“Do you have homework?” The age-old question in education. Homework has been synonymous with education since the beginning of formalized schooling.
Teachers have strong beliefs about homework for many reasons. If you ask teachers today, you will hear many different answers about the importance of homework. They will share what types of homework they assign, as well as the good and bad sides of homework. You will also hear personal and heartfelt opinions.
Recently, people have been talking a lot about whether students should have homework. This is an old debate, but it still gets strong opinions from both sides.
Parents, educators, researchers, and students themselves hold varying perspectives on this educational practice that extends learning beyond the classroom walls. Specifically, homework ideals and values for students have been raised as an issue.
As education systems change, the question arises: Is homework helpful for students, or does it just cause stress with little benefit?
The Traditional Case for Homework
Proponents of homework argue that it serves several important functions in a student’s educational journey.
First, it reinforces classroom learning through repetition and practice. When students apply concepts independently, they solidify their understanding and identify areas where they may need additional help.
Homework also fosters time management and organizational skills—competencies that extend far beyond academic subjects and into professional life. Additionally, homework creates a bridge between school and home.
It provides parents with insights into what their children are learning and opens opportunities for family engagement in the educational process.
Many educators and parents believe that homework helps establish a strong work ethic and sense of responsibility in adolescents during a critical developmental period.
Is Homework Actually Beneficial for Students?
Despite its traditional acceptance, research on homework’s effectiveness reveals a more nuanced picture, particularly for high school students. Multiple studies have been conducted examining the relationship between homework and academic achievement.
These studies usually had different results. This often depended on where the research was done, the income level of the students surveyed, or other factors.
Cognitively speaking, evidence exists that certain types of homework may enhance learning.
Intentionally, targeted practice can help students connect back to the learning taking place in the classroom. However, mindless worksheets or excessive repetition may not engage higher-order thinking skills.
Mental Health Considerations
Post COVID-19, a renewed emphasis has been placed on social and emotional wellbeing for students. An unfortunate byproduct from the time when students were sent home and emergency learning occurred is the stunting of emotional growth in students.
Students who learn from home miss out on social, emotional, and physical interactions. They do not get the same experience as when they learn in person.
This factor has led to perhaps the strongest critique of homework, which comes from mental health professionals who note its contribution to student stress and anxiety.
A survey by the American Psychological Association found that 45% of teens reported being stressed by school expectations, with homework frequently cited as a primary stressor. For high school students, greater expectations both from school and life in general are prevalent.
High school students in specific are typically working a job, involved in sports, clubs, or other extracurricular activities, as well as trying to determine their post-secondary plans.
Students may spend excessive time on homework, leading to them experiencing greater physical health problems, more stress, and less time to develop other important life skills.
The pressure to complete homework often comes at the expense of sleep, physical activity, family time, and other crucial aspects of adolescent development.
Finding Balance and Re-imagining Homework
The homework debate isn’t necessarily about eliminating homework entirely, but rather reimagining its purpose, quantity, and quality. Several ideas and approaches exist about homework.
Many progressive educators advocate for less homework but of higher quality—assignments that encourage critical thinking, creativity, and personal connection to the material. Project-based homework that allows students to explore topics of interest can generate greater engagement than repetitive exercises.
For me as a principal, my concept of homework is centered on my student population. A one-size-fits-all approach to homework doesn’t serve my diverse student population, and we consider equity issues, including access to technology, home support systems, and individual learning styles as we plan and implement effective homework practices.
Across the nation, educators will tell you that not all students have the same needs or home environments. Some schools have implemented differentiated homework policies that consider individual circumstances.
This might include optional extension activities for students who want additional challenges, while ensuring that core learning happens during school hours.
Although a focus has been placed on technology use for education after COVID-19, technology was very prevalent even before remote and distance learning became the norm.
An example of this that impacts learning, and homework is the flipped classroom model—where students engage with new content at home through videos or readings and then practice applications in class with teacher support.
This concept represents a reimagining of traditional homework. This approach ensures that students struggle with difficult applications while having access to immediate help, rather than facing frustration alone at home.
Moving Forward with Homework
The question of whether students should have homework doesn’t have a simple yes or no answer. Evidence suggests that moderate, purposeful homework may benefit high school students, particularly when it:
- Provides meaningful practice of essential skills
- Encourages deeper exploration of interesting topics
- Accommodates different learning needs and home situations
- Balances academic development with other important aspects of adolescent life
However, excessive, low-quality homework that generates stress without educational returns deserves reconsideration.
As schools change to help today’s students, the homework talk lets us look at what we really believe about learning, success, and how students feel.
The most promising approach appears to be thoughtful reform rather than wholesale rejection—designing homework policies that maximize learning while minimizing stress, considering the whole student and the complete educational experience beyond just academic metrics.
A strong point to consider, and one that is often overlooked, are the voices of students themselves.
Many students say they appreciate homework that helps them understand important ideas. However, they often feel stressed by too much busy work.
Students frequently report that their deepest learning occurs through engaging projects, discussions, and real-world applications—not through hours of isolated homework completion.
In the end, the homework question asks us to think about a deeper issue. What type of education helps young people get ready not just for tests and college, but for happy, balanced lives in a complex world?
Educators never stop learning; check out our available graduate degree programs to hone your skills and promote lifelong learning and academic excellence.
