affected by stress related to their financial situation. According to statistics on stress in college students, almost 75% of college students are stressed about their financial affairs. The study encompassed various profiles of students, including those at two-year and four-year private colleges and public institutions.

17. 43% of full-time undergraduate students take up jobs to put themselves through college.

As if demanding college coursework weren’t stressful enough, plenty of students in the US have to work to support themselves through college. On top of that, college student stress statistics indicate that 27% of full-time students have to work 20 or more hours per week. This affects their schedule, reducing the available time for their academic pursuits and increasing their stress levels.

18. 53% of students turn to loans as a way of financing their studies.

Another element that adds to the overall feeling of stress and anxiety is that more than half of college students are in debt . Paying the installments in time causes stress among college students, harming their academic success. Students need the money to fund tuition, housing, and even books and learning materials.

19. 34.3% of students neglect their studies because of the money they owe.

( The Ohio State University, Student Loan Hero )

The extent to which debt and financial uncertainty cause stress is astonishing. Currently, the total student loan debt in America is estimated at nearly $1.75 trillion, while the average loan debt of students who graduate was estimated to be around $28,400.

Health-Related Causes of College Stress Statistics 

20. 29.5% of students say medical problems affect their grades..

It can be hard to study and keep up with coursework when you are feeling under the weather. The range of diseases affecting students includes respiratory illnesses (13.3%), flu (4.5%) and stomach problems (3.6%).

21. 39.1% of college students in the US report feeling well-rested for only one or two days a week.

The results of a recent study on stress among college students reveal that less than half of students take enough rest: almost 40% of them feel rested for only one or two days, while 19.5% say they don’t feel rested throughout the whole week.

In fact, only 9% of students sleep well at night, while 32.4% say they feel rested between three and five days a week. This stress-related burnout can have a tremendous impact on their academic performance.  

Student Stress Statistics — The Impact of Excessive Stress

Known as our “fight or flight” response, stress is an instinctive reaction that can be either positive or negative. When it comes to the positive aspects of stress in college, students can improve their productivity when they’re under pressure. Nonetheless, the negative aspects of stress often outweigh the positive ones.

Various symptoms can appear due to being under prolonged exposure to stressful situations, including hypertension, headache, or lack of concentration. Excessive stress can impact students’ mental health and even lead to suicidal thoughts. Therefore, it’s essential to recognize the most significant stressors, develop proper coping mechanisms to deal with anxiety and stress, and ask for help if needed.

People Also Ask

College student statistics show that students have to deal with a lot of stress. According to relevant studies, as many as 53% neglect their friends because of stress. Also, 49.3% feel they face moderate stress. Thus, we could say that around 50% of college students are stressed. Of course, these numbers may vary depending on the institution in question, time of the year, social status of the student, and other factors.

The simplest categorization of stress that college students face is “good” versus “bad” stress. Good stress acts as a motivation factor, pushing you forward and getting the job done. On the other hand, some stress symptoms, such as difficulty sleeping or lack of concentration, can harm academic results. Besides this classification, experts divide stress into three types — chronic, acute, and episodic.

Nowadays, college students face a range of challenges and demands in college. According to relevant studies, the most significant stressors are finals and exams (31%), followed by fear of entering the tough job market (24%) and overwhelming coursework (23%). To sum up, it’s evident that college students in the United States mainly stress about passing their exams and turning in their projects on time.

Besides academic demands, college students can suffer from stress caused by various other issues. Among them, financial wellness and money management are probably the most common. Also, students stress about intimate relationships and interaction with loved ones. What is more, a considerable percentage of college students experience stress and trauma because of health-related issues.

At first glance, it would seem that campus life is a 24/7 adventure, filled with endless parties and a casual lifestyle. However, this could not be further from the truth. According to a recent study, nine out of 10 college students in the United States experience stress during the school year. Somewhat surprisingly, “only” 75% of adults have reported feeling stressed out.

Stress is a significant health issue, and authorities should not take this problem lightly. However, when it comes to specific stress figures, it’s important to note that measuring stress and anxiety isn’t an easy task. The reason is that stress is a subjective matter, different for each individual. About 20% of college students have experienced stress on six or more occasions in the past 12 months, according to the latest college student stress statistics.

ACHA College Pulse NBC News Harvard Medical School Lumina Foundation MentalHelp.net NCES Student Loan Hero The Ohio State University Timely MD Timely MD

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• Trends Shaping Education

Trends Shaping Education 2016

Graph 4.10 - less homework, less stress.

Did you ever wonder if education has a role to play in stemming the obesity epidemic sweeping across all OECD countries? Or what the impact of increasing urbanisation might be on our schools, families, and communities? Or whether new technologies really are fundamentally changing the way our children think and learn?

Trends Shaping Education examines major trends affecting the future of education and sets the background on upcoming challenges for policy makers and education providers alike. This work does not give conclusive answers: it is not an analytical report nor is it a statistical compendium, and it is certainly not a statement of OECD policy on these different developments. It is instead a stimulus for thinking about major tendencies that have the potential to influence education, and conversely, the potential of education to influence these trends.

English Also available in: French

• https://doi.org/10.1787/trends_edu-2016-en
• Click to access:
• Click to download PDF - 2.69MB PDF

Average time spent doing homework, 2003 - 2012

Centre for educational research and innovation.

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Author(s) OECD

18 Jan 2016

Effects of Covid-19 on Students

Examination on the stress levels experienced by students before and after Covid-19.

Students were asked to rate their stress level on a scale of 0 to 6, with 0 no stress, and 6 being a life changing inensity of stress

There was a general increase in stress levels for students during Covid-19. Prior to the lockdown, the average stress rating was located in the lower half of the distribution. The change resulted in a distribution that was skewed towards the higher levels. The homework stress had a higher average compared to the classwork stress both before and during Covid-19.

This graph splits the responses up by the respondent’s current learning environment to show if different environments experienced stress differently

Compared to the first graph, the environment with the highest amount of people in it has similar distributions. Despite fewer data points for the hybrid and physical spaces, there are a few differences between them. Students in physical learning environments had the highest average stress level with class work. Students in virtual learning spaces experienced less stress when compared to the homework stress.

This graph represents the stress levels experienced by each gender, split between classwork and homework stresses. Males have a higher average stress level in both categories compared to females, although the students who prefer not to specify have the highest average. The largest difference between genders is in the classwork stress. The highest concentration for females is among the lower ranges for stress, while males have it as the highest value. Within the homework stress the concentration for females follows the same general shape, albeit at a wider distribution.

Conclusions

Overall, the comparison between before covid and the present shows a clear increase in stress around both classwork and homework. Males experienced a higher average stress compared to females.

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Homework is Stressing Students Out

Chloe Boyd , Dreamcatcher Editor-in-Chief | March 3, 2021

A graph showing what percentage of respondents rated their homework-related stress on a scale of one to ten.

Despite efforts to reduce it, homework has been a major cause of stress for students all throughout middle and high school. It has placed pressure on students to do well in school for as long as the institution has been in place. The stress from modern-day schooling is at deeply concerning amounts. Ask the 516 Westwood students who completed a survey conducted this year, asking students to rate their homework-related stress on a scale of one to ten. An overwhelming majority of 85.7% said that their stress was either seven, eight, nine, or ten.

It doesn’t end there. When asking students if they’ve ever had to, “skip family events, plans with friends, or other activities because [they’ve] had homework,” a majority amount of 87% said yes.

When asked if they felt as though they do enough work at school and that the extra work to bring home is too much, over 79% of them said yes.

Then the students were asked to identify which of the things they’ve had to deal with as a result of homework’s stress. This list included getting a headache, severe procrastination, poor sleep (or fewer hours than usual), not eating, forgetting to drink water, crying, getting frustrated/angry, isolating [themselves], or feeling as though [they] lacked emotion. The most, with 90.7%, was “gotten frustrated/angry,” the next largest percentage was, “severely procrastinated,” with 88.2%. The following highest was 87.8% of the students saying that they’ve, “slept poorly/gotten fewer hours than usual.”

The “other” box had some heartbreaking answers. Many students were saying that they had anxiety and depression from homework, as well as panic attacks. Another student even said that they’d, “been hospitalized and missed weeks of school.” One student sent a response in this “other” box that particularly stood out. They wrote, ”too much homework makes me feel like I’m not a person and like my passions and interests don’t matter.”

The following question asked “How many days a week do you feel stressed from homework?”

When asked if they felt as though homework improved or worsened their grades, 61.9% of students said that it was “somewhere in between.”

The next question was, “over time, do you think school has made you a better student/person in general or a worse one?” The students responded with nearly half of them (48.7%) saying that they couldn’t tell. Only 30.4% of students said that homework improved their grades.

The students were then asked where their stress came from. The choices were, “I’m not usually stressed, school’s pressures/grades, homework, family/friends, job/pressure to get one, and other’s expectations of you.” The highest percentage was, “school’s pressures/grades,” with 88.3%, which was followed closely by, “homework,” with 77.5%. The, “other,” box for this question had some disheartening responses. One student said, “there are days where I want to just wake up and live. Like I remember days where I enjoyed going to school and participating but now it feels like a chore…” Another said that they have “mental health issues rooting from personal life and school.”

“Do you wish you didn’t have homework, and/or that your life would be better if you didn’t have it?” the next yes/no question asked students. The results were “yes” in a landslide, with 78.9%.

The following question asked students if they were exhausted from homework. (This one was optional, and only had 514 responses.)

“If you could make any changes to your homework load, what would they be?” Several hundred students had the words, “no homework,” or simply, “less,” as a response. Nearly every student that answered, including the ones that sent paragraphs of feedback, said that they were fine with the concept of homework but that it needed to be lessened if there was going to be any genuine learning. Another common response was to make it optional, and only the students that needed to do it would. One of these responses resonated the issue with homework perfectly. “Make it less and instead of just focusing on the results of grades, focus on the actual growth of the students. When the homework and school system in general is just focused on the results of grades it encourages students to cheat more at the cost of never really actually learning the information.”

The final question was, “do you feel as though your opinion about homework isn’t heard?” The results were staggering. Of all the students, 73.1% of them felt like their opinion about homework isn’t heard.

If these students are our future, people who will one day run the world, the system they are put into at a young age should be something that brings out the gifts, talents, and potential that each student has. How can it do this if the students are being given so much homework that they begin to lose their mental health? How can it do this if they’re being put under so much pressure by the system that is supposed to be preparing them for adulthood?

Fixing the students’ learning environment to be less stressful, less overbearing has to be the answer. If giving students tests upon tests, and endless empty assignments isn’t the answer, then what needs to change? It should be a system focused on the health and development of each individual. It should be something that grows a student into someone that they, themselves, can believe in, instead of putting them through this intellectually abusive system. It should be something that encourages creativity and individuality rather than restricting it.

Students are crying out in these responses. We are overly exhausted, mentally and emotionally unstable, anxious and depressed, physically unwell, and overworked. This isn’t enough, the pitiful extra spaces of time in their schedules to get work done. We need to change the core of the system into something that truly teaches students, rather than a machine that spits out meaningless busywork.

What if we shifted the view of school entirely? What if we switched from busywork to assignments that added to the students’ understanding? What if we added different types of assignments, to suit all of the different learning styles? We could include visual, auditory, linguistic, hands-on, logical, social, and individual. Working as a team to find a solution that helps the students better understand the material. Something that brings the life, the energy and excitement back into learning. Learning should be something that children should be excited about. It should be something that makes them analyze the problems at hand and come up with new solutions, rather than a teacher lecturing a classroom for an hour and expecting full comprehension. Getting the wrong answer should be something that’s expected, something to grow from, instead of being shunned and given a failing grade simply because they didn’t understand. In our school especially, the race for the most A’s should be replaced with an environment where students are allowed to make mistakes. Education should be focused on understanding, rather than the ability to memorize and throw it all up again on a test before forgetting it all immediately. If we are all trying to truly grasp what it means to learn, the system that the youth is being put through isn’t going to work. If the cost of education is the students’ health and ability to learn, we should reshape the way they’re being taught.

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dog • Jun 8, 2023 at 10:26 pm

yes • Mar 7, 2024 at 6:00 pm

Janga • May 1, 2023 at 2:07 pm

I feel we should not have homework cause it is very stressful! 🙂

jack • Apr 27, 2023 at 1:27 pm

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August 16, 2021

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

by Sara M Moniuszko

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The pandemic made the conversation around homework more crucial

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

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

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

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

'Get organized' ahead of back-to-school

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

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

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

Breaking assignments up can also make things easier to tackle.

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

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

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

©2021 USA Today Distributed by Tribune Content Agency, LLC.

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

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

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

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7 charts that explain America's stress problem

by German Lopez

Nearly half of the Americans report having a seriously stressful event in the past year. But how, exactly, does that stress affect the general population, and how do people deal with high levels of it?

A new study from NPR, the Robert Wood Johnson Foundation, and the Harvard School of Public Health attempts to tackle the issue. The groups surveyed 2,505 Americans to look at how stress affects different aspects of their lives. Here are seven of the most telling findings from the report.

1) Health-related problems topped major stressful events in the past year

The biggest causes of stress seem to be health-related: illness, disease, and the death of a loved one. Lower down the list are life changes and transitions, such as moving to a new neighborhood, city, or state, or problems with personal relationships, like separation with a significant other or divorce.

2) Americans with poor health conditions report much more stress

Nearly three-fourths of Americans report having some stress in the past month, with 26 percent citing a great deal of stress. People in poor health are more than twice as likely as the general public to report a great deal of stress in the past month. This isn’t necessarily brought on by the direct health effects of a disease, since health problems can also lead to financial problems and separate issues with work, family, or friends. Those separate problems — finances, work, and family — seem to be major drivers of stress in their own right as well.

3) Americans blamed their stress on too many responsibilities, finances, and work problems

Most of the common contributors to stress are no surprise. Of course, too many responsibilities can overwhelm someone and cause stress. Problems with finances, work, and health are other stressful events that a lot of people can relate to and experience themselves. Down the list, however, is one contributor to stress that’s entirely subjective: being unhappy with the way one looks.

4) The top daily causes of stress: family schedules, politics, and the news

When Americans with a great deal of stress are asked to name the most common daily causes of it, nearly half cite juggling schedules of family members. Two non-personal aspects of one’s life — hearing about politicians and government and following the news — are also major contributors, which suggests a large amount of stressed Americans are involved with current events on a day-to-day basis.

5) Stressed Americans say their stress affected their family life and health

Stress can be of a self-perpetuating cycle. When Americans get stressed, they report detrimental effects on their family life, health, work life, and social life with friends. Those issues — family, health, and work in particular — are major causes of stress, so the fact stress makes those issues worse can, presumably, lead to a cyclical effect.

6) Americans tend to sleep, eat, and exercise less when they’re stressed

As a result of stress, people report sleeping less (and more), eating less, exercising less, praying more, and having less sex. But adequate sleep , exercise , and even sex are proven ways to reduce stress for some people. So by doing less of these things, Americans might be making their stress even worse.

7) Family time and prayer help Americans cope with stress

In response to a great deal of stress, most people try to spend time with family and friends, meditate and pray, spend time outdoors, or eat healthfully. But as the study points out, more than half of respondents don’t take certain steps recommended by experts — regularly exercising, getting a full night’s sleep — to reduce stress.

It seems the major contributors to stress are largely what one would expect: health issues, finances, and family problems. There are also some less-cited causes, like the impact of current events and body image issues. It seems, however, that Americans might be coping with these factors in the wrong way — and that could be leading to a more stressed country overall.

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Majority of parents find homework stressful: survey

Edmonton teacher doesn't assign any homework to students to minimize anxiety, social sharing.

Homework's stress reaches beyond students, according to a national survey released Monday.

Even though the majority of Canadians agree homework is a vital learning tool, more than two-thirds of parents say the assignments are often a source of household stress.

Among Canadian parents with children aged five to 24, 72 per cent reported homework causing stress, said the second annual survey on attitudes toward learning commissioned by the Canadian Council on Learning.

"She just refuses to do it and I have to help her do it, otherwise when she goes back to school, more will be added on," said Edmonton parent Eleanor Chiang about doing homework with her daughter. "Part of the day is a negative experience and avoidable."

The constant source of anxiety among parents is one reason why teacher Jackie Pocklington doesn't hand out any homework to her Grade 5 and Grade 6 students at Edmonton's Garneau School.

"You're getting more negatives because of the family conflict and because of the stress it puts on kids and because of the stress it puts on families," she said.

"So when you weigh it, is the homework really helping or is it just frustrating everybody and do you really want the kid to come to school the next day after having that frustrating evening?"

'Is the homework really helping or is it just frustrating everybody and do you really want the kid to come to school the next day after having that frustrating evening?' —Jackie Pocklington, teacher

Pocklington says her students continue to get good marks in tests, despite not taking any assignments home.

Students spend an average of 9.2 hours per week on homework, Statistics Canada found earlier this year.

Monday's study found parents who had negative past experiences with school themselves were more likely to see homework as stressful.

Parents born outside of Canada were less likely to consider homework as stressful than those born within the country.

"It is possible that previous experiences with the educational systems of their home countries, along with cultural expectations about achievement, discipline and commitment to school work reduce the homework-related stress experienced by immigrant parents," said the report.

The survey also found:

• Thirty-three per cent of parents report hiring a private tutor for their kids, mostly to help with mathematics.
• Almost one-quarter of Canadian parents enrolled their children in language-immersion programs to help them with future job opportunities.
• More than 80 per cent see bullying as one of the most serious issues facing students.
• Forty-seven per cent report their children have been bullied.

Results were based on telephone interviews with 5,361 Canadians between May and June 2007.

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[HomeworkHelp] Stress VS Strain graph

Hey guys, First year engineering student here.

We're doing a lab report for a tensile test we did, and as far as I can tell from what we where taught and from anywhere I look on the internet, the results should have a straight line at the beginning up to a specific point.

We need this point to work out Youngs modulus, but the problem is that there doesn't seam to be a straight part.

http://i.imgur.com/4q7lZuE.png

I'm just confused about what this says about the results, and what I should do from now...

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How to plot stress - strain and work out the Young's modulus

• Thread starter Roshane
• Start date Aug 4, 2015
• Tags Modulus Plot Strain Stress Work Young's modulus
• Aug 4, 2015

Homework Statement

Homework equations, the attempt at a solution.

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A PF Planet

Many fitting programs have an option to set the vertical intercept to zero. Also, knowing the units would be helpful in advising the solution.  

A PF Mountain

A pf multiverse.

The first four points fall on almost a perfect straight line through the origin. Chet  

That's a good point. For the first four points, the material shows elastic behavior and only deviates significantly from a line through the origin for loads above 100. This suggest an approach to finding an elastic limit would be to graph the points. Then try fitting subsets of the points to a line. When there is a significant deviation from a line or the line does not go through the origin, you must be fitting to points where the load is above the elastic limit.  

Related to How to plot stress - strain and work out the Young's modulus

What is stress and strain.

Stress is the force per unit area that a material experiences when subject to an external load. Strain is the measure of deformation that occurs in response to stress.

How is stress - strain plot created?

A stress - strain plot is created by plotting the stress on the y-axis and the strain on the x-axis. The data points are obtained by subjecting the material to different levels of stress and measuring the corresponding strain.

How do you calculate Young's modulus from a stress - strain plot?

You can calculate Young's modulus by taking the slope of the linear portion of the stress - strain plot. This slope is equal to the ratio of stress to strain and is represented by the letter E.

What factors affect the Young's modulus of a material?

The Young's modulus of a material is affected by factors such as temperature, microstructure, and composition. Materials with higher stiffness and stronger bonds between atoms tend to have a higher Young's modulus.

Why is Young's modulus important in material science?

Young's modulus is an important property in material science because it allows us to understand how a material will behave under different levels of stress. It also helps in determining the suitability of a material for specific applications.

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