statistics of stress due to homework

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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]

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• Compr Psychoneuroendocrinol
• v.14; 2023 May
• PMC10066862

Student stress and mental health during online learning: Potential for post-COVID-19 school curriculum development

Zalik nuryana.

a Department of Islamic Education, Universitas Ahmad Dahlan, Indonesia

b School of Education Science, Nanjing Normal University, China

Luky Kurniawan

c Department of Guidance and Counseling, Universitas Mercu Buana Yogyakarta, Indonesia

Natri Sutanti

d Department of Educational Psychology and Guidance, Universitas Negeri Yogyakarta, Indonesia

Syahdara Anisa Makruf

e Faculty of Business and Economics, Universitas Islam Indonesia, Indonesia

g UIN Sunan Kalijaga Yogyakarta, Indonesia

Indah Nurcahyati

f SMA Negeri 1 Cangkringan, Sleman, Yogyakarta, Indonesia

This article aims to analyze the trend of publications on student stress and mental health topics during online learning as well as the potential for post-COVID-19 curriculum development. 1456 articles were analyzed by the bibliometric method. Data were obtained from the Scopus database consisting of 1382 articles, 73 review articles, 1 conference article. Based on the analysis, Li X is the most productive author with 16 documents, while in terms of the number of citations, Wang C ranks first with 3897 citations. Meanwhile the most frequently used keywords were COVID-19 (n = 862), followed by stress (n = 312), mental health (n = 260), anxiety (n = 248), and depression (n = 214). These represent the trend of publications related to the topics discussed in 2020. Moreover, alternative research themes such as online learning, higher education, sleep, loneliness, perceived stress, insomnia, emotional intelligence, and psychological resilience can be further investigated in the future. This article recommends developing a curriculum that can accommodate various issues during COVID-19 and the changing learning climate after the pandemic. The potential for post-COVID-19 school curriculum development is also discussed.

• • The COVID-19 outbreak can cause some psychological problems such as stress on individuals.
• • The increasing trend of studies on mental health problems during COVID-19 shows that all parties must be more serious in dealing with this outbreak.
• • The education system needs to be adjusted immediately so that mental health problems, especially student stress.
• • Mental health problems during COVID-19 experienced a significant increase, especially student stress.

1. Introduction

COVID-19 or coronavirus disease 2019 is a new disease caused by a virus from the SARS-CoV-2 group [ 1 , 2 ]. The first case of this disease occurred in Wuhan City, China at the end of December 2019. COVID-19 spreads quickly and infects a number of countries, including Indonesia [ 3 ]. The COVID-19 outbreak can cause some psychological problems such as stress on individuals [ 4 ]. Various limitations and narrowing of individual movement space during the pandemic due to various policy changes in various sectors had a significant impact in the education sector such as disruption of mental health, the emergence of stress on individuals, and the threat of a sense of individual success due to the limited individual freedom to solve problems and make strategies [ 5 ].

According to a survey conducted by the Ministry of Women's Empowerment and Child Protection (KPPPA) in Indonesia for more than 3200 elementary to high school students in July 2020, 13% of respondents experienced symptoms that lead to stress disorders and mild to severe depression during the COVID-19 pandemic, especially when following the online learning. Data that were taken by surveying students in 34 provinces showed that the percentage of female students with symptoms suggestive of depressive disorder was higher than the male students. The most common emotional symptoms felt by respondents were sadness and irritability. The survey results also revealed that the older the respondents, the higher the likelihood of experiencing symptoms of depression. About 93% of respondents who showed symptoms of depression were in the range of 14–18 years, while the other 7% were in the age range of 10–13 years [ 6 ]. Long before the COVID-19 pandemic, the problem of education has always been an interesting theme to study [ 7 ].

It is imprecise how many cycles of COVID-19 each country may experience. Meanwhile, the COVID-19 pandemic causes a crisis of health services, education, and economic paralysis that has a wide impact in many countries due to the restriction policy. In the future, quarantine will certainly become mandatory and regulations will be enforced to prevent the spread of this virus in which the policy will be done more strictly [ 8 ]. In the COVID-19 situation, various preventive actions must be taken to suppress the spread of the virus. This is what forces schools to do online learning by utilizing technology as a learning alternative. Adapting to new technology is uneasy and challenging for some students and teachers. Moreover, using video conferencing for online learning can cause physical and mental exhaustion for students.

Students experience increased anxiety when joining online learning [ 9 ], and it turns out that excessive internet use during online learning also increases symptoms of stress and depression in students due to demographic and environmental factors that do not fully support the availability of internet connections [ 10 ]. The negative mental health consequences of online learning among students can include escalated stress and depression. As a research focused on student stress patterns during COVID-19, the study aims to address the following research questions (RQs): (a) the most prolific authors and affiliates in publications; (b) trends in keywords and novelty in future research on student stress during COVID-19; (c) potential for post-COVID-19 school curriculum development.

2. Materials and methods

2.1. study design.

This study uses a bibliometric method to quantitatively analyze documents indexed in the Scopus database. Since this study excluded human subjects, a review of board approval was unnecessary. The bibliometric study is based on a systematic bibliographical analysis of the literature related to the central study theme, following a sequence of steps: (1) define the search criteria and keywords; (2) select the Scopus database; (3) adjust and refine the research criteria; (4) fully export the results; (5) analyze using bibliometrix application; (6) create conclusion and recommendation for future research ( Fig. 1 ).

The six stages of bibliometric analysis, which include defining search criteria, selecting a database, refining the research, exporting the final data, analyzing it using VosViewer, and drawing conclusions and recommendations for future research. The analysis was conducted on 1456 publications.

The practice of using bibliometric analysis as a tool for sifting through and evaluating significant amounts of scientific data is becoming increasingly common and respectable. It makes it possible for us to dissect the subtle changes that have taken place over the course of a particular field's evolution while also shedding light on the developing aspects of that field [ 11 ]. BA identified research patterns, trends, and visualizes metadata. To identify articles that match the research objectives, the keywords: “student” AND “stress” AND “covid-19″ were used. These keywords became the boundaries of the researched theme.

2.2. Data analysis

The bibliometric analysis uses bibliometric theory to analyze relevant literature using mathematical and statistical approaches to investigate research in various fields, including education [ [12] , [13] , [14] , [15] ]. This study used the VOSViewer application version 1.6.16 to analyze the bibliography. VOSViewer is a freely available computer program for building and viewing bibliometric maps. Contrary to most of the software programs used for bibliometric maps, VOSViewer pays particular attention to bibliometric map graphical representation. VOSViewer features are especially useful in easy-to-interpret large bibliometric maps [ 16 ]. VOSViewer assists to display publication metadata visualizations such as bibliographic conformity, co-authorship, and co-citation.

3. Results and discussions

The increasing trend of studies on mental health problems during COVID-19 shows that all parties must be more serious in dealing with this outbreak [ 17 ]. It can be concluded that all sectors must immediately adapt to their circumstances and needs, including education. The education system needs to be adjusted immediately so that mental health problems, especially student stress, do not continuously suffer the students. The appropriate strategy will determine the success of the education system [ 18 ]. Although it is predicted that the situation will return to normal as before COVID-19, the old education system will certainly not be enough to be used after COVID-19 because many changes have occurred. Education, like other important sectors, has a big responsibility in maintaining the continuity of education for the future development of the country [ 19 ]. Therefore, it is important to see how the trend of publications about student stress so that education does not repeat the confusion of the education system after COVID-19.

3.1. The most prolific authors and affiliates in publications

Fig. 2 provides an overview of the authors who contributed to research on student stress during COVID-19. The analysis used is bibliographic coupling with unit analysis co-authors. Co-authorship author can be used to view and analyze the productivity of each researcher. This analysis involved a minimum number of documents of an author 5, of the 6271 authors, and 39 meet the thresholds. The 39 authors were mapped into 4 clusters represented by a color on a circle with details cluster 1 in red, cluster 2 in green, cluster 3 in blue, and cluster 4 in yellow. From Fig. 2 , it can be seen that based on the number of documents, Li X becomes the most productive author with 16 documents, followed by Wang Y with 15 documents, Zhang Y with 12 articles, Wang X and Zhang L with 11 documents, Zhang X with 10 documents, Zhang J with 9 documents, Liu Y with 8 documents, Ye B with 8 documents, and Arslan G with 7 documents. Meanwhile, in terms of the number of citations, Wang C ranks first (n = 3.897 citations), followed by Wang X (n = 664), Lee J (n = 557), Wang Y (n = 416), Zhang Y (n = 416), Xu J (n = 321), Zhang J (n = 304), Huang L (n = 321), Li X (216), and Liu X (n = 217).

Authors who contributed to the research theme using bibliographic coupling with unit analysis co-authors involved a minimum number of documents of an author 5, of the 6271 authors.

The article that received the most citations was Wang C's article entitled “Immediate Psychological Responses and Associated Factors during the Initial Stage of the 2019 Coronavirus Disease (COVID-19) Epidemic among the General Population in China” [ 20 ]. This article discusses the psychological impact, depression, and stress during COVID-19 with recommendations for formulating psychological interventions to improve the mental health of vulnerable groups during COVID-19. In the context of education, students also experienced stress due to several factors, such as students having to spend hours in front of their computer for online learning, isolation which made them feel depressed, and the absence of a curriculum that could accommodate various mental health problems that have currently emerged. Meanwhile, the next most cited article was a paper by Wang X entitled “Investigating Mental Health of US College Students During the COVID-19 Pandemic: Cross-Sectional Survey Study” [ 21 ]. This study used a Cross-Sectional Survey Study, with An online survey was conducted among undergraduate and graduate students recruited from Texas A&M University via email. The results showed a majority of participants (n = 1443, 71.26%) indicated that their stress/anxiety levels had increased during the pandemic and less than half of the participants (n = 882, 43.25%) indicated that they were able to cope adequately with the stress related to the pandemic situation. This article demonstrates that people are able to adequately cope with situation-related stress. The proportion of respondents showing depression, anxiety, or suicidal thoughts was quite worrying. Respondents reported academic, health, and lifestyle concerns caused by the pandemic. Due to the unpredictable length and severity of the outbreak, this concern needs to be further understood and addressed. This study recommends being able to map a research roadmap that can be beneficial in the future.

Meanwhile, the analysis used to find the contributing affiliations was the Co-authorship analysis with the type of countries analysis. The minimum number of documents of an organization was 3 out of a total of 4454 affiliates, with a visual display of 10 affiliates. Table 1 shows the 10 affiliates with the highest total documents. Department of public health and informatics, Jahangirnagar University, Savar, Dhaka, Bangladesh was in the first position with 5 documents and 162 total citations. Meanwhile, the Department of medical education, college of medicine, King Saud University, Riyadh, Saudi Arabia had 5 documents and 90 total citations in the second rank. This analysis requires at least an affiliate to have at least 3 documents, so affiliates that have documentation below three are not included in this analysis.

Affiliates that contribute to the total documents, total citations, and link strength.

Note: TD: total documents, TC: total citations, LS: link strength.

An interesting finding is that the Department of public health and informatics, Jahangirnagar University, Savar, Dhaka, Bangladesh still occupies the 1st position for the most total citations (n = 162) followed by the School of Public Health, Southern Medical University, Guangzhou, China (n = 130), and University of Pennsylvania, Philadelphia, PA, the United States (n = 113). The development of citation analysis has been characterized by the discovery of new techniques and steps, the exploitation of new tools, and the study of different units of analysis. This trend has led to rapid growth in both the number and types of studies using citation analysis. The most feasible analysis technique is using citation counting by determining how many citations a document or document set has received over a certain period of time from a particular citation document set. When this count is applied to articles appearing in a particular journal, it can be refined by calculating the impact factor and the average number of citations received by articles published in the journal over a certain period [ 22 , 23 ].

One of the most notable changes has been the discovery and development of new techniques and methods for analyzing citations in scholarly literature. For example, co-citation analysis, bibliographic coupling, and citation network analysis are just a few of the newer methods that have emerged in recent years [ 24 ]. In addition to the development of new techniques, the field has also benefited from the introduction of new tools and technologies. For instance, the use of automated citation databases like Web of Science and Scopus has made it easier for researchers to access and analyze citation data. Similarly, the development of software tools for visualizing citation networks has made it possible to gain a deeper understanding of the relationships between different research areas [ 25 ]. While early research focused primarily on individual articles or authors, more recent studies have explored citation patterns across entire disciplines, countries, and even continents. For example, some researchers have used citation analysis to identify emerging research fronts and trends in particular fields [ 26 ], while others have used it to compare the citation practices of different countries and regions [ 27 ]. As a result, citation analysis has become an increasingly important tool for understanding the structure and evolution of scholarly communication, as well as for evaluating the impact of individual researchers, institutions, and countries on the field of science [ 28 ].

3.2. Trends in keywords and novelty in future research

Keywords are important in research trends. It also helps researchers and readers to easily find topics related to their expertise [ 29 ]. The accuracy of choosing keywords will have an impact on easy access to searches and topics that are currently being discussed. Each keyword consisting of one word or variations of two words will determine the literature and research. Keywords are not just common words as it is the arrangement of words that are often typed by researchers when searching for certain information. This arrangement of words is stored by search engines and then used to analyze what the authors are looking for. Therefore, keywords can also be interpreted as “general words that are thought by researchers when they need information.” Fig. 3 is a visualization of keywords that appear in research on student stress during COVID-19. The analysis used co-occurrence that the unit of analysis was author keywords and the minimum number of occurrences of a keyword was 5 of the 2658 keywords and 161 met the threshold. Co-occurrence displays a visualization of the connection between keywords.

A) The most popular keywords in the studied theme using network visualization. B) The most popular keywords in the studied theme using overlay visualization. Includes, COVID-19 with the number of uses (n = 862), stress (n = 312), mental health (n = 260), anxiety (n = 248), depression (n = 214), students (n = 96), perceived stress (n = 49), online learning (n = 40), psychological stress (n = 28), and academic stress (n = 15).

Fig. 3 a. Shows the most popular keywords that are often used in the studied theme, namely; COVID-19 with the number of uses (n = 862), followed by stress (n = 312), mental health (n = 260), anxiety (n = 248), depression (n = 214), students (n = 96), perceived stress (n = 49), online learning (n = 40), psychological stress (n = 28), and academic stress (n = 15). The keyword visualization resulted in 10 clusters, namely cluster 1 (red) includes academic stress, assessment, burnout, college, covid-19, distance learning, education, emergency remote teaching, empathy, engagement, fear of covid-19, higher education, learning, medical education, mental well-being, mindfulness, motivation, nursing student, online, online classes, pakistan, student, teacher, teaching, uncertainty, undergraduate medical education, virtual, wellbeing. Cluster 2 (green) includes adolescence, attitude, Bangladesh, dental education, dental students, dentistry, e-learning, emotional intelligence, gender differences, healthcare workers, online teaching, perceived stress scale, perception, performance, personality, psychological distress, psychology, quarantine, risk perception, saudi arabia, stress management, training, undergraduate students, wellness.

Cluster 3 (blue) includes alcohol, coping, coping styles, emotional well-being, health, health anxiety, lockdown, mood, online education, pandemic, physical activity, post-traumatic stress disorder, quality of life, remote learning, remote teaching, resilience, sleep, social distancing, social isolation, stressors, trauma. Cluster 4 (yellow) includes college student, college students, coping strategies, ecological momentary assessment, hope, insomnia, life satisfaction, lifestyle, loneliness, meta-analysis, online survey, optimism, perceived stress, positive psychology, prevalence, psychological health, psychopathology, rumination, self-efficacy, sleep quality, university, university student, young adults. Cluster 5 (purple) includes china, coping strategy, fear, health personnel, knowledge, medical student, nurses, nursing, nursing students, pandemics, psychological, qualitative research, stress, students, survey.

Cluster 6 (aqua) includes adolescents, children, covid-19 lockdown, depression & mood disorders, mental health, parents, prevention, psychiatry, psychological resilience, psychological stress, public health, risk factors, teachers. Cluster 7 (orange) includes dass-21, emotional distress, epidemic, international students Jordan, medical students, psychological impact, psychological well-being, sars-cov-2, social media. Cluster 8 (brown) includes alcohol use, depressive symptoms, exercise, gender, social support, substance use, university students, well-being. Cluster 9 (light purple) includes adolescent, challenges, isolation, online learning, ptsd, undergraduate, worry. Cluster 10 (pink) includes anxiety, depression, longitudinal study, posttraumatic stress disorder, sense of coherence.

Cluster 1 mainly focuses on the impact of the COVID-19 pandemic on education and wellbeing. It includes topics such as distance learning, online classes, fear of COVID-19, mental wellbeing, and motivation. This cluster has overlaps with Cluster 7, which also includes COVID-19, psychological impact, and emotional distress. Cluster 2 primarily focuses on mental health and wellness, including emotional intelligence, stress management, and wellbeing. It also includes dental education and healthcare workers. Cluster 4 also includes mental health-related topics such as coping strategies, insomnia, and psychological health, but it mainly focuses on college students and young adults. Cluster 3 mainly focuses on health-related topics such as physical activity, quality of life, and social distancing. It also includes coping styles, health anxiety, and trauma. Cluster 5 includes research related to the COVID-19 pandemic, especially in China, and it mainly focuses on nursing students, medical students, and health personnel. Cluster 6 includes research related to mental health in children and adolescents, with a focus on depression, anxiety, and stress. It also includes risk factors, prevention, and psychological resilience.

Cluster 8 primarily focuses on the impact of gender, social support, and substance use on the wellbeing of university students. Cluster 9 focuses on the challenges of online learning and isolation in undergraduate students, while Cluster 10 includes longitudinal studies on mental health, including anxiety, depression, and posttraumatic stress disorder. In summary, there are several overlaps and relationships between the clusters, indicating that research on these topics is often interrelated and interconnected. These clusters provide an overview of the different aspects of mental health and wellbeing that have been studied in the context of the COVID-19 pandemic and beyond.

Meanwhile, the novelty based on keywords can be seen in Fig. 3 b. The dark green color indicates the average number of publications appearing in the year under analysis. Novelty is indicated by circles and keywords in bright colors. According to VOSViewer, the yellower color indicates the novelty of the time of publication. The word COVID-19 has a darker color as it is the core keyword that can stand alone or follow by other keywords related to COVID-19. Keywords that have novelty include online learning, higher education, sleep, loneliness, perceived stress, insomnia, emotional intelligence, and psychological resilience.

The authors used online learning as the theme for analysis based on Fig. 3 . Stress can have both positive and negative effects on student learning processes and outcomes. Furthermore, online learning brings unique challenges for each student. Therefore, education needs to provide a bridge for the gap between the learning theory and the current situations. This discussion provides recommendations for new research frameworks to explore and understand what factors influence students' perceptions of stress and how stress can have a positive impact on students [ 30 ]. Furthermore, the theme of loneliness is also an interesting topic to study for future research. Loneliness is believed to be one of the causes of students' mental health problems during COVID-19. This is assumed because the isolation period at home causes prolonged loneliness, so it can have an unfavorable academic impact on students [ 31 ]. Some of these potential keywords are strengthened by thematic map analysis which provides a clearer picture related to keywords.

Based on Fig. 4 , it can be seen that stress, anxiety, and depression are basic themes that can be developed with derivatives from keywords that often accompany them. Furthermore, burnout, e-learning, and mindfulness can be themes that also have novelty in terms of the novelty based on the year of publication. Meanwhile, the niche theme quadrant displays students, pandemics, and fear. On the other hand, COVID-19 has become an emerging theme, while resilience and coping are themes that have emerged for a long time and are still often used today. Researchers in the same field can use those themes as a reference to determine the research theme in order to have novelty both in terms of research and methodology.

Thematic map analysis uses 4 quadrants, namely niche themes, emerging or declining themes, basic themes, and motor themes.

3.3. Potential for post-COVID-19 school curriculum development

The COVID-19 pandemic has forced schools around the world to transition to online learning, leading to significant changes in the educational system. While this transition has been challenging for students, it has also led to increased stress and anxiety levels. Research has shown that student stress during online learning is a major concern, with many students experiencing increased stress levels due to the unfamiliarity of the online environment, uncertainty about the future, and difficulties in adjusting to remote learning [ 32 , 33 ]. Student stress during online learning has been found to have a negative impact on mental health. According to a study by Yaghi, students who experienced higher levels of stress during online learning reported poorer mental health outcomes, including increased anxiety, depression, and overall psychological distress [ 34 ]. Similarly, a study by Zhai found that students who experienced higher levels of stress during the COVID-19 pandemic had poorer mental health outcomes, including higher levels of depression and anxiety [ 35 ].

The relationship between student stress and mental health during online learning highlights the need for schools to develop effective strategies to support students' well-being. One potential solution is to incorporate mental health support into the school curriculum. For example, a study found that the inclusion of mindfulness-based stress reduction techniques in a post-COVID-19 school curriculum can help reduce student stress levels and improve mental health outcomes [ 36 , 37 ]. This approach has the potential to help students develop the skills they need to manage stress and anxiety and may be an effective way to promote overall well-being among students. In conclusion, the COVID-19 pandemic has highlighted the importance of addressing student stress and mental health during online learning. Research has shown that student stress during online learning has a negative impact on mental health, and that incorporating mental health support into the school curriculum may be an effective solution. As schools continue to navigate the challenges of the pandemic, it is important to prioritize students' well-being and develop strategies to support their mental health during this difficult time.

To support students with anxiety and stress, schools should foster a structured learning environment, adhere to the course schedule, communicate changes or updates promptly, adapt assignments to the learning environment, utilize campus, local, state, and national resources, practice self-care, and extend grace [ 38 ]. In these circumstances, the most common symptom of depression and anxiety is dissatisfaction with students' academic performance which shows a decline during online learning. Students who live alone during quarantine are more prone to depression during online learning [ 39 ]. In Pakistan, for example, curriculum development continues to be pursued. This shows that in any condition education must continue. Due to the demands of COVID-19, the top-down curriculum has not been able to accommodate learning needs during the outbreak, so it is recommended that the curriculum should be updated to be more specific, responsive to the needs of students, and supportive to the independent learning [ 40 ]. The COVID-19 pandemic has provided enough experience to plan the next step in education. This situation makes all countries have to think thoroughly to maintain the continuity of education during and after COVID-19. If the learning process is the basis for determining the school curriculum, the learning process must be relevant and responsive to the problems and challenges of countries in a globalized world [ 41 ].

What preparations institutions have to undertake in a short period of time and how they meet the needs of students by level and field of study are fundamental questions that must be answered urgently. Reassuring students and parents are also an important element of the institutional response [ 42 ]. In addition to normal classroom subjects, teaching must cover a variety of assignments and tasks that consider the COVID-19 pandemic in a global and historical context. To prepare the curriculum, designing student assessments in advance can help teachers stay focused on their works [ 51 ]. During closures, educational institutions develop curriculum and plan teaching-learning strategies for the post-COVID-19. When schools reopen, educational institutions devise strategies to restore lost learning and re-enroll students. As a result, developing countries should advance their infrastructure for broadcast teaching, online teaching, and virtual classrooms [ 43 ].

The pandemic has highlighted the need for more flexible and adaptable curriculum that can be delivered online or through a hybrid model. This shift towards remote learning has led to the development of new digital tools and online platforms that can be integrated into the curriculum to enhance the learning experience for students [ 44 ]. Also, the pandemic has brought to the forefront the importance of mental health and wellbeing in the education system. Schools and educators have been forced to consider the mental health impact of the pandemic on students, leading to the need for the inclusion of mental health support and resources in the curriculum [ 45 ]. Further, the pandemic has highlighted the need for a more interdisciplinary approach to education. As the pandemic has affected all areas of society, it has become increasingly clear that a siloed approach to education is no longer sufficient. Instead, there is a need for a more collaborative and interdisciplinary approach that incorporates a range of subjects and skills [ 46 , 47 ].

Covid-19 highlighted the importance of global citizenship and the need for students to have a more global perspective. The pandemic has shown that the world is interconnected, and global issues such as pandemics and climate change require a coordinated global response. The inclusion of global perspectives in the curriculum can help students to develop a sense of global citizenship and understanding of their place in the world [ 48 ]. Further, Covid-19 has highlighted the need for a more inclusive and equitable education system. The pandemic has disproportionately affected disadvantaged students, highlighting the need for the education system to be more responsive to the needs of all students. The inclusion of diverse perspectives and experiences in the curriculum can help to create a more inclusive and equitable education system [ 49 ]. The education system needs to be revised immediately so that mental health problems, especially student stress, are not prolonged. The best strategy will determine the success of the online learning system. It requires big efforts from all parties to formulate, compile, prepare and develop school curriculum during this outbreak [ 50 ]. So that when schools reopen for face-to-face learning, the new curriculum is ready to be implemented and able to accommodate changes within the education system post-COVID-19 pandemic.

4. Strength and limitations

The study, conducted using a bibliometric method, delves deep into a vast number of articles to identify trends and patterns in the field of student stress and mental health during online learning. By adopting a systematic and objective approach, this method provides an accurate and reliable analysis that is of great significance in the current context. It offers insights that are highly relevant and timely as it deals with the impact of COVID-19 on students' mental health, as well as the potential for post-pandemic curriculum development. This study is not just limited to identifying the current trends but also identifies alternative research themes that can be explored in the future. These themes include online learning, higher education, sleep, loneliness, perceived stress, insomnia, emotional intelligence, and psychological resilience. By doing so, the study provides a direction for future research and curriculum development. The recommendations made in the article emphasize the need for developing a curriculum that addresses the issues related to COVID-19 and the changing learning climate. The development of such a curriculum needs to be done immediately so that when schools start to reopen for face-to-face learning, the new curriculum is ready to be implemented.

Meanwhile the limitations of this study. Firstly, the study is limited to articles published in the Scopus database, which is a comprehensive database but may not include all the relevant articles on the topic. Therefore, the scope of the study may not be entirely comprehensive, and some valuable insights may have been missed. Secondly, the analysis is limited to quantitative data, such as the number of articles, citations, and keywords, which may not capture the quality and relevance of the articles. Therefore, some relevant articles with low citation rates may not have been considered, which could have provided valuable insights into the topic. While the study provides valuable insights into the topic, it is crucial to recognize its limitations to gain a holistic understanding of the subject matter. Future studies should consider these limitations and strive to address them to provide a more comprehensive and nuanced analysis.

5. Conclusion

Mental health problems during COVID-19 experienced a significant increase, especially student stress. The increase occurred due to policy changes in all sectors, including education where learning activities in schools were closed and required to conduct online learning. Stress is the most used keyword in this study, followed by mental health, anxiety, depression, and students. Meanwhile, Li X became the most productive author, followed by Wang Y, Zhang Y, Wang X, and Zhang L in the study of student stress. Based on affiliation, the Department of Public Health and Informatics, Jahangirnagar University, Savar, Dhaka, Bangladesh is the affiliate with the most total documents. The conclusion of the bibliometric study is the need for efforts from all parties to formulate, compile, prepare and develop school curriculum during and post-COVID-19. The development of this curriculum needs to be done immediately so that when schools start to reopen for face-to-face learning, the new curriculum is ready to be implemented.

Declaration of competing interest

The authors declare no conflict of interest.

Acknowledgment

The authors would like to thank the Department of Islamic Education, Universitas Ahmad Dahlan, Indonesia for the granted supports. Also, would like to thank the Kongkow Bibliometrics/SLR Community, For Insights and Inspiration. This article was funded by the LPPM Universitas Ahmad Dahlan, Indonesia. [No. PD-007/SP3/LPPM-UAD/VII/2022].

How to Use Homework to Support Student Success

Covid has brought many changes in education. what does it mean for homework.

Posted January 12, 2022 | Reviewed by Ekua Hagan

• Generally, homework should include about 10 minutes per night per grade level.
• The value of homework is debated, with questions about the right amount and potential for inequity.
• Families should view homework as a communication tool, strive to be good helpers, and monitor balance.

School assignments that a student is expected to do outside of the regular school day—that’s homework. The general guideline is 10 minutes of nightly homework per grade level beginning after kindergarten. This amounts to just a few minutes for younger elementary students to up to 2 hours for high school students.

The guidance seems straightforward enough, so why is homework such a controversial topic? School disruptions, including extended periods of remote learning during the COVID-19 pandemic, have magnified the controversies yet also have provided an opportunity to rethink the purpose and value of homework.

Debates about the value of homework center around two primary issues: amount and inequity.

First, the amount of assigned homework may be much more than the recommended guidelines. Families report their children are stressed out over the time spent doing homework. Too much homework can challenge well-being given the restricted time available for sleep, exercise, and social connection. In a 2015 study , for example, parents reported their early elementary children received almost three times the recommended guidelines. In high school, researchers found an average of three hours of homework per night for students living in economically privileged communities.

Second, homework can perpetuate inequities. Students attending school in less economically privileged communities may receive little to no homework, or have difficulty completing it due to limited access to needed technology. This can translate into fewer opportunities to learn and may contribute to gaps in achievement.

There isn’t a ton of research on the effects of homework, and available studies certainly do not provide a simple answer. For example, a 2006 synthesis of studies suggested a positive influence between homework completion and academic achievement for middle and high school students. Supporters also point out that homework offers additional opportunities to engage in learning and that it can foster independent learning habits such as planning and a sense of responsibility. A more recent study involving 13-year-old students in Spain found higher test scores for those who were regularly assigned homework in math and science, with an optimal time around one hour—which is roughly aligned with recommendations. However, the researchers noted that ability to independently do the work, student effort, and prior achievement were more important contributors than time spent.

Opponents of homework maintain that the academic benefit does not outweigh the toll on well-being. Researchers have observed student stress, physical health problems, and lack of life balance, especially when the time spent goes over the recommended guidelines. In a survey of adolescents , over half reported the amount and type of homework they received to be a primary source of stress in their lives. In addition, vast differences exist in access and availability of supports, such as internet connection, adult assistance, or even a place to call home, as 1.5 million children experience homelessness in the United States.

The COVID-19 pandemic has re-energized discussion about homework practices, with the goal to advance recommendations about how, when, and with whom it can be best used. Here’s a summary of key strategies:

Strategies for Educators

Make sure the tasks are meaningful and matched. First, the motto “ quality over quantity ” can guide decisions about homework. Homework is not busy-work, and instead should get students excited about learning. Emphasize activities that facilitate choice and interest to extend learning, like choose your own reading adventure or math games. Second, each student should be able to complete homework independently with success. Think about Goldilocks: To be effective, assignments should be just right for each learner. One example of how do this efficiently is through online learning platforms that can efficiently adjust to skill level and can be completed in a reasonable amount of time.

Ensure access to resources for task completion. One step toward equity is to ensure access to necessary resources such as time, space, and materials. Teach students about preparing for homework success, allocating classroom time to model and practice good study habits such as setting up their physical environment, time management , and chunking tasks. Engage in conversations with students and families to problem-solve challenges When needed, connect students with homework supports available through after-school clubs, other community supports, or even within a dedicated block during the school day.

Be open to revisiting homework policies and practices. The days of penalizing students for not completing homework should be long gone. Homework is a tool for practicing content and learning self- management . With that in mind, provide opportunities for students to communicate needs, and respond by revising assignments or allowing them to turn in on alternative dates. Engage in adult professional learning about high-quality homework , from value (Should I assign this task?) to evaluation (How should this be graded? Did that homework assignment result in expected outcomes?). Monitor how things are going by looking at completion rates and by asking students for their feedback. Be willing to adapt the homework schedule or expectations based on what is learned.

Strategies for Families

Understand how to be a good helper. When designed appropriately, students should be able to complete homework with independence. Limit homework wars by working to be a good helper. Hovering, micromanaging, or doing homework for them may be easiest in the moment but does not help build their independence. Be a good helper by asking guiding questions, providing hints, or checking for understanding. Focus your assistance on setting up structures for homework success, like space and time.

Use homework as a tool for communication. Use homework as a vehicle to foster family-school communication. Families can use homework as an opportunity to open conversations about specific assignments or classes, peer relationships, or even sleep quality that may be impacting student success. For younger students, using a daily or weekly home-school notebook or planner can be one way to share information. For older students, help them practice communicating their needs and provide support as needed.

Make sure to balance wellness. Like adults, children need a healthy work-life balance. Positive social connection and engagement in pleasurable activities are important core principles to foster well-being . Monitor the load of homework and other structured activities to make sure there is time in the daily routine for play. Play can mean different things to different children: getting outside, reading for pleasure, and yes, even gaming. Just try to ensure that activities include a mix of health-focused activities such as physical movement or mindfulness downtime.

Sandra M. Chafouleas, Ph.D., is a Distinguished Professor in the Neag School of Education at the University of Connecticut.

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What we know about online learning and the homework gap amid the pandemic

America’s K-12 students are returning to classrooms this fall after 18 months of virtual learning at home during the COVID-19 pandemic. Some students who lacked the home internet connectivity needed to finish schoolwork during this time – an experience often called the “ homework gap ” – may continue to feel the effects this school year.

Here is what Pew Research Center surveys found about the students most likely to be affected by the homework gap and their experiences learning from home.

Children across the United States are returning to physical classrooms this fall after 18 months at home, raising questions about how digital disparities at home will affect the existing homework gap between certain groups of students.

Methodology for each Pew Research Center poll can be found at the links in the post.

With the exception of the 2018 survey, everyone who took part in the surveys is a member of the Center’s American Trends Panel (ATP), an online survey panel that is recruited through national, random sampling of residential addresses. This way nearly all U.S. adults have a chance of selection. The survey is weighted to be representative of the U.S. adult population by gender, race, ethnicity, partisan affiliation, education and other categories. Read more about the  ATP’s methodology .

The 2018 data on U.S. teens comes from a Center poll of 743 U.S. teens ages 13 to 17 conducted March 7 to April 10, 2018, using the NORC AmeriSpeak panel. AmeriSpeak is a nationally representative, probability-based panel of the U.S. household population. Randomly selected U.S. households are sampled with a known, nonzero probability of selection from the NORC National Frame, and then contacted by U.S. mail, telephone or face-to-face interviewers. Read more details about the NORC AmeriSpeak panel methodology .

Around nine-in-ten U.S. parents with K-12 children at home (93%) said their children have had some online instruction since the coronavirus outbreak began in February 2020, and 30% of these parents said it has been very or somewhat difficult for them to help their children use technology or the internet as an educational tool, according to an April 2021 Pew Research Center survey .

Gaps existed for certain groups of parents. For example, parents with lower and middle incomes (36% and 29%, respectively) were more likely to report that this was very or somewhat difficult, compared with just 18% of parents with higher incomes.

This challenge was also prevalent for parents in certain types of communities – 39% of rural residents and 33% of urban residents said they have had at least some difficulty, compared with 23% of suburban residents.

Around a third of parents with children whose schools were closed during the pandemic (34%) said that their child encountered at least one technology-related obstacle to completing their schoolwork during that time. In the April 2021 survey, the Center asked parents of K-12 children whose schools had closed at some point about whether their children had faced three technology-related obstacles. Around a quarter of parents (27%) said their children had to do schoolwork on a cellphone, 16% said their child was unable to complete schoolwork because of a lack of computer access at home, and another 14% said their child had to use public Wi-Fi to finish schoolwork because there was no reliable connection at home.

Parents with lower incomes whose children’s schools closed amid COVID-19 were more likely to say their children faced technology-related obstacles while learning from home. Nearly half of these parents (46%) said their child faced at least one of the three obstacles to learning asked about in the survey, compared with 31% of parents with midrange incomes and 18% of parents with higher incomes.

Of the three obstacles asked about in the survey, parents with lower incomes were most likely to say that their child had to do their schoolwork on a cellphone (37%). About a quarter said their child was unable to complete their schoolwork because they did not have computer access at home (25%), or that they had to use public Wi-Fi because they did not have a reliable internet connection at home (23%).

A Center survey conducted in April 2020 found that, at that time, 59% of parents with lower incomes who had children engaged in remote learning said their children would likely face at least one of the obstacles asked about in the 2021 survey.

A year into the outbreak, an increasing share of U.S. adults said that K-12 schools have a responsibility to provide all students with laptop or tablet computers in order to help them complete their schoolwork at home during the pandemic. About half of all adults (49%) said this in the spring 2021 survey, up 12 percentage points from a year earlier. An additional 37% of adults said that schools should provide these resources only to students whose families cannot afford them, and just 13% said schools do not have this responsibility.

While larger shares of both political parties in April 2021 said K-12 schools have a responsibility to provide computers to all students in order to help them complete schoolwork at home, there was a 15-point change among Republicans: 43% of Republicans and those who lean to the Republican Party said K-12 schools have this responsibility, compared with 28% last April. In the 2021 survey, 22% of Republicans also said schools do not have this responsibility at all, compared with 6% of Democrats and Democratic leaners.

Even before the pandemic, Black teens and those living in lower-income households were more likely than other groups to report trouble completing homework assignments because they did not have reliable technology access. Nearly one-in-five teens ages 13 to 17 (17%) said they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection, a 2018 Center survey of U.S. teens found.

One-quarter of Black teens said they were at least sometimes unable to complete their homework due to a lack of digital access, including 13% who said this happened to them often. Just 4% of White teens and 6% of Hispanic teens said this often happened to them. (There were not enough Asian respondents in the survey sample to be broken out into a separate analysis.)

A wide gap also existed by income level: 24% of teens whose annual family income was less than $30,000 said the lack of a dependable computer or internet connection often or sometimes prohibited them from finishing their homework, but that share dropped to 9% among teens who lived in households earning $75,000 or more a year.

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Katherine Schaeffer is a research analyst at Pew Research Center .

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Does homework really work?

by: Leslie Crawford | Updated: December 12, 2023

Print article

You know the drill. It’s 10:15 p.m., and the cardboard-and-toothpick Golden Gate Bridge is collapsing. The pages of polynomials have been abandoned. The paper on the Battle of Waterloo seems to have frozen in time with Napoleon lingering eternally over his breakfast at Le Caillou. Then come the tears and tantrums — while we parents wonder, Does the gain merit all this pain? Is this just too much homework?

However the drama unfolds night after night, year after year, most parents hold on to the hope that homework (after soccer games, dinner, flute practice, and, oh yes, that childhood pastime of yore known as playing) advances their children academically.

But what does homework really do for kids? Is the forest’s worth of book reports and math and spelling sheets the average American student completes in their 12 years of primary schooling making a difference? Or is it just busywork?

Homework haterz

Whether or not homework helps, or even hurts, depends on who you ask. If you ask my 12-year-old son, Sam, he’ll say, “Homework doesn’t help anything. It makes kids stressed-out and tired and makes them hate school more.”

Nothing more than common kid bellyaching?

Maybe, but in the fractious field of homework studies, it’s worth noting that Sam’s sentiments nicely synopsize one side of the ivory tower debate. Books like The End of Homework , The Homework Myth , and The Case Against Homework the film Race to Nowhere , and the anguished parent essay “ My Daughter’s Homework is Killing Me ” make the case that homework, by taking away precious family time and putting kids under unneeded pressure, is an ineffective way to help children become better learners and thinkers.

One Canadian couple took their homework apostasy all the way to the Supreme Court of Canada. After arguing that there was no evidence that it improved academic performance, they won a ruling that exempted their two children from all homework.

So what’s the real relationship between homework and academic achievement?

How much is too much?

To answer this question, researchers have been doing their homework on homework, conducting and examining hundreds of studies. Chris Drew Ph.D., founder and editor at The Helpful Professor recently compiled multiple statistics revealing the folly of today’s after-school busy work. Does any of the data he listed below ring true for you?

• 45 percent of parents think homework is too easy for their child, primarily because it is geared to the lowest standard under the Common Core State Standards .

• 74 percent of students say homework is a source of stress , defined as headaches, exhaustion, sleep deprivation, weight loss, and stomach problems.

• Students in high-performing high schools spend an average of 3.1 hours a night on homework , even though 1 to 2 hours is the optimal duration, according to a peer-reviewed study .

Not included in the list above is the fact many kids have to abandon activities they love — like sports and clubs — because homework deprives them of the needed time to enjoy themselves with other pursuits.

Conversely, The Helpful Professor does list a few pros of homework, noting it teaches discipline and time management, and helps parents know what’s being taught in the class.

The oft-bandied rule on homework quantity — 10 minutes a night per grade (starting from between 10 to 20 minutes in first grade) — is listed on the National Education Association’s website and the National Parent Teacher Association’s website , but few schools follow this rule.

Do you think your child is doing excessive homework? Harris Cooper Ph.D., author of a meta-study on homework , recommends talking with the teacher. “Often there is a miscommunication about the goals of homework assignments,” he says. “What appears to be problematic for kids, why they are doing an assignment, can be cleared up with a conversation.” Also, Cooper suggests taking a careful look at how your child is doing the assignments. It may seem like they’re taking two hours, but maybe your child is wandering off frequently to get a snack or getting distracted.

Less is often more

If your child is dutifully doing their work but still burning the midnight oil, it’s worth intervening to make sure your child gets enough sleep. A 2012 study of 535 high school students found that proper sleep may be far more essential to brain and body development.

For elementary school-age children, Cooper’s research at Duke University shows there is no measurable academic advantage to homework. For middle-schoolers, Cooper found there is a direct correlation between homework and achievement if assignments last between one to two hours per night. After two hours, however, achievement doesn’t improve. For high schoolers, Cooper’s research suggests that two hours per night is optimal. If teens have more than two hours of homework a night, their academic success flatlines. But less is not better. The average high school student doing homework outperformed 69 percent of the students in a class with no homework.

Many schools are starting to act on this research. A Florida superintendent abolished homework in her 42,000 student district, replacing it with 20 minutes of nightly reading. She attributed her decision to “ solid research about what works best in improving academic achievement in students .”

More family time

A 2020 survey by Crayola Experience reports 82 percent of children complain they don’t have enough quality time with their parents. Homework deserves much of the blame. “Kids should have a chance to just be kids and do things they enjoy, particularly after spending six hours a day in school,” says Alfie Kohn, author of The Homework Myth . “It’s absurd to insist that children must be engaged in constructive activities right up until their heads hit the pillow.”

By far, the best replacement for homework — for both parents and children — is bonding, relaxing time together.

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By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., homework wars: high school workloads, student stress, and how parents can help.

Studies of typical homework loads vary : In one, a Stanford researcher found that more than two hours of homework a night may be counterproductive. The research , conducted among students from 10 high-performing high schools in upper-middle-class California communities, found that too much homework resulted in stress, physical health problems and a general lack of balance.

Additionally, the  2014 Brown Center Report on American Education , found that with the exception of nine-year-olds, the amount of homework schools assign has remained relatively unchanged since 1984, meaning even those in charge of the curricula don't see a need for adding more to that workload.

But student experiences don’t always match these results. On our own Student Life in America survey, over 50% of students reported feeling stressed, 25% reported that homework was their biggest source of stress, and on average teens are spending one-third of their study time feeling stressed, anxious, or stuck.

The disparity can be explained in one of the conclusions regarding the Brown Report:

Of the three age groups, 17-year-olds have the most bifurcated distribution of the homework burden. They have the largest percentage of kids with no homework (especially when the homework shirkers are added in) and the largest percentage with more than two hours.

So what does that mean for parents who still endure the homework wars at home?

Read More: Teaching Your Kids How To Deal with School Stress

It means that sometimes kids who are on a rigorous college-prep track, probably are receiving more homework, but the statistics are melding it with the kids who are receiving no homework. And on our survey, 64% of students reported that their parents couldn’t help them with their work. This is where the real homework wars lie—not just the amount, but the ability to successfully complete assignments and feel success.

Parents want to figure out how to help their children manage their homework stress and learn the material.

Our Top 4 Tips for Ending Homework Wars

1. have a routine..

Every parenting advice article you will ever read emphasizes the importance of a routine. There’s a reason for that: it works. A routine helps put order into an often disorderly world. It removes the thinking and arguing and “when should I start?” because that decision has already been made. While routines must be flexible to accommodate soccer practice on Tuesday and volunteer work on Thursday, knowing in general when and where you, or your child, will do homework literally removes half the battle.

2. Have a battle plan.

Overwhelmed students look at a mountain of homework and think “insurmountable.” But parents can look at it with an outsider’s perspective and help them plan. Put in an extra hour Monday when you don’t have soccer. Prepare for the AP Chem test on Friday a little at a time each evening so Thursday doesn’t loom as a scary study night (consistency and repetition will also help lock the information in your brain). Start reading the book for your English report so that it’s underway. Go ahead and write a few sentences, so you don’t have a blank page staring at you. Knowing what the week will look like helps you keep calm and carry on.

3. Don’t be afraid to call in reserves.

You can’t outsource the “battle” but you can outsource the help ! We find that kids just do better having someone other than their parents help them —and sometimes even parents with the best of intentions aren’t equipped to wrestle with complicated physics problem. At The Princeton Review, we specialize in making homework time less stressful. Our tutors are available 24/7 to work one-to-one in an online classroom with a chat feature, interactive whiteboard, and the file sharing tool, where students can share their most challenging assignments.

4. Celebrate victories—and know when to surrender.

Students and parents can review completed assignments together at the end of the night -- acknowledging even small wins helps build a sense of accomplishment. If you’ve been through a particularly tough battle, you’ll also want to reach reach a cease-fire before hitting your bunk. A war ends when one person disengages. At some point, after parents have provided a listening ear, planning, and support, they have to let natural consequences take their course. And taking a step back--and removing any pressure a parent may be inadvertently creating--can be just what’s needed.

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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]

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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/ 19 Top Cognitive Psychology Theories (Explained)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 119 Bloom’s Taxonomy Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ All 6 Levels of Understanding (on Bloom’s Taxonomy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)

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

Patti Neighmond

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

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

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

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

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

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

Teens Talk Stress

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

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

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

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

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

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

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

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

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

Then move beyond talking and do something about it.

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

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

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

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

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

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

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

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

• Children's Health

NYU Study Examines Top High School Students’ Stress and Coping Mechanisms

The study shows that there is growing awareness many subgroups of youth experience high levels of chronic stress, to the extent it impedes their abilities to succeed academically, compromises their mental health functioning, and fosters risk behavior. Furthermore, this chronic stress appears to persist into the college years, and researchers warns it may contribute to academic disengagement and mental health problems among emerging adults.

• Over time selective high schools have oriented themselves to address a context of increasingly competitive college admissions
• School work, college applications, extracurricular activities, and parental expectations all contribute to teenagers’ stress
• Youth, schools, and experts identified substance use as a common strategy for coping with stress

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4. Independent Consultant, New York, NY, USA

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

About New York University College of Nursing

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

About CDUHR

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

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Is Homework a Waste of Students' Time? Study Finds It's the Biggest Cause of Teen Stress

As the debate over the need for homework continues, a new study found that it's the biggest cause of teen stress, leading to sleepless nights and poor academic performance

Julie Mazziotta is the Sports Editor at PEOPLE, covering everything from the NFL to tennis to Simone Biles and Tom Brady. She was previously an Associate Editor for the Health vertical for six years, and prior to joining PEOPLE worked at Health Magazine. When not covering professional athletes, Julie spends her time as a (very) amateur athlete, training for marathons, long bike trips and hikes.

It’s the bane of every teen’s existence. After sitting through hours at school, they leave only to get started on mountains of homework. And educators are mixed on its effectiveness . Some say the practice reinforces what students learned during the day, while others argue that it put unnecessary stress on kids and parents , who are often stuck nagging or helping.

According to a new study, conducted by the Better Sleep Council , that homework stress is the biggest source of frustration for teens, with 74 percent of those surveyed ranking it the highest, above self-esteem (51 percent) parental expectations (45 percent) and bullying (15 percent).

Homework is taking up a large chunk of their time , too — around 15-plus hours a week, with about one-third of teens reporting that it’s closer to 20-plus hours.

The stress and excessive homework adds up to lost sleep, the BSC says. According to the survey, 57 percent of teenagers said that they don’t get enough sleep, with 67 reporting that they get just five to seven hours a night — a far cry from the recommended eight to ten hours. The BSC says that their research shows that when teens feel more stressed, their sleep suffers. They go to sleep later, wake up earlier and have more trouble falling and staying asleep than less-stressed teens.

“We’re finding that teenagers are experiencing this cycle where they sacrifice their sleep to spend extra time on homework, which gives them more stress — but they don’t get better grades,” said Mary Helen Rogers, the vice president of marketing and communications for the BSC.

RELATED VIDEO: To Help Or Not To Help: Moms Talk About Whether Or Not They Help Their Children With Homework

Another interesting finding from this study: students who go to bed earlier and wake up earlier do better academically than those who stay up late, even if those night owls are spending that time doing homework.

To end this cycle of sleep deprivation and stress, the BSC recommends that students try setting a consistent time to go to sleep each night, regardless of leftover homework. And their other sleep tips are good for anyone, regardless of age — keep the temperature between 65 and 67 degrees, turn off the electronic devices before bed, make sure the mattress is comfy and reduce noise with earplugs or sound machines.

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

How much homework is too much?

Homework has become a matter of concern for educators, parents, and researchers due to its potential effects on students’ stress levels. It’s no secret students often find themselves grappling with high levels of stress and anxiety throughout their academic careers, so understanding the extent to which homework affects those stress levels is important. 

By delving into the latest research and understanding the underlying factors at play, we hope to curate insights for educators, parents, and students who are wondering  is homework causing stress in their lives?

The Link Between Homework and Stress: What the Research Says

Over the years, numerous studies investigated the relationship between homework and stress levels in students. 

One study published in the Journal of Experimental Education found that students who reported spending more than two hours per night on homework experienced higher stress levels and physical health issues . Those same students reported over three hours of homework a night on average.

This study, conducted by Stanford lecturer Denise Pope, has been heavily cited throughout the years, with WebMD eproducing the below video on the topic– part of their special report series on teens and stress : 

Additional studies published by Sleep Health Journal found that long hours on homework on may be a risk factor for depression while also suggesting that reducing workload outside of class may benefit sleep and mental fitness .

Lastly, a study presented by Frontiers in Psychology highlighted significant health implications for high school students facing chronic stress, including emotional exhaustion and alcohol and drug use.

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

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

1. Potential Psychological Effects of Homework-Induced Stress:

• Anxiety: The pressure to perform academically and meet homework expectations can lead to heightened levels of anxiety in students. Constant worry about completing assignments on time and achieving high grades can be overwhelming.

• Sleep Disturbances : Homework-related stress can disrupt students’ sleep patterns, leading to sleep anxiety or sleep deprivation, both of which can negatively impact cognitive function and emotional regulation.

• Reduced Motivation: Excessive homework demands could drain students’ motivation, causing them to feel fatigued and disengaged from their studies. Reduced motivation may lead to a lack of interest in learning, hindering overall academic performance.

2. Potential Physical Effects of Homework-Induced Stress:

• Impaired Immune Function: Prolonged stress could weaken the immune system, making students more susceptible to illnesses and infections.

• Disrupted Hormonal Balance : The body’s stress response triggers the release of hormones like cortisol, which, when chronically elevated due to stress, can disrupt the delicate hormonal balance and lead to various health issues.

• Gastrointestinal Disturbances: Stress has been known to affect the gastrointestinal system, leading to symptoms such as stomachaches, nausea, and other digestive problems.

• Cardiovascular Impact: The increased heart rate and elevated blood pressure associated with stress can strain the cardiovascular system, potentially increasing the risk of heart-related issues in the long run.

• Brain impact: Prolonged exposure to stress hormones may impact the brain’s functioning , affecting memory, concentration, and cognitive abilities.

The Benefits of Homework

It’s important to note that homework also offers many benefits that contribute to students’ academic growth and development, such as: 

• Development of Time Management Skills: Completing homework within specified deadlines encourages students to manage their time efficiently. This valuable skill extends beyond academics and becomes essential in various aspects of life.

• Preparation for Future Challenges : Homework helps prepare students for future academic challenges and responsibilities. It fosters a sense of discipline and responsibility, qualities that are crucial for success in higher education and professional life.

• Enhanced Problem-Solving Abilities: Homework often presents students with challenging problems to solve. Tackling these problems independently nurtures critical thinking and problem-solving skills.

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

How Much Homework Should Teachers Assign?

As a general guideline, educators suggest assigning a workload that allows students to grasp concepts effectively without overwhelming them . Quality over quantity is key, ensuring that homework assignments are purposeful, relevant, and targeted towards specific objectives. 

Advice for Students: How to balance Homework and Well-being

Finding a balance between academic responsibilities and well-being is crucial for students. Here are some practical tips and techniques to help manage homework-related stress and foster a healthier approach to learning:

• Effective Time Management : Encourage students to create a structured study schedule that allocates sufficient time for homework, breaks, and other activities. Prioritizing tasks and setting realistic goals can prevent last-minute rushes and reduce the feeling of being overwhelmed.

• Break Tasks into Smaller Chunks : Large assignments can be daunting and may contribute to stress. Students should break such tasks into smaller, manageable parts. This approach not only makes the workload seem less intimidating but also provides a sense of accomplishment as each section is completed.

• Find a Distraction-Free Zone : Establish a designated study area that is free from distractions like smartphones, television, or social media. This setting will improve focus and productivity, reducing time needed to complete homework.

• Be Active : Regular exercise is known to reduce stress and enhance mood. Encourage students to incorporate physical activity into their daily routine, whether it’s going for a walk, playing a sport, or doing yoga.

• Practice Mindfulness and Relaxation Techniques : Encourage students to engage in mindfulness practices, such as deep breathing exercises or meditation, to alleviate stress and improve concentration. Taking short breaks to relax and clear the mind can enhance overall well-being and cognitive performance.

• Seek Support : Teachers, parents, and school counselors play an essential role in supporting students. Create an open and supportive environment where students feel comfortable expressing their concerns and seeking help when needed.

How Healium is Helping in Schools

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

By providing students with the tools they need to self-manage stress and anxiety, we represent a forward-looking approach to education that prioritizes the holistic development of every student. 

To learn more about how Healium works, watch the video below.

About the Author

Sarah Hill , a former interactive TV news journalist at NBC, ABC, and CBS affiliates in Missouri, gained recognition for pioneering interactive news broadcasting using Google Hangouts. She is now the CEO of Healium, the world’s first biometrically powered immersive media channel, helping those with stress, anxiety, insomnia, and other struggles through biofeedback storytelling. With patents, clinical validation, and over seven million views, she has reshaped the landscape of immersive media.

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Associations of time spent on homework or studying with nocturnal sleep behavior and depression symptoms in adolescents from Singapore

• Sing Chen Yeo, MSc Sing Chen Yeo Affiliations Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore Search for articles by this author
• Jacinda Tan, BSc Jacinda Tan Affiliations Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore Search for articles by this author
• Joshua J. Gooley, PhD Joshua J. Gooley Correspondence Corresponding author: Joshua J. Gooley, Center for Cognitive Neuroscience, Neuroscience and Behavioral Disorders Program, Duke-NUS Medical School Singapore, 8 College Road, Singapore 117549, Singapore Contact Affiliations Center for Cognitive Neuroscience, Program in Neuroscience and Behavioral Disorders, Duke-NUS Medical School, Singapore Search for articles by this author

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Tests and Stress Bias

• Posted February 12, 2019
• By Grace Tatter

A new study suggests that changes in levels of cortisol, a hormone associated with stress, during weeks of standardized testing hurt how students in one New Orleans charter school network performed — and kids coming from more stressful neighborhoods, with lower incomes and more incidents of violence, were most affected.

Published in a  recent working paper from the National Bureau of Economic Research, the first-of-its-kind study contributes to conversations about chronic stress and testing, and helps clarify where those conversations intersect, indicating that one reason that family income tends to correlate with test scores may be because stress — both from the test and home environments — affects scores.

The Findings

The researchers — Jennifer Heissel of the Naval Postgraduate School, Emma Adam and David Figlio of Northwestern, and Jennifer Doleac and Jonathan Meer of Texas A&M University — measured the stress-levels of children at the New Orleans charter school network, comparing the cortisol in their spit during weeks with high-stakes standardized tests — those that have implications for course placement, school sanctions or rewards, or education policy — and weeks without testing.

What they found is that, on average, students had 15 percent more cortisol in their systems the homeroom period before a standardized test than on days with no high-stakes testing. Students who showed the largest variations in cortisol between testing and non-testing weeks tended to perform worse on tests than expected given their classwork and performance on non-high-stakes tests, among other measures. Cortisol spikes weren’t the only culprit; some students’ cortisol dropped on testing days, which was also associated with lower performance.

“The decreases in cortisol is more a sign that your body is facing an overwhelming task and your body does not want to engage with the test,” Heissel says.

Students from the most disadvantaged neighborhoods, with both the highest rate of poverty and crime, saw the largest changes in cortisol in advance of testing, suggesting that their scores were the most affected — and therefore the least valid measures of what they actually knew.

Boys also tended to see more variation in cortisol, supporting pre-existing research that boys get more stressed about achievement-related texts, while girls are often more affected by social pressures.

Stress Bias?

More research needs to be done, Heissel warns. This study only included 93 students across three schools in New Orleans. Nearly all of the students were black and from low-income families, although there was variation in the violence and level of poverty in their neighborhoods. Future research would benefit from larger, more diverse samples, although, Heissel notes, it’s hard to find schools willing to let researchers visit during testing weeks.

It also raises questions about how to temper the effects of cortisol variation on testing day. “How can we reduce that stress response? There are lots of questions raised by this research and I hope other people pick up the baton,” Heissel says.

But considering the importance of and frequency of high-stakes testing, the need for that research is urgent for anyone who interprets and makes decisions based off of test scores.

 “It calls into question what we’re really measuring,” Heissel says.

• Stress and its effect on the brain might be one reason that students from low-income neighborhoods tend to fare worse on high-stakes tests.
• Children are affected by standardized testing, with some seeing their cortisol levels spike on testing days, and others seeing it drop, which might lead them to disengage.
• Boys’ cortisol levels were more affected by standardized tests than girls’.
• Stress Levels and the Developing Brain
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Connecting education research to practice — with timely insights for educators, families, and communities

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39 Homework Statistics to Know

Fact checked June, 2024 | 👨‍🎓Cite this article.

Hey there, fellow knowledge seekers and homework enthusiasts! As we dive into the homework scene of 2023, it’s time to unleash some mind-boggling, eyebrow-raising, and, dare I say, jaw-dropping statistics.

Homework, that age-old companion of every student, has its quirks, surprises, and even a few eyebrow-raising moments that might make you go, “Wait, what?”

So, grab your favorite study snack, cozy up in your comfiest spot, and get ready to discover 39 Homework Statistics To Know in 2023 that is about to turn your life.

Homework Difficulty Statistics

This section will delve into the overarching theme of parental perceptions regarding homework difficulty.

It’s crucial to highlight that many parents believe their children’s homework is too easy. This sets the tone for the entire article, showcasing the prevalent sentiment among parents.

Math Homework: A Cakewalk for Many

This subsection focuses on the specific findings related to math homework. Nearly half of parents feel that math assignments are not challenging enough for their kids. By highlighting the 46% statistic, you’re emphasizing just how common this perception is.

Additionally, the 25% figure reveals that a quarter of parents do find math homework suitable in terms of difficulty, adding some balance to the discussion.

Lastly, the 29% neutral stance indicates that a significant portion of parents might not be entirely sure about the difficulty level, which could be explored further.

Fact checked 2024 | 👨‍🎓Cite this stat. This image is copyright free.

Language Arts: Another “Too Easy” Contender

Similarly, this subsection addresses parental perceptions of language arts homework. Here, you reiterate the overall trend of parents thinking that their children’s assignments in this subject are also too easy, with 44% holding this view.

Again, you introduce a counterpoint with the 28% figure, showing that some parents feel the homework strikes the right balance. The 28% of parents offering no strong opinion reflects a significant portion that may be uncertain or indifferent about the difficulty level, which could be discussed in more depth.

Homework Perception over Time

This section takes a broader look at the data by considering the surveys conducted in 2018, which serve as the foundation for these findings. It’s essential to provide context and historical perspective.

Discuss how these perceptions have remained consistent over time, indicating that parental views on homework difficulty have not shifted significantly between 2018 and 2023. This part of the article reinforces the idea that this is an ongoing concern among parents.

Global Homework Assignments Statistics

In this section, we’ll explore the global perspective on homework assignments for fourth-grade students, as unveiled by the Trends in International Maths and Science Study (TIMSS).

The Worldwide Scope: TIMSS Homework Survey

In this subsection, we introduce the source of the statistics, the TIMSS survey, and emphasize its international significance in assessing homework trends. Highlight that this survey provides a snapshot of homework practices on a global scale.

A Whopping 93%: Regular Homework Assignments

Here, we delve into the standout statistic: 93% of fourth-grade children worldwide regularly receive homework. Explain the significance of this high percentage and how it underscores the global prevalence of assigning homework as part of elementary education.

The Minority: Students without Homework

This subsection focuses on the 7% of fourth-grade students who reported never or rarely receiving homework assignments.

Discuss the implications of this minority and how their educational experiences might differ from the majority. Highlight the importance of understanding these differences in the context of global education.

Homework Digital Challenges Statistics

Now, let’s address a critical aspect of homework challenges in the digital age, particularly concerning internet access. A Pew Research poll, which surveyed 743 U.S. teenagers, unveils some eye-opening statistics about how internet access, or the lack thereof, impacts their ability to complete homework.

The Digital Homework Landscape: Insights from Pew Research

In this subsection, introduce the Pew Research poll as a reputable source of data, emphasizing its relevance in understanding the homework landscape for American teenagers.

Highlight that this survey sheds light on the digital disparities affecting homework completion.

17% Struggle Due to Internet Access

This part zooms in on the standout statistic: 17% of U.S. teens regularly face difficulties in completing their homework because they lack reliable access to the internet.

Discuss the significance of this percentage and how it reflects the digital divide that affects a considerable portion of American students.

Disparities across Demographics: A Closer Look

Here, you dive into the disparities among specific demographic groups. Mention that the digital divide isn’t uniform and affects some communities more than others.

Highlight the 25% figure, which represents Black American teens, and the 24% figure, which pertains to teens from families with an annual income below $30,000.

Discuss the implications of these disparities and how they compound the challenges already marginalized groups face.

Parent’s Participation in Homework Statistics

Now, let’s explore parents’ pivotal role in their children’s homework. A study conducted with 27,500 parents from around the world uncovers some intriguing statistics regarding the time and effort parents invest in their children’s homework.

A Global Snapshot: Examining Parental Involvement

This subsection introduces the study as a comprehensive look at parental involvement in homework and its worldwide significance. Emphasize that this study offers a global snapshot of how parents are engaging with their children’s academic work.

The Average: 6.7 Hours per Week

Here, focus on the central statistic: parents spend an average of 6.7 hours per week assisting their children with homework. Explain how this figure reflects parents’ substantial commitment to support their child’s education.

Going the Extra Mile: 25% Dedicate Over 7 Hours

Highlight the 25% of parents who go above and beyond, dedicating more than 7 hours per week to their child’s homework. Discuss the potential reasons for this higher level of involvement and the impact it may have on a child’s academic performance.

International Contrasts: A Closer Look

This subsection delves into the international disparities in parental involvement. Compare the 6.2 hours spent by American parents to the 12 hours committed by Indian parents and the 2.6 hours invested by Japanese parents.

Explore the cultural and educational factors that might contribute to these variations in parental engagement.

Homework Time Statistics

Now, let’s delve into the correlation between homework hours and academic performance, focusing on high-performing high schools.

A study conducted by Galloway, Conner & Pope provides valuable insights into this relationship, drawing from a sample of 4,317 students across ten high-performing high schools in upper-middle-class California.

Investigating High-Performing Schools: The Study

In this subsection, introduce the study by Galloway, Conner & Pope as a significant research endeavor. Highlight the sample size and the specific context of the high-performing schools in California.

The Homework Load: 3.1 Hours per Night

Students in these high-performing schools reported spending an average of 3.1 hours per night on homework. Discuss the implications of this workload and how it might contribute to the academic success of these students.

A Path to Higher Education: 93% College Enrollment

Shift the focus to the long-term outcomes. Mention that 93% of graduates from these high-performing schools went on to enroll in college.

Explore the potential link between the rigorous homework expectations in these schools and the high college enrollment rate, emphasizing the importance of effective homework practices in preparing students for higher education.

Homework Stress among Teens Statistics

In this section, we’ll uncover the less-discussed aspect of homework—the stress it can generate among teenagers. Two studies shed light on the prevalence of homework-related stress, highlighting its significant impact on the well-being of students.

Homework Stress in Focus: Insights from the Better Sleep Council

Introduce the source of the statistics, the Better Sleep Council’s study, as a valuable contributor to understanding the stress levels associated with homework. Emphasize that this study reveals a concerning trend among students.

The Overwhelming Majority: 74% Stress Over Homework

74% of students consider homework a source of stress. Discuss how this percentage ranks second only to school grades, underlining the profound influence of homework on students’ emotional well-being.

Gender Disparities: Girls Bear the Brunt

Highlight the gender-based differences in stress levels, with 80% of girls citing homework as a source of stress. Discuss potential reasons for this gender disparity and its implications for girls’ mental health.

Homework as a Primary Stressor: Findings from Galloway, Conner & Pope (2013)

Incorporate findings from the 2013 study by Galloway, Conner & Pope, which also delves into the stress factor associated with homework.

The Burden on Teens: 56% Cite Homework as a Primary Stressor

Discuss the study’s conclusion that 56% of students consider homework a “primary stressor” in their lives. Elaborate on the implications of homework-related stress on overall student well-being and academic performance.

U.S. Homework Overload Statistic

In this section, we’ll delve into the staggering amount of time that U.S. teenagers dedicate to homework and its implications on their daily lives.

Homework Hours in the U.S.: Insights from the Better Sleep Council

Introduce the Better Sleep Council’s study as a source of critical data on the homework habits of American teenagers, emphasizing the study’s relevance in understanding the extent of homework hours.

The Average Load: Over 2 Hours per School Night

U.S. teenagers spend more than 2 hours per school night on homework, which accumulates to a whopping 15 hours or more per week. Discuss how this level of homework commitment impacts their daily routines and activities.

Beyond the Norm: The 4% Homework Marathon

Delve into the surprising revelation that 4% of U.S. teenagers report doing more than 6 hours of homework per night, nearly equaling the number of hours in a school day. Explore the potential reasons for this extreme workload and its consequences on their well-being.

The Electronics Dilemma: A Shift in Focus

Highlight the study’s finding that the only activity U.S. teens reported spending more time on than homework is electronics-related activities, including using phones, playing video games, and watching TV.

Discuss how this shift in focus towards screen time might impact their overall productivity and well-being.

Homework Guidelines Statistics

In this section, we’ll explore the widely endorsed but somewhat controversial “10-Minute Rule” for homework, as well as its implications and limitations.

The NEA’s Homework Guidelines: A General Rule of Thumb

Introduce the National Education Association’s (NEA) endorsement of the “10-Minute Rule” as a commonly cited guideline for homework. Explain how this rule suggests that students should spend 10 minutes per night per grade level on homework.

The Grade-to-Minutes Ratio: An Example

Provide a clear example to illustrate the rule: for each grade, students are expected to do an additional 10 minutes of homework. For instance, a 3rd grader should do 30 minutes of homework per night, while a 4th grader should dedicate 40 minutes.

Examining the Basis: Lack of Concrete Research

Acknowledge the controversy surrounding this rule by pointing out that it lacks a strong foundation in research. Discuss how educators and researchers have questioned the validity of this guideline and its applicability to all students.

Homework’s Diminishing Returns: The Two-Hour Limit

While the “10-Minute Rule” may not have solid research support, there’s consensus that homework benefits are likely to diminish after 2 hours (120 minutes) per night.

Discuss the practical implications of this limit, particularly for high school students who may be following NEA guidelines.

Parents’ Involvement Challenges in Homework Statistics

In this section, let’s shed light on parents’ challenges when it comes to involvement in their children’s homework, as revealed by an online poll of nearly 300 parents.

The Poll: Insights into Parental Involvement

Introduce the online poll as a valuable source of insights into parental attitudes and challenges related to their children’s homework. Emphasize its relevance in understanding the dynamics between parents and homework.

The Time Crunch: 21.9% Too Busy for Homework

21.9% of parents report being too busy to review their children’s homework. Discuss the implications of this time constraint and how it affects their ability to support their child’s education.

A Different Challenge: 31.6% Due to Children’s Independence

31.6% of parents do not review their children’s homework because their children prefer to handle it independently. Explore the complexities of this situation, where children’s self-sufficiency can be a double-edged sword, leading to parental frustration.

The Parent-Child Dynamic: Frustration and Support

Highlight the emotional dimension of this issue, emphasizing that for some parents, their children’s unwillingness to accept their help with homework is a source of frustration. Discuss the potential impact of this dynamic on parent-child relationships and the learning process.

Parental Challenges with Homework Difficulty Statistics

This section focuses on parents’ difficulties when assisting their children with homework, as revealed by the same online poll.

The Confusion Factor: Parents Find Homework Challenging

Introduce the poll’s findings regarding parental struggles with homework. Emphasize that a significant 46.5% of parents find homework too hard, highlighting the challenge they face in understanding and helping their children with assignments.

Age Ambiguity: Missing Data and the Need for Clarity

Discuss a limitation of the study: the absence of information about the age of the students. Explain that this missing data makes it challenging to fully grasp the extent of the issue, as homework difficulty can vary significantly depending on the grade level and subject matter.

A Complex Challenge: Parental Support and Learning Barriers

Highlight the complexity of the situation, where parents’ own difficulties with homework can hinder their ability to support their children’s learning.

And there you have it, folks – 39 Homework Statistics to Know in 2023 that have given us a peek into the ever-evolving world of academia and late-night study sessions.

From parents’ perceptions to students’ stress levels, from the ideal homework duration to the global homework landscape, we’ve covered it all, sprinkled with a dash of curiosity and a pinch of amazement.

Here’s to the quest for knowledge, the pursuit of excellence, and the occasional “Eureka!” moment amidst the sea of assignments. So, until next time, keep those pencils sharpened, those laptops charged, and those curious minds always engaged. Happy studying!

Frequently Asked Questions

1. what is the optimal amount of time for students to spend on homework.

Research suggests that an ideal range is one to two hours per night for students. However, the quality of homework matters more than quantity, and spending over two hours may lead to diminishing returns.

2. Are parents often stressed about their children’s homework?

Yes, homework can be a significant source of stress for both students and parents. According to surveys, around 74% of teenagers find homework stressful, and this can also impact parents, especially if they struggle to assist their children with their assignments.

3. How do parents balance their busy schedules with helping their children with homework?

It’s a challenge. Around 21.9% of parents report being too busy to review their children’s homework. Additionally, 31.6% of parents don’t look at their children’s homework because their kids prefer to handle it independently, which can be a source of frustration.

4. What’s the recommended guideline for homework duration for students?

The National Education Association (NEA) suggests the “10-Minute Rule,” where students should spend 10 minutes per night per grade level on homework. For instance, a 3rd grader would have 30 minutes of homework. However, this rule lacks robust research support.

5. How much time do U.S. teenagers typically spend on homework?

U.S. teenagers, on average, dedicate over 15 hours per week to homework, with over 2 hours per school night. Some even report doing more than 6 hours of homework per night. This extensive workload can significantly impact their daily routines and activities.

2023 Work in America Survey

The changing landscape of workplaces has drawn heightened attention to the needs and expectations of workers across the nation when it comes to mental health support.

In October 2022, U.S. Surgeon General Vivek Murthy, MD, released the office’s first-ever Surgeon General’s Framework for Workplace Mental Health and Well-Being .

The results of APA’s 2023 Work in America Survey confirmed that psychological well-being is a very high priority for workers themselves. Specifically:

• 92% of workers said it is very (57%) or somewhat (35%) important to them to work for an organization that values their emotional and psychological well-being.
• 92% said it is very (52%) or somewhat (40%) important to them to work for an organization that provides support for employee mental health.
• 95% said it is very (66%) or somewhat (29%) important to them to feel respected at work.
• 95% said it is very (61%) or somewhat (34%) important to them to work for an organization that respects the boundaries between work and nonwork time.

Fortunately, the majority (77%) of workers reported being very (36%) or somewhat (41%) satisfied with the support for mental health and well-being they receive from their employers, and more than half (59%) strongly (22%) or somewhat (37%) agreed that their employer regularly provides information about available mental health resources. Further, 72% of workers strongly (30%) or somewhat (42%) agreed that their employer helps employees develop and maintain a healthy lifestyle.

One female, full-time employee from the West summed up her positive workplace experience as follows:

My direct supervisor is amazing at respecting time boundaries and being mindful of my workload. He encourages me to manage my schedule in a way that is best for my wellness.

A male, full-time employee from the South summed up his positive workplace experience this way:

My job is a great atmosphere for work—good with your mental health—and I am happy when I work—love my job.

Improvements are still needed

Although some survey results show positive developments, the data also reveal the need for improvements. In fact, 55% of workers strongly (21%) or somewhat (34%) agreed that their employer thinks their workplace environment is a lot mentally healthier than it actually is, and 43% reported worrying that if they told their employer about a mental health condition, it would have a negative impact on them in the workplace.

Workplace stress also remains at a concerning level, with 77% of workers having reported experiencing work-related stress in the last month. Further, 57% indicated experiencing negative impacts because of work-related stress that are sometimes associated with workplace burnout , such as:

• emotional exhaustion (31%)
• didn’t feel motivated to do their very best (26%)
• a desire to keep to themselves (25%)
• a desire to quit (23%)
• lower productivity (20%)
• irritability or anger with coworkers and customers (19%)
• feelings of being ineffective (18%)

Survey data show that many workers are not getting the breaks from this stress that they both need and want. Only about one-third (35%) reported that their employer offers a culture where breaks are encouraged. Only two-fifths (40%) reported that their employer offers a culture where time off is respected, and only 29% reported that their employer offers a culture where managers encourage employees to take care of their mental health.

One male, full-time employee from the South described the problem with his workplace as follows:

Workload, not having enough employees, and working long hours have negative impact on my overall mental health, happiness, and well-being.

The reality of workplace mental health supports

• Only 43% reported that their employer offers health insurance with coverage for mental health and substance use disorders.
• Only about one-third (35%) reported that their employer offers a culture where breaks are encouraged.
• Only 29% reported that their employer offers an employee assistance program.
• Only 21% reported that their employer offers meeting-free days.
• Only 17% reported that their employer offers 4-day work weeks.
• Only 15% reported that their employer offers company-wide mental health days.
• Only 12% reported that their employer has people on-site who have received mental health training.

For employers, a failure to provide the mental health and well-being support that workers are seeking could harm talent recruitment and retention. Among workers overall, 33% said they intend to look for a new job at a different company or organization in the next year. Among those workers who said they are unsatisfied with the mental health and well-being support offered by their employer, that number rose to 57%.

More Work in America

• AI, monitoring technology, and psychological well-being

Press release

• APA poll reveals toxic workplaces, other significant workplace mental health challenges

The Surgeon General’s Five Workplace Essentials

Psychological science informed the development of the conceptual framework for the U.S. Surgeon General’s Framework for Workplace Mental Health and Well-Being. The framework emphasizes the foundational role that workplaces should play in promoting the psychological health and well-being of workers and our communities as a whole, and lays out five essentials for pursuing workplace mental health and well-being:

• Protection from harm (including security and safety)
• Connection and community (including social support and belonging)
• Work-life harmony (including autonomy and flexibility)
• Mattering at work (including dignity and meaning)
• Opportunity for growth (including learning and accomplishment)

APA’s 2023 Work in America Survey tracks the surgeon general’s five essentials, as well as the central core principles of worker voice and equity, all with an eye toward promoting an equitable, productive, and psychologically healthy future of work.

Related psychology topics

• Healthy workplaces
• Striving for mental health excellence in the workplace

Protection from harm

Nearly one in five say they experience toxic workplaces

Fundamental to the surgeon general’s framework is the principle that employers should protect workers from toxic workplaces. Unfortunately, almost one out of five (19%) respondents in this survey stated that their workplace is very or somewhat toxic.

Prevalence of toxic workplaces varies by industry

People in client/customer/patient service were more likely than office workers to characterize their workplace as “toxic” (26% vs. 14%, respectively). Further, people who work in person were more likely to report a toxic workplace than those who work fully remote (22% vs. 13%, respectively).

The majority (59%) of those who were not at all or not very satisfied with their job described their workplace as toxic. Further, 58% of those who reported a toxic workplace also reported that they intend to look for a new job at a different company or organization in the next year, compared with only 27% of those who did not report a toxic workplace.

One respondent, a full-time, female employee from the South, said:

In general, providing more assistance and resources for the betterment of my mental well-being is something that my employer should be doing. In addition, they should be fostering better working relations and working to diminish the toxicity and animosity that exists between several coworkers.

Another respondent, a full-time, female employee from the Northeast, stated that her employer should:

Make the work environment better by limiting toxic people and everyone being treated with kindness and respect.

Toxic workplaces are associated with diminished psychological well-being

Those who reported a toxic workplace were more than twice as likely to report that their overall mental health was fair or poor (58%) than those who did not report a toxic workplace (21%). Likewise, more than three-quarters (76%) of those who reported a toxic workplace also reported that their work environment has a negative impact on their mental health, compared with fewer than one-third (28%) of those who did not report a toxic workplace.

Those who reported a toxic workplace were more than three times as likely to report having experienced harm to their mental health at work, compared with those who did not report a toxic workplace (52% vs. 15%, respectively). In addition, 77% of those who reported a toxic workplace also reported that their employer thinks their workplace environment is mentally healthier than it actually is, compared with 49% who did not report a toxic workplace.

Experiencing a toxic workplace is associated with certain demographic and workplace factors

• More females (23%) reported a toxic workplace than males (15%).
• More people living with a disability (26%) reported a toxic workplace than those without a disability (16%).
• Employees working for nonprofit and government organizations were more likely to report a toxic workplace than those in private industry (25% and 26% vs. 17%).
• Those in upper management were much less likely to report a toxic workplace (9%) than those in middle management (21%), front-line workers (26%), and individual contributors 1 (18%). (This finding raises the question of whether it may be difficult for upper management to relate to assertions of employees that a workplace is toxic when upper management may not, themselves, be exposed to that aspect of the workplace.)

1 Individual contributor is defined as someone with a middle level or senior position who does not have management responsibilities.

Too many customer/client/patient service providers are experiencing some form of verbal abuse at work

Almost one-quarter (24%) of respondents said someone within or outside their organization had yelled at or verbally abused them at work within the past 12 months. More than a quarter of those who work in person reported some form of verbal abuse (26%), which is significantly more than those who work remotely (18%). In addition, close to one-third (31%) of those who do customer/client/patient service reported some form of verbal abuse, compared with just under one-quarter of manual laborers (23%) and office workers (22%) who reported the same.

Likewise, close to one in five (19%) reported having experienced bullying at work. Unfortunately, the percentage was significantly higher among those living with a disability (27%) than among those without a disability (15%). And when it comes to physical violence, approximately one in 10 manual laborers (12%) reported that someone within their organization displayed physical violence toward them, whereas about one in 20 office workers (5%) reported the same.

Discrimination in the workplace is still common

Fundamental to the surgeon general’s framework is the principle that employees should be protected from discriminatory workplace practices. However, more than one in five (22%) indicated witnessing discrimination in their current workplace and 15% reported experiencing discrimination. In addition, nearly one-third (28%) reported having witnessed slights, insults, or jokes that devalued the identity or negated the thoughts and feelings of others based on their identity or background. Further, 19% said they were targets of such behaviors.

The discrimination being experienced was not limited to race, ethnicity, or gender. For example, one respondent, a full-time, female employee from the South, stated that the aspects of her job that have a negative impact on her overall happiness, mental health and well-being are:

Age discrimination, no room for growth, favoritism.

Another full-time, female employee from the South said that aspects of her job that have a negative impact on her overall happiness, mental health and well-being are:

The recent decision to suspend all remote work and return to the office 5 days a week, disability discrimination, supervisors scheduling meetings during lunch hours and not allowing breaks.

Protection from harm: Key facts and figures

• Most workers (87%) reported being very (45%) or somewhat (42%) satisfied with the physical health and safety practices at their place of work.
• Nearly one-quarter (22%) reported having experienced or been afraid of experiencing harm to their mental health at work.
• In 2023, 22% of workers experienced harassment at work in the past 12 months.

Illness, idleness, and turnover: The costs of a toxic workplace

For a sizeable portion of Americans, work is demoralizing, frightening, and even traumatic. “Toxic workplace” is an abstract term to describe infighting, intimidation, and other affronts that harm productivity. The result—in any context—is high absenteeism, low productivity, and soaring turnover. The surgeon general’s framework provides a solid guide for employers who want to foster a healthy work environment:

• minimize physical hazards, discrimination, bullying, and harassment
• reduce long working hours, excessive workloads, and resource deficiencies that hamper employees’ ability to meet job demands
• normalize mental health care as a resource for employees
• operationalize equity, diversity, and inclusion policies to address structural racism, ableism, and implicit bias
• engage employees in organizational goals and mission statements to foster enthusiasm and commitment

Read more: Toxic workplaces leave employees sick, scared, and looking for an exit

Connection and community

Most workers have it, but too many still experience loneliness, lack of belonging and a sense of rejection

The surgeon general’s framework emphasizes that organizations that create opportunities for social connection and community can help improve mental health and well-being. This workplace essential rests on two human needs: social support and belonging.

Most workers are generally satisfied with their workplace relationships

Encouragingly, 89% of respondents said they are very or somewhat satisfied with their relationships with their coworkers, and 86% indicated they are very or somewhat satisfied with their relationships with their managers or supervisors.

Similarly, 82% said their workplace fosters positive relationships among coworkers, and 79% indicated that their workplace fosters positive relationships between managers and the people they manage. Moreover, most workers (81%) indicated that their workplace provides opportunities for collaboration and teamwork.

One respondent put it this way:

My company is like family. We do care for one another and do believe that we are stronger when we work together.

Yet workplace loneliness is experienced by a meaningful percentage of workers

Although most workers report being generally satisfied with their workplace relationships, more than a quarter (26%) said they have experienced feelings of loneliness or isolation at work. Despite the fact that those workers interact with others frequently, the prevalence of feelings of loneliness was higher for those in the customer/client/patient service industry (35%) compared with those doing office work (23%) or manual labor (22%).

Moreover, these feelings were more prevalent among workers with household incomes of less than $50,000 (31%) compared with those with household incomes of $50K–$124.9K (24%).

Feelings of loneliness and isolation were not confined to remote workers. Indeed, 25% of fully in-person workers reported feelings of loneliness and isolation.

Certain groups feel they do not belong at work

An overwhelming majority of workers (94%) said it is very or somewhat important to them that their workplace be a place where they feel they belong.

A male, part-time employee from the South, for example, stated that the aspect of his job that has the most positive impact on his overall mental health, happiness and well-being is:

They give me a sense of peace and that I belong here.

Unfortunately, one in five (20%) strongly or somewhat disagreed with the statement, “when I’m at work, I feel like I belong.” Black (23%) and Hispanic (22%) workers were more likely to feel a lack of belonging than their Asian (14%) colleagues.

Interestingly, only 10% of upper management employees did not feel a sense of belonging, compared with 19% of individual contributors, 22% of middle management, and 25% of front-line workers. This finding raises the question of whether it may be difficult for those in upper management to understand and relate to the lack of belonging felt by a quarter of front-line workers.

Certain groups feel unsupported because of their identities

Close to one-third (30%) of workers said they feel their workplace does not support them because of an aspect of their identity, such as race/ethnicity, gender, sexual orientation, ability status, age, etc.

This perceived lack of support was more common among workers ages 18–25 (45%) and 26–43 (34%), compared with workers who were 44 and older (11%–25%). Black and Hispanic workers were more likely to report feeling a lack of support from their employers (39% and 34%, respectively) than their White (27%) counterparts. In addition, the perceived lack of support due to identity was higher in LGBTQ+ workers (38%) compared with non-LGBTQ+ workers (29%).

Connection and community: Key facts and figures

• Fortunately, most workers (89%) reported being very (47%) or somewhat (42%) satisfied with their relationships with their coworkers.
• Most (82%) strongly (38%) or somewhat (44%) agreed that their workplace fosters positive relationships among coworkers.
• However, nearly one in five strongly (6%) or somewhat (13%) disagreed with the statement, “when I’m at work, I feel like I belong.”

How to foster connection at work

Psychologists describe two types of connections. “Strong ties” are close relationships, such as family members and good friends. “Weak ties” are acquaintances, like the people you chat with at the office water cooler. Research shows that weak ties are just as important as strong ones to a person’s life satisfaction. Psychologists suggest the following five tips to create a culture of community within the workplace:

• Make it a priority—create time and space for people to connect
• Use structured activities
• Establish norms
• But be flexible
• Get creative

Read more: A sense of belonging is crucial for employees

Work-life harmony

Many workers are achieving satisfactory work-life harmony, but there is too little respect for time off

The surgeon general defines work-life harmony as the integration of work and nonwork demands through the human needs of autonomy and flexibility. Work-life harmony involves, among other things, the amount of control one has over the “how, when, and where” one does their work.

Work-life harmony is associated with psychological well-being

Approximately eight out of 10 respondents (81%) reported being either very (42%) or somewhat (40%) satisfied with the amount of control they have over how, when, and where they do their work. Importantly, those who reported satisfaction with their level of control were much more likely to report that their overall mental health level is good or excellent (79%) compared with those who reported being unsatisfied with their level of control (44%).

Similarly, those who reported satisfaction with their level of control were much less likely to report that their work environment has a negative impact on their mental health (32%) compared with those who reported being unsatisfied with their level of control (62%).

Work-life harmony also involves having enough flexibility to mitigate conflicts between work and home life. Workers who said they did not have the flexibility to keep their work and personal life in balance were more likely to report that their work environment had a negative impact on their mental health (67%) compared with those who did have that flexibility (23%).

When asked to list two or three things about her current job that have a positive impact on her mental health, happiness, and well-being, one female, full-time worker from the South stated:

I have control over my day-to-day activities and can set my own agenda for each day. There is paid sick leave if I need it. There is time off for holidays where I can rest and rejuvenate myself.

In contrast, when asked to list two or three things that have a negative impact on her mental health, happiness, and well-being, one female, full-time worker from the Northeast stated:

No control over schedule. Little to no work-life balance. Poor management.

Certain job characteristics and demographics are associated with work-life harmony

Those who work in hybrid or remote arrangements were more likely to be satisfied with the how, when, and where they do their work (85% and 89%, respectively) than those who work in person (77%). Remote workers reported being slightly more likely to have enough flexibility at work to be able to keep their work life and personal life balance (75%) than hybrid (67%) or in-person workers (66%). Further, those ages 18–25 are more likely to agree that they do not have enough flexibility at work to be able to keep their work life and personal life in balance compared with those in older generations (41% vs. 26% of workers 44–57, 28% of workers 58–64, and 24% of workers 65+).

Other workplace and personal characteristics were also associated with satisfaction with the how, when, and where work is done. For example, office workers were more likely to be satisfied (86%) than those in manual labor (77%) or customer/client/patient service (76%). Those at for-profit organizations were more likely to be satisfied (83%) than those at nonprofit organizations (73%). Those in upper management were more likely to be satisfied (93%) than those in middle management (81%), front-line workers (76%), or individual contributors (78%). Finally, those living with a disability were less likely (77%) than those without a disability (84%) to be satisfied with this aspect of work.

Too many workers experience a lack of respect for their time off

Unfortunately, more than one-quarter (26%) of respondents strongly or somewhat agreed with the statement, “my employer does not respect my personal boundaries.” Further, fewer than half of respondents (40%) reported that their employer offers a culture where time off is respected. Those who do office work were almost twice as likely (48%) than those who do manual labor (25%) to report respect for time off.

Those who work in an organization with racial or ethnic diversity in senior leadership were more likely than those who do not to report respect for time off (42% vs. 34%).

When asked to list the most important things your employer either is doing or should be doing to help protect and foster your emotional and psychological well-being, a male, full-time worker from the South stated:

Respecting boundaries and personal days.

Similarly, a female, part-time employee from the West said:

Respecting my boundaries and not calling me on my two days off to come in to work just because they need a body. I need those two days for personal reasons and will not budge. Also they are flexible if I need time off for doctor appointments and things like that.

Work-life harmony: Key facts and figures

• Eighty-four percent of workers are satisfied with their work schedules (e.g., number of hours worked, flexible scheduling options offered, etc.) and 81% are satisfied with the amount of control they have over how, when, and where they do their work.
• However, about one-third (32%) said they do not have enough flexibility at work to be able to keep their work life and personal life in balance
• Just over one-quarter (26%) said their employer does not respect their personal boundaries.

Finding equilibrium: Tips to achieve work-life harmony

Tammy Allen, PhD, a psychology professor at the University of South Florida in Tampa, offers advice regarding how employees should respond if their employer wants them to check email on their personal time or vacation.

“Expectations should be aligned with the nature of the job and based on a mutual understanding between the employee and the boss. If the understanding is violated (e.g., you’ve agreed upon no emails on Sundays and the boss consistently expects emails to be answered on Sundays), then a discussion about realignment may be needed. You can discuss the importance of establishing boundaries and the importance of detachment from work to enable recovery from work for your health and well-being, which allows you to be at your best for the organization.”

Read more: Workers crave autonomy and flexibility in their jobs

Workers want to matter at work and want their work to have meaning

The surgeon general points out that people want to know they matter to those around them, which includes a sense of dignity and meaning. Indeed, 95% of respondents said that it is somewhat or very important to them to feel respected at work.

Mattering at work and meaningful work are associated with psychological well-being

Fortunately, 78% strongly or somewhat agreed with the statement, “I feel valued at work” and 87% strongly or somewhat agreed with the statement, “the work I do is meaningful.”

Those who reported not having meaningful work were much more likely to report that they were typically tense or stressed out during their workday (71%) than those who reported having meaningful work (45%).

Being micromanaged is associated with tension and stress

Four out of 10 workers (42%) reported feeling micromanaged at work. Those who feel micromanaged are much more likely than those who do not feel micromanaged to also report feeling tense/stressed during their workday (64% vs. 36%, respectively).

When asked what the most important thing is that his employer could do to protect and foster his emotional and psychological well-being, one full-time, male employee from the West stated:

Just not micromanage my time. Give me a job, give me a timeline, and leave me alone unless I ask for assistance.

Similarly, a female, full-time employee from the South said:

Stop micromanagement. It is so stressful to me. Let me do my job as hired to do.

Mattering at work: Key facts and figures

• The overwhelming majority of workers (93%) reported believing it is very (60%) or somewhat (33%) important to have a job where they feel that the work they do has meaning.
• Fortunately, the majority of workers (87%) strongly (48%) or somewhat (40%) agreed that the work they do is meaningful.
• However, more than one-quarter (29%) of workers strongly (10%) or somewhat (19%) agreed that they do not matter to their employer.

Mattering at work: Seven tips to help employees feel they’re making a difference

In the postpandemic era of “quiet quitting,” workers are rethinking their work-life integration and seeking jobs where they feel they can make a positive impact. But it’s hard to feel you’re making a difference if the organization doesn’t have a culture of respect. Fortunately, experts say, there are concrete things organizations and leaders can do to create a culture where every worker matters. Here are seven tips:

• Establish company norms
• Provide objective and subjective resources—e.g., tangible benefits and cultural support
• Make it safe
• Embrace diversity of thought
• Help employees understand how their contribution aids the organization’s mission
• Provide public recognition, being specific in praising achievements
• Say it again—praise employees

Read more: Employees really value making a difference at work

Opportunity for growth

Workers want and need opportunities for growth

This essential from the surgeon general’s framework is based on the human needs for learning and accomplishment. These needs are consistent with the survey results. The overwhelming majority of workers (91%) said it was very or somewhat important to them to have a job where they consistently have opportunities to learn, and 94% said it was very or somewhat important to them to have a job where they get a sense of accomplishment.

Although most workers are satisfied with their opportunities for growth, there is room for improvement

Almost three-quarters of respondents (74%) indicated they are very or somewhat satisfied with the opportunities for growth and development at their place of work. Over three-quarters of respondents (79%) said that they are very or somewhat satisfied with the opportunities they have to be innovative or creative in their work. More than two-thirds (70%) strongly or somewhat agreed with the statement, “I feel I can reach my highest potential at my current place of work.”

Opportunities for growth are associated with psychological well-being

Workers who were somewhat or very satisfied with their opportunities for growth and development more often reported good or excellent mental health (79%) than those who were unsatisfied (52%). Further, workers who lacked opportunities for growth and advancement were also more likely to typically feel tense and stressed out during their workday (66% vs. 42%).

Certain demographic and organizational characteristics associated with satisfaction regarding opportunities for growth and development

Men were more likely to report being satisfied with growth and development opportunities (77%) than women (71%). Higher-income workers ($125,000+) also were more likely to report satisfaction with growth and development opportunities (79%) than workers making less than $50,000 (68%).

Workers in for-profit settings were more likely to report satisfaction with growth and development opportunities (76%) than those in nonprofit organizations (65%). Those who reported working for an organization with equity, diversity, and inclusion policies were more likely to report being satisfied with opportunities for growth and development (78%) than those in organizations without such policies (64%). Those who reported working for an organization with racial or ethnic diversity in senior leadership were more likely to report being satisfied with opportunities for growth and development than those in organizations without such diversity (77% vs. 68%, respectively).

Overall, those who were satisfied with their opportunities for growth and development were far more likely to report being very or somewhat satisfied with their jobs (96%) than those who were not (64%).

Opportunity for growth: Key facts and figures

• About three-quarters (74%) of workers reported being very (34%) or somewhat (40%) satisfied with the opportunities for growth and development at their place of work.
• Most workers (79%) reported being very (36%) or somewhat (43%) satisfied with the opportunities they have to be innovative or creative in their work.
• However, fewer than half (47%) reported that their employer offers educational opportunities.

These growth opportunities help employees advance at work

A 2018 study by Gartner, a research and advisory firm that helps companies develop and implement HR strategies, found that a lack of career opportunities is the main reason employees leave an organization. By investing in employee growth, companies can reduce costly turnover and increase job satisfaction among employees of all ranks. Some key strategies to foster growth include:

• Providing quality training and mentoring
• Establishing pathways for career advancement
• Delivering relevant, reciprocal feedback
• Emphasizing a culture of learning

Read more: Lack of growth opportunities is a big reason why employees leave jobs

Methodology

The research was conducted online in the United States by The Harris Poll on behalf of APA among 2,515 employed adults. The survey was conducted April 17–27, 2023.

Data are weighted where necessary by age, gender, race/ethnicity, region, education, marital status, household size, full-time/part-time employment, employment sector, industry, household income, and propensity to be online to bring them in line with their actual proportions in the population.

Respondents for this survey were selected from among those who have agreed to participate in our surveys. The sampling precision of Harris online polls is measured by using a Bayesian credible interval. For this study, the sample data is accurate to within ±3.1 percentage points using a 95% confidence level. This credible interval will be wider among subsets of the surveyed population of interest.

All sample surveys and polls, whether or not they use probability sampling, are subject to other multiple sources of error which are most often not possible to quantify or estimate, including, but not limited to coverage error, error associated with nonresponse, error associated with question wording and response options, and postsurvey weighting and adjustments.

Survey questions

• 2023 APA Work in America survey questions (PDF, 351KB)
• 2023 APA Work in America survey topline data (PDF, 827KB)

Press Release Details

College instructors feeling the strain of mental health crisis.

Majority of college instructors say they are struggling with mental health issues, which may be impacting their ability to teach effectively

HOBOKEN, NJ— College instructors are feeling the strain of mental health issues and experiencing increasing levels of burnout and stress from the demands of their jobs, according to a new survey by Wiley (NYSE: WLY), one of the world’s largest publishers and a global leader in research and learning .

The Instructor Mental Health Landscape —the last in a series of three Wiley studies exploring mental health issues across the practitioner and higher education landscape—reports six out of ten college instructors (61%) say they are struggling with their mental health to some degree. And more than a third said teaching was more stressful than during the previous academic year.

Instructors cite a number of factors that are contributing to mental health issues they are experiencing, including:

• ongoing pressure to meet the increasing demands and needs of students (51%),
• being asked to do more with less time and resources (49%),
• spending too much time on non-teaching related tasks (48%), and
• feeling underpaid for the work they do (43%).

The increase in mental health struggles may well be having a negative impact on instructors’ ability to teach effectively. Fifteen percent say they feel burned out or exhausted, while another 15% report having less energy and patience.

Among various challenges instructors face, keeping students engaged and helping them retain class material are high on the list. Sixty-five percent say it’s a challenge to keep students engaged, while 53% say that they struggle with teaching students who start courses with different knowledge levels. These findings are aligned with those of Wiley’s March 2024 student mental health survey , where 61% of students said staying engaged and remaining interested in classes was a challenge.

“The mental health crisis is pervasive, impacting college instructors just as we saw it hurting students and practitioners in our previous surveys,” said Amanda Miller, Wiley group vice president, Academic Publishing Group. “It’s important for college officials to understand and acknowledge the strain felt by students and instructors as a result of these issues and continue to take whatever steps they can to help ease the impact on their education and their lives.”

The findings suggest many instructors believe the COVID-19 pandemic may have contributed to their mental health issues. Fifty-seven percent said the pandemic had a negative impact on them, and 83% feel it had a negative impact on students.

College instructors are well aware that students are also experiencing mental health issues. Nearly all respondents (93%) say they believe students are struggling emotionally either a little or significantly. That aligns with the findings of Wiley’s recent report on students which showed more than 80% of college students saying they are struggling emotionally at least somewhat.

Recommendations

Wiley’s report recommends steps colleges and universities can take to support both instructors and students as they navigate the mental health crisis.

• Increasing support —As instructors feel increasingly exhausted and experience more burnout, they’ll need more support. Support networks for instructors can go a long way in improving mental health for both instructors and students.
• Recognizing burnout —Burnout is an issue that can be addressed through various means, including peer support networks, time-saving resources, and strategies for self-care.
• Providing resources —Instructors need materials that are easy to implement, and which save them time and effort. With student engagement a big challenge for many instructors, materials should be flexible, interesting, and provide more opportunity for class interaction.

Wiley Mental Health Surveys

This report is the third in a series of three surveys focusing on mental health issues impacting the higher education community. The first report, The Psychology Practitioner: Navigating High Demand, Burnout, and Telemedicine , issued in December 2023, focused on mental health practitioners, while the second, The Student Mental Health Landscape , issued in March 2024, focused on college students .

Wiley is a leading publisher in psychology resources. Known for its timely subject matter, quality content, and innovative resources, Wiley’s publications and franchises are trusted by practitioners worldwide. For more resources, visit the Wiley Psychology Hub .

Methodology

The survey was completed in December 2023 through January 2024 by 971 instructors at four-year and two-year public and private colleges of varying sizes across the United States.

The full report can be accessed HERE .

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Contact:   Ed Colby / [email protected]

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